Student Achievement Reflection

The most important experience that has positively impacted my academic performance is being in AVID for the past 5 years. AVID is an acronym that stands for advancement via individual determination, a college preparatory class that helps prepare you for college, get organized, and set goals. I have been enrolled in AVID since 8th grade learning how to become a better student, improving study skills and the way I communicate with the students and teachers around me.

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

I have choose two focus students who reflect different learning needs and will have modified assessments. Focus student number one is a five year old child with a bilateral hearing loss, pulled out for individualized services. The child spends the majority of his time in a general education environment. He will benefit from being asked leading questions before he picks his category. This modification is being made for focus student one. Focus student two is a five year old child with a unilateral hearing loss and Down syndrome. The child is in an inclusive environment with a full time paraprofessional for a small part of the day and spends the remainder of time in a special education classroom. The child’s preferred method of communication

During my time in this Foundation For Student Achievement Program. I have acquired, Many skills that will help me succeed in my plans after high school and college. The skills that I have learned in this program aided in my proficiency in Math and English. With help from my teacher and peers.

Standardized testing is a series of nationwide tests that is supposed to show a students’ achievements throughout the year. For example, the SAT is a nationwide test that Juniors in high school have to take to apply to colleges. Unless your SAT scores are between 1000 to 1600 most will not look at your application. The real question is if standardized testing is an effective way to test a student’s achievements? Standardized tests are an ineffective way to measure a students’ intelligence and academic achievements’ accordingly these tests should be changed or they should be no more.

comprehension through staff development and resources that are more effective. There are four main measurements associated with this funding request.

Raised by a single parent, many think I am not capable of exceeding expectations. In trying to accomplish the American Dream, I did not lose grasp of my Hispanic roots. I appreciated my background and encouraged others to do so as well. With the pressure mounted of being successful in my family, I managed to take control of my goals. By participating in Junior Achievement, an organization that helps children value free enterprise through educational programs, I incorporated my knowledge onto the younger generation. My mother has always said that my education is more important than any type of work out there. It is a privilege to even have an education, therefore, I shouldn't take it for granted. Moreover, my life has always been exemplified

Use verbal and non-verbal communication (signing during sing along) appropriate to age/ability and development needs, make use of methods like PECS and Makaton.

For example, playing an inside version of hopscotch with the spelling words. However, before we begin the lesson or circle time, I will have them do simple exercises, dances, and stretches. This will help improve my students’ gross motor skills. To help the English Language Learners in my class, I explain the movements or dances moves in English and Spanish. In addition, I will use visual cards or small clips on the promethean board that further demonstrate the movements. If my students and I dance, I will make sure to play an equal amount of music in English, Spanish, and any other language my students

I will discuss the day’s learning objectives and with the students. According to Seifert (2017), when teachers have aims in mind, they are able to write more detailed lesson plans with variations to the lesson. I will also discuss with students the next learning experience, which will be Science. The activity will include the life cycle of flying bats. I will initially use a flip chart to write down words the students sang during their “brain break.” I will write down bat, dip, pad, and tub. Then, I will ask students to look at my mouth as I sound out each word. After that, students will be asked to raise their hands and come to the flip chart to point out the word once I call them. I will make anecdotal notes of students who participated or not; students who will not participate I will make observation if the students failed to participate because of lack of understanding or disengaged. Further, I will prompt and reassure to make model sounds to pronounce the words. I will orally model sounds of the words with deep expression on the beginning and ending sounds. Teachers who work with ELL students must receive in-depth training in attempt to understand the significance of modeling tasks for students (Goldenberg,

The trainer demonstrates the preference assessments, now he does it along with mom, then Mom does it alone immediate corrective feedback, on how well she did or how she could improve on her present level is told via the video conference.

In the textbook, the authors discuss the four categories of data that are used in research which are easily remembered with the abbreviation “LOTS of data” (Cervone & Pervin, 2013). This abbreviation describes the four categories of data—L-data, O-data, T-data, and S-data. L-data is information that can be obtained from a person’s life history or life record. A student’s school record would be a good example of L-data. O-data is information provided by knowledgeable observers. These observers can be parents, friends, or teachers. They can also be trained to observe. T-data is information obtained from experimental procedures or standardized tests. I remember those standardized tests that we always had to take as a kid. Those standardized tests that we take during elementary, middle, and even high school are an excellent example of T-data. These tests provide teachers information on their teaching styles to improve themselves for the following years with the next students. S-data is information provided by the subject him/herself. This is usually done in the form of responses to questionnaires. A typical example of S-data is personality questionnaires that ask an individual questions about his/her personality. S-data is really cheap and easy to use therefore it is commonly used in research studies. However, all of these categories of data are very important in research because any person can use these skills required from LOTS data to obtain knowledge. For example, I have

Nunan & Lamb (1996) refer to monitoring as an integral part of the learning system which is comprised of assessment of student performance and evaluation of the effectiveness of the course design. According to Dudley-Evans & St. John (1998), “Evaluation is a process which begins with determining what information to gather and which ends with bringing about changes in current activities or future ones. It makes use of quantitative methods (e.g. tests) and qualitative methods (e.g. interview and questionnaire). It can be formative (on-going) or summative (end-of-course). I plan to use tests such as, In-class assignment results (formative), mid-term examination results (formative), final term examination/achievement test results (summative) as well as samples of students’ writing, self and peer assessment, and my personal observation to monitor the learning progress and make any changes that situational factors may require in the course design or the teaching methodology.

1. Give students time to reflect and think about how their learning impacts the rest of their life. Giving students time to reflect on learning helps them bring real-world meaning and value to their school day. It allows them identify what is personally meaningful to them and leads them toward understanding how they can use their new knowledge. Student reflection on learning also helps students to create connections to the knowledge they already have, facilitating a deep understanding of a content knowledge and raising the likelihood that students can retain and make use what they have learned.