Module 6 Reflection

.docx

School

Highline College *

*We aren’t endorsed by this school

Course

348

Subject

Computer Science

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by PresidentAtom13167

PART l Take some time to reflect on the required reading this week from the Assessment Playbook . What are two takeaways from the reading? What is significant? How will it impact your practice moving forward? The first takeaway from this week’s reading was a face-to-face classroom technique that can also be used in distance learning called response cards (Fisher, Frey, Bustamante, & Hattie, 2021, p. 35). I found this technique significant because it allows all students an opportunity to respond to the same questions rather than the need to call on one student at a time. Fisher et al. (2021) pointed out that they are a quick, effective way to assess the whole class and address any misunderstanding (p. 36). This is a useful technique for my current kindergarteners and one I plan on implementing in my future practice. I would have response cards that are preprinted with texts and pictures to guide their responses, allowing us to efficiently move through the lesson rather than worrying about spelling. I would also use white boards or index cards in small groups and as a whole class to have them practice writing and identifying letter names and sounds. Another technique I found interesting was teach-back to the family. Fisher et al. (2021) informed us that families are not assessing their child, but rather facilitating and supporting students in submitting assignments (pp. 41-42). This is a significant technique because it not only promotes family engagement, which is an important aspect of student growth, but it also solidifies student knowledge and provides teachers with information as to whether students understood what they learned in class and if reteaching or clarifying is necessary (Fisher et al., 2021, p. 39). In my future classroom, I plan on building a parent-teacher relationship early on and sharing contact information so they can communicate with me if they have any questions or concerns regarding their role in the teach-back. If we are learning online, I will provide families a video as to how they can support their child in submitting assignments. I will also encourage my students to share what they learned with their families and to reflect on how it went during morning meeting and class discussions. References: Fisher, D., Frey, N., Bustamante, V., & Hattie, J. (2021). The assessment playbook for distance and blended learning: Measuring student learning in any setting . Corwin, A SAGE Company. PART ll 1. When will you hold synchronous sessions? How frequently? For how long? Based on the students I have, I would hold synchronous sessions every Monday, Tuesday, Thursday, and Friday mornings. I would use Wednesdays as a day for students to complete any missing or incomplete assignments, as it is our early released days in person. I would also use it as a day to check in on individual students and be online if students need support or have questions. My kindergarteners are still learning to build stamina, so I would hold group instructions for 30 minutes. I would split them into groups based on needs and meet with them once a day for 15-20 minutes. 2. How will asynchronous learning bracket live sessions (before and after)?

This will be accessible after our synchronous learning. I will provide students with videos explaining the overview (e.g., learning intentions, things to do, resources, reminders, and assignment exemplars). Asynchronous learning will include independent reading, writing, and math. If they need support, I will provide a link in our homepage to meet with me. 3. What do families need in order to be supportive (but not to burden them with doing school themselves)? The best way families can support their child in their learning is to provide them a quiet space to work during both synchronous and asynchronous sessions and to connect with me if they have any questions or concerns. They can help their child learn the process of logging in, setting up a visual schedule for when they need to be online, and being prepared for class (e.g., eating beforehand, having their materials ready, etc.). I would appreciate it if they began practicing independency with their child, just as they would if they dropped their child off to school. 4. How will students access technology help? I will address this before classes begin. I will establish where they would go and what link they should click if they need help. I will provide videos and resources that they can easily access as well. Having a classroom forum, like the virtual town hall we have for this class, is also a great space for students to connect with their peers for help. If it requires a quick response, I will provide my email. 5. How will you collect family questions and concerns? I will primarily collect family questions and concerns through email, zoom meetings, or phone call. I would also do a weekly newsletter to address any concerns or questions that can benefit other families. Creating a virtual town hall for parents is also a possibility. 6. How will you coordinate your efforts with other educators? As we learned in Module 1, it is important to connect with other educators in distance learning (Fisher, Frey, & Hattie, 2020, p. 16). I would establish a schedule to meet with other educators, whether it is through video calls or voice calls. We can do weekly or monthly team meetings to plan, share strategies, practices, and techniques that has been working in our virtual classrooms, and request for an observation and feedback. We can also create a chat room for quicker responses and a google folder to share resources. References: Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting. Corwin, A SAGE Company.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version