I assessed the students’ intellectual involvement during the Science Tool Learning Center and the Help Harry STEM activity. The assessment included worksheets, designing a perch, and a survey of the students’ teamwork efforts. During the learning center, the students had to complete a worksheet the corresponded with the station they were currently at. For example, at the balance station, the students had to follow the prompts by using the balance and answering the questions on the worksheet. Not only did they have to have their “minds-on” to complete the worksheet, they were also involved in “hands-on” activities by using the science tools. Furthermore, during the Help Harry STEM activity, the students were instructed to design and build a
Year-End Progress Update - Describe the final results of your action plan and how successful you were in meeting your goal and impacting student achievement.
Student achievement for children is dependent upon the mental processes that are developed and nurtured through educators, culture, and society. Society plays a major role in cognitive human growth and development. It is important for educators to understand that children need opportunities to develop and expand their cognitive abilities. Vygotsky’s theory about mental tools suggest that every child has the ability to develop skills that will enable them to think in complex ways.
Education in classrooms are getting a different twist these days. In order to get kids more engaged at learning, teachers are trying to figure out ways to get then interested. With a handful of technology available that can distract kids from learning, teachers are using that same technology as a tool for learning.
Integrating other learning areas in our unit of work and exercising more resources that teachers can use in the classroom base upon our science unit is also a crucial element that our group was missing that needed to be included in our presentation. The classroom environment should include lots of books, visual materials, ICT devices and activities to facilitate learning and keep the student’s interests by promoting questioning and discussion to stimulate their science thinking processes and skills in a creative and encouraging environment. (Pitcher, 2014)
Mr. Kelly has 26 years of teaching experience in multiple science topics. We interviewed Mr. Kelly to collect data to help plan for a 2018 Pi day event. The main goal of this interview was to discover how technology is used by teachers and how it impacts students. The interview consisted of four questions covering technology in the classroom. The information collected in the interview can be used to help K-12 education in our local area. A copy of the interview questions can be found in Appendix.
The Board of Education for the Rowan Salisbury Schools are fully aware of how twenty-first century technologies can affect the manner in which our teachers teach and our students learn. It is the goal of the district to provide a safe and nurturing atmosphere that is technologically rich. Providing every student and employee with access to these tools is meant to enhance and improve the learning experience that will ultimately improve the academic achievements of all of our students. The use of the District’s resources are not a right, but come with responsibilities for proper care and use of all district owned technology. The Board also reserves the right to place restrictions on the proper care and use of its devices.
For my evidence based intervention I understand the importance of scientific research to inform my practice, however, I believe that the consideration of individual characteristics is just as important. I must consider the issues of lack of confidence, purpose and effort for each of my students and use research to develop strategies that may work for my students. I have developed a range of data on the students’ academic results, attitudes in classes, students learning style, teachers’ comments on these students in a range of classes, students’ self-belief as well as their belief about education and where their goals for education and where they see themselves going after school. Evidence based intervention allows for a targeted group of students
This article explores the evolving landscape in education, where increased use of technology is not only recommended, but is essential. It explains the learning styles of millennials and digital natives, and compares them to “traditional” learners. The article makes it clear that teachers must be willing to adapt their teaching style to meet the needs of today’s students. This study was an action research inquiry, using the mixed methods model. Quantitative data was gathered through survey answers and observation checklists. Interviews and focus groups provided the qualitative data. The results of the study reveal that students who received instructions through technology were more engaged in the activity and asked fewer questions than the students who received the instructions verbally. The students that were guided by technology were also more reflective about their learning and were more excited about the project. The self-proclaimed weakness of this study is its relatively small scale. It recommends that a larger scale study be completed in the future. That being said, this study does seem to confirm Gagne’s principal of the importance of gaining the attention of the learner. Using technology in the classroom appears to be a viable manner of obtaining students’
After reviewing my data, I found that there was a modest increase in student achievement. There was a 6% increase in student scores from the pretest to the first quiz of the section. Although it is technology incomplete data because we have not finished the chapter, I feel that this is a good start. I believe this came from two areas. The first is that students were doing more hands on work which, in economics, is important for students to have a good understanding of the material and theories. The second reason is that I put in more time to better understand and teach these economic theories. Obviously, if I am better able to communicate the material to my students, they will have an easier time understanding it. Comparing last years SLO
McKenna, Flower, and Ciullo (2014) suggest that observations, self-assessments and permanent products can be used to improve and measure the fidelity of interventions. During observations an individual familiar with the curriculum or intervention will determine the degree to which teachers are adhering to core procedures and elements using task analysis. Likewise self-assessments also use checklists to track intervention events, and during reflection teachers identify areas of the intervention they found difficult and seek out additional support. Lastly, permanent products such as student self-monitoring sheets, student point sheets, charts, and tokens can be used to inform a teacher of the degree to which students learned the material and
As the teacher I would respond to the data by having the students in the classroom practice sounding out their letters and identifying them in pairs together or as a class. If students are in a pair they can test one another and it would be enjoyable for them too. As the teacher I would respond in ways such as working with students one on one in a rotation to make sure that all students in the class were close to the same level. With one on one attention students will develop an understanding that they cannot just go through the motions and this will help them succeed with sound and letter dinftiation caplaltilies.
The proposed plan will be shared with other faculty members in the college and improved by their suggestions through scheduled meetings and seminars. At the university level, the NMSU Teaching Academy is committed to advocating and enhancing novel teaching methods and hosts weekly seminars, where all NMSU faculty members can share and discuss their teaching experiences. As a member of the NMSU Teaching Academy, the PI will share the proposed education plan with other members of the teaching academy through regular discussions and formal presentations. The PI will also work with the NMSU PLTW program to advocate wearable sensors among K-12 teachers and students.
Improving student achievement across the board for all students who are able to take part in reduced-size classes is quite the achievement, however, the rewards do not end there. One of the most prevalent and timeworn injustices of our nation is the achievement gap between low-income minority students and their higher-income white peers. Even at its inception, inequality has been woven into the fabric that makes up the education system. There is a long standing history that proves minorities and those from low-income areas have always been at a disadvantage and routinely perform well below their peers on standardized tests. For minorities and individuals from low socioeconomic backgrounds this achievement gap perpetuates a dangerous cycle. This disparity bleeds into every part of society from the lack of higher education to the incarceration rate. In every single research study that was reviewed it was clear that smaller class-size benefited minority students, children who are eligible for free or reduced lunch
What do think when you hear student success? Many people think different things. For example, student success could be a student having a good job in something they specialized on, and are living on their own without anybody's help. There are several different ways student succeed and ways to change schools in order for their students to succeed as well in this article. For instance, Anaheim High Schools can improve student success if we have longer school days, make the student be interested in school and on what they are learning, and having more after school programs that interest kids and will keep their minds off of bad things.