Scaffold Student Learning Case Study

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

How successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

Kim Brooks, we know has been “teaching composition at state universities and liberal art colleges and community colleges as well,” (Brooks 2) however what makes her truly passionate about the situation is her love for literature since she was a teenager. “Like so many, depressive, creative, extremely lazy high-school students, I was saved by english class” (1). Brooks demonstrates through these quotes her credibility, not only because she’s a teacher but because she truly loves writing and believes others should receive the education which she was fortunate enough to get. She was not apart of any clubs or extracurriculars, she wasn’t interested in other academic classes, so she knows how beneficial having the skills to converse, to write and to properly articulate one's self are. Brooks shares this personal anecdote, otherwise known as pathos, to relate to those reading, most specifically high school students like she once was. While focusing this piece mainly on English it can also be associated with other classes in high school as well. She is trying to illustrate how one can use what is learned in high school in their life if given the proper tools and taught skills which can be applied

Gerald Graff’s article, “Disliking Books” and Richard Rodriguez’s “Scholarship Boy” are similar and yet different in many ways. The two articles describe the journey of two boys from different backgrounds through various stages in their education.

In preparation for the Advanced Placement Literature and Composition exam, high school students must read many kinds of literature during the year-long course to familiarize themselves with different time periods, movements, philosophies, and genres. Advanced Placement students must learn to think critically, and be ready to find, analyze, and express literary connections through written analysis. The biggest challenge of teaching and learning Advanced Placement English is the difficulty covering the entire scope of literature in two semesters. Twentieth century literature often gets neglected. The pace of the curriculum can also limit

1. What is the intervention being evaluated? What is the hypothesis for the intervention, and what theories or empirical research is used to support that initial hypothesis?

If there was any body of work we could have studied in American literature this year, I would choose “Bronx Masquerade” to be a part of the curriculum. The way that story not only is commensurate with the subject of the class, but the authenticity that it possesses can allow students to relate to many of the characters since there was such a diversity in backgrounds. Furthermore, the story can give teachers an idea on how to make a classroom feel like “one.” In the story, many of the characters felt like they were very different compared to their peers. As the story went on, the poetry sharing in the classroom proved that many of the students could relate to each other’s struggles and tribulations. In conclusion, they weren’t as different as they perceived to be.

On order to effectively analyze “The Writer,” one might look to the Advanced Placement format, for instance, to best understand the meaning of Wilbur’s poem.

In order to meet the standards a student’s claim must be written in a full sentence, states a stance on the topic/theme, and is based on their evidence and supported by his/her reasoning. The percentage of students meeting this standard was fifty percent, and the other half of the class was placed in the approaching standards category. Students that are approaching standards produced a claim that lacks some specific data or does not tie into the question being asked. Scientists that cannot produce a proper evidence-based claim are often ignored in a professional setting, so it is important for the students to master the art of crafting evidence-based

Hypotheses: Explicit scaffolding, specifically encouragement and praise increases simple helping in younger infants early in the second year.

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

During the program that I am in now I’ve learned that for evidence based practices that you must have the access to evidences based- practices, be careful with fidelity, and to check the progress of the students. Today many teachers search websites such as google to create their lesson plans. They do this because many teachers do not have time to sit down and look for the proper research that is needed. These lesson plans that they are finding may not be considered an evidence based instruction method. There are many websites that have been made for teachers which have the proper evidence based programs that are needed for teachers. Next we have to be careful with “fidelity”, which refers to accuracy or exactness to details. Teachers want to be sure that their evidence based methods have strong outcomes from the students. It is important for teachers to not change or leave out any of the steps in the evidence

Since Freshman year at Rowan University, I have aspired towards obtaining a higher education of graduate studies within the field of English Literature. Thus, I am applying to Rutgers University-Camden Masters in English program in the quest to realize my greatest career objective of pedagogy at the collegiate level. This Masters in English program will be the institution that sharpens my literary prowess and analytical writing methods.

9. What additional facts, statistics, or other evidence do you need to be persuaded to accept this conclusion? The author needs more scientific research done on students and their behaviors also other teachers could have given their opinion on the same topic to see if they all consist of the same

Evidence based instruction is a collection of practices that have been tested and show a record of success and improvement. Evidence based instruction is based on information that is reliable and with verifiable as well as valid evidence that shows when this practice or program is implemented, there is a moderate to substantial chance that students will make strides in achievement. Research based means that there has been researched, but does not definitely imply success or achievement.