Graduation Speech : An Effective Approach For Student Achievement By Increasing Time On Your Active Voice

DuVall was interviewed she was questioned about achievement testing. ?Ms. DuVall indicated that she does assess achievement, but does include the scores in the reports. A special education teacher, named Mark Hayes does the standardized achievement testing. He uses the Woodcock Johnson IV Achievement Testing. The other methods of academic progress to assess student progress used by Ms. DuVall are teacher reports, grades, transcripts, and School Loop. She explained School Loop as a database used by parents and teachers to update student?s grades. Ms. DuVall explained that teacher reports are used to gain data on how well the student is doing in class and if there are any major issues. The grades, transcripts, and School Loop are used to know the areas of possible aid the student needs and additional resources to provide the student. Therefore, she is able to include student?s grades and reflect on the student's academic standing in her reports alongside the students standardized achievement scores. Furthermore, Ms. DuVall said, ?The achievement scores help at times clarify if a student is eligible under Specific Learning Disability (personal communication, September 8, 2017).? She further explained how achievement scores and discrepancy scores come into play later on in the

The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) “It’s called as cycle as you can start at any point, but you must follow through all the other points for teaching and learning to be effective.”

Reinforces important lesson concepts and prepares students for the next lesson. Loops back to the objective and involves students.

Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.

Studies conducted on each method, in order to find out if there are any significant differences in achievement between one, and or the other, have proved to be a mixed bag of results and thus have clouded the picture further. The results reported by Prince and Felder show the inductive learning methods they discussed were more effective in science, medical and other health related fields. Specifically in college level courses (14-20). A similar study reported by W.J. McKeachie at the University of Michigan concurred with Prince and Felder on tests involving reasoning and creativity. However, test scores of the students in teacher-centered environments were higher for overall achievement (McKeachie 147-149). In a book by Jeanne S. Chall entitled “The Academic Challenge: What Really Works in the Classroom?” the

Furthermore, instructional rounds can be utilized to help propel the team towards a shared vision. This practice utilizes common elements of focused improvement. Rounds support teachers in their understanding of what is happening in classrooms, how and why we produce certain effects, and devise a plan on how we can move closer to producing the learning that is intended. The rounds should not be evaluative and help peers keep one another accountable. These small changes and implementations incorporate

Since those who implement interventions are classroom teachers, the authors have elaborated greatly why these concerns matter within their research. With the main common complications is that such interventions are time consuming, teachers have stated concerns of lacking experience with implementing intervention, and lack of confidence to execute intervention correctly. The authors have used these concerns and created a self administered folding-in technique, a self reporting RTI. “The self-administered folding-in technique (SAFI) is a process students follow to improve accuracy and fluency of their responses to multiplication facts. The SAFI is a combination of the self-managed Cover/Copy/Compare described by Skinner et al. (1992), deliberate manipulation of known to unknown facts (i.e., interspersal techniques) and corrective feedback (Dejong, Hulac, & Benson, p.2, 2012).

48 First Grade students were educated in Davis Learning Strategies with another 48 students in 3 control groups.

The final step of instructional rounds is referred to as “next steps.” This resembles the “multitrack alternatives” that allows several options to be proposed and considered simultaneously and to determine which one is best to address the problem of practice. Teachers may explore different angles or paths to determine what works over what is a barrier. Collecting evidence towards multiple options is

My revision process began with reviewing my essay, rubric, assignment sheet and the comments that were left on my paper. I quickly noticed several simple grammatical mistakes that I did not notice before. I also became aware of the areas of my paper that had awkward phrasing. These errors in my paper had an impact in the aspects of its flow and framing. There were also times where I felt that I lacked in giving the reader the proper amount of background information and details. However, these issues are minor and the rest of my paper did not have any problems. I felt that the content of my paper fulfilled the rubric and meet all the goals of the assignment.

Ms. Jones assumed her students understood the content when in reality students did not understand the crucial ideas. Ms. Jones would have realized her students were not learning the intended learning if she would have paused to conduct formative assessments throughout the unit instruction. Once, Ms. Jones decided to include target-learning goals, allowing her to monitor students’ learning progress and implement remediation immediately. The most effective classrooms provide students will multiple learning opportunities. The teacher needs to assess their students often through formative assessments to ensure their students are learning the crucial information provided throughout the instructional strategies. Formative assessments allow teachers to adjust their instructional strategies based on students’ results from the formative assessments before students engage in the unit’s summative

Looping is a simple teaching strategy which works because students and teacher have the time to get to know one another. Coughlin, K. (1998) reported a teacher and a group of students remaining together for two or more years is a procedure that complements mixed-age teaching and learning. Many young children have never been to school, they need a staggering amount of time to learn rules, procedures, and routines. Although, these young children are capable of actively learning new routines and procedures each year, this process takes time away from the focus of learning.

For one to fully appreciate the concept of a multiage classroom and the process of looping, one must understand first what it is, second, why it is, and third, how it works. Understanding of

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

“Looping” is a practice where the teacher remains with the same students for more than two or more years. Looping provides the potential for both academic and social benefits for students. (Eric Digest) The additional time allows educators to provide students a sense of stability, an expanded curriculum that builds upon previous learning experiences and prior background knowledge, and the time to build and maintain strong interpersonal relationships and a sense of community (Kerry Roe, 2009). The idea behind looping is to avoid student anonymity by creating a longer-term relationship between the students and their teacher in a learning community. Academic benefits were reports with improved academic achievement scores, and more enthusiastic attitudes toward learning in general. The looping environment offers teachers the opportunity to have a deeper understanding of their students, which will