Med. Program Standard 10:
Standard 10: Teacher leaders will understand effective use of research-based instructional practices.
Courses Aligned with Standard:
EDU 6526: Survey of Instructional Strategies
Original Assumptions:
To be an effective teacher leader you have to have knowledge of different forms of instructional
practices that have been backed by multiple, reliable research sources. As Ausubel (1968) argues
that the most important factor in influencing learning is what the learner is already competent in
and the position of the teacher toward teaching according to what they do and do not know.
practices that have been backed by multiple, reliable research sources. As Ausubel (1968) argues
that the most important factor in influencing learning is what the learner is already competent in
and the position of the teacher toward teaching according to what they do and do not know.
Learning Experience:
From the course I learned quite a bit on how to utilize instructional practices that would help
students succeed. For example, I was not fully understood about the benefits of learning
objectives and their place in reference in the classroom. Dean et al. (2012), it is noted that
learning objectives, “should clearly communicate what students need to learn” (p.5). I definitely
implement that into the classroom. Another classmate in the UPSD cohort informed me that exit
tickets are an easy and useful method of seeing if the students can articulate the learning
objectives. As Lalor note, “Including the goal in the learning experience allows the teacher to
see the connection between what the students are going to learn and what they are going to do”
(p.117). Even in the form of exit tickets it is extremely helpful. William (2011) finds, “exit pass
questions work best when there is a natural break in the instruction; the teacher then has time to
read through the students’ responses and decide what to do next” (p. 92). Being a math teacher I
need students to know how to take proper notes. Pitler and Stone (2012) on pages 198-200 gives
a proper rubric on the design and implementation of note-taking. For example, when it comes to
giving students teacher-prepares notes I rate myself a four out of four. All the notes I have on the
screen are easily accessible at any point in time. However, with mathematics I rarely use multiple
types of note taking formats so I rate myself a zero out of four for using the webbing model as well
as the use of combination notes. I do allow students to change how they want to take notes. They can
use their iPads or use a notebook. They can also alter how they take their notes with it having the table of
contents at the beginning and be able tell me where each section begins. I would rate myself a three out of
four. The ultimate goal in my instruction is to reinforce effort into the instruction. Dean et. al. (2012) states,
students succeed. For example, I was not fully understood about the benefits of learning
objectives and their place in reference in the classroom. Dean et al. (2012), it is noted that
learning objectives, “should clearly communicate what students need to learn” (p.5). I definitely
implement that into the classroom. Another classmate in the UPSD cohort informed me that exit
tickets are an easy and useful method of seeing if the students can articulate the learning
objectives. As Lalor note, “Including the goal in the learning experience allows the teacher to
see the connection between what the students are going to learn and what they are going to do”
(p.117). Even in the form of exit tickets it is extremely helpful. William (2011) finds, “exit pass
questions work best when there is a natural break in the instruction; the teacher then has time to
read through the students’ responses and decide what to do next” (p. 92). Being a math teacher I
need students to know how to take proper notes. Pitler and Stone (2012) on pages 198-200 gives
a proper rubric on the design and implementation of note-taking. For example, when it comes to
giving students teacher-prepares notes I rate myself a four out of four. All the notes I have on the
screen are easily accessible at any point in time. However, with mathematics I rarely use multiple
types of note taking formats so I rate myself a zero out of four for using the webbing model as well
as the use of combination notes. I do allow students to change how they want to take notes. They can
use their iPads or use a notebook. They can also alter how they take their notes with it having the table of
contents at the beginning and be able tell me where each section begins. I would rate myself a three out of
four. The ultimate goal in my instruction is to reinforce effort into the instruction. Dean et. al. (2012) states,
“when teachers reinforce effort, they translate the belief that all students can learn into actions that can
help make the belief a reality (p. 21). To help monitor how I can become a better instructor I create two
Professional Growth Plans (PGP). In them I made plans to help reinforce effort in the classroom in a detailed
way and to work on teaching note-taking skills to my students.
help make the belief a reality (p. 21). To help monitor how I can become a better instructor I create two
Professional Growth Plans (PGP). In them I made plans to help reinforce effort in the classroom in a detailed
way and to work on teaching note-taking skills to my students.
Reflection:
After going through the class. I have goals for myself that I have implemented this year. So far the note-taking
PGP has been going somewhat successfully. The problem is with students not having the materials because of lack
of financial means at home. For the other one I found it useful in my instruction. I will continue to utilize the PGPs
in my instruction as a guide in order to help grow as an educator. Overall, this class has worked well with looking at
different methods of instruction and how I could help myself and others work on being stronger educators.
PGP has been going somewhat successfully. The problem is with students not having the materials because of lack
of financial means at home. For the other one I found it useful in my instruction. I will continue to utilize the PGPs
in my instruction as a guide in order to help grow as an educator. Overall, this class has worked well with looking at
different methods of instruction and how I could help myself and others work on being stronger educators.
Works Cited
Ausubel, D. P. (1968). Educational Psychology: A cognitive vie. New York: Holt, Rinehart and Winston.
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for
increasing student achievement. Alexandria, VA: Association for supervision & curriculum development, VA.
increasing student achievement. Alexandria, VA: Association for supervision & curriculum development, VA.
Lalor, A. D. (2017). Ensuring High-Quality Curriculum: How to Design, Revise, or Adopt
Curriculum Aligned to Student Success. Alexandria, VA: ASCD.
Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement.
Alexandria, VA: Association for supervision & curriculum development, VA.
Alexandria, VA: Association for supervision & curriculum development, VA.
William, Dylan (2011). Embedded Formative Assessment. Bloomington, IN: Solution Tree Press.
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