Week 9

Essential question: What assessments will I use in my UBD Unit, and what is the purpose of these assessments?

For my unit, the first assessment I will use is a classroom poll. When the class does the poll, they will go online and go to a url that I provide. The answers that are chosen will show on my computer screen and we can go over them as a class once they have all been answered. Below is an image of what it could look like when answered.

The second assessment is a self-evaluation. I choose this because “we want our children and adolescents to be the self-assessors of their work, dispositions, and goals” (Desautels, 2014).

Book Self-Evaluation Name: Book Title: 1.       Researching and creating this book was (Hard   Easy) to complete because ______________________________________________________________________ ______________________________________________________________________ 2.       The part of creating this book that I did the best was ____________________ ______________________________________________________________________ ______________________________________________________________________ 3.       I could have done a better job if ______________________________________ ______________________________________________________________________ ______________________________________________________________________ 4.       The technology I used in this process included ___________________________ ______________________________________________________________________ ______________________________________________________________________ 5.       After completing the book, I felt____________________________________ because________________________________________________________________ ______________________________________________________________________ 6.       Working with my group went ________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7.       I would rate my work on the book as (Excellent   Good   Fair   Poor) because ______________________________________________________________________ ______________________________________________________________________

I use a lot of formative assessments when teaching in the elementary school. One reason for this is because “tests are not real measurements of what matters most in education” (Wheatley, 2015 p.15). We have to make sure that students see the power of leaning and that it is much more than a grade. Test can also be a big stressor and cause students to consider cheating. When setting up the classroom environment maybe consider that “it would be pointless to cheat if you were interested in the learning itself” (Kohn, 2015). Talking about how learning is one of the most important things within the classroom and how to make it the highest priority.  

Alber said, “low-stakes assessments are really the most important and useful student data” (2011) and shores stated that, assessments “are powerful instructional tools for improv- ing the learning of students” (2009 p.34). If an assessment is used correctly it is nothing but beneficial for teachers and students. The teacher should make sure that the assessment is being used to better understand were students need more support and in what areas they have mastered the content. When looking at the school year as a whole it might be beneficial to look at it with the idea of “You just need a formative assessment toolbox, and you need to use it every day” (Davis, 2015).

References

Alber, R. (2011, December 06). 3 Ways Student Data Can Inform Your Teaching. Retrieved March 22, 2017, from https://www.edutopia.org/blog/using-student-data-inform-teaching-rebecca-alber

Davis, V. (2015, January 15). 5 Fantastic, Fast, Formative Assessment Tools. Retrieved March 22, 2017, from https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis

Desautels, L. (2014, August 13). Self-Assessment Inspires Learning. Retrieved March 22, 2017, from https://www.edutopia.org/blog/self-assessment-inspires-learning-lori-desautels

Kohn, A. (2015, March 26). Who's Cheating Whom? Retrieved March 22, 2017, from http://www.alfiekohn.org/article/whos-cheating/

Shores, C., & Chester, K. (2009). Using RTI for School Improvement : Raising Every Student’s Achievement Scores. Thousand Oaks, Calif: Corwin.

Wheatley, K. (2015). Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice. International Journal of Learning, Teaching, and Educational Research Vol. 10, No. 2, pp. 1-17.

Week 8 Reflection

This week went well for me. I did not know really anything about brain based learning, so the readings and other people’s blogs really helped to expand my knowledge this week. When I first went to comment on fellow classmates blogs I could only find two people. Sometimes it can be a little frustrating to look through every blog to try and find people who have posted. Hopefully after spring break everybody will be on top of blogs again.

               I talked with Gerald this week about how we change as teachers. We might start off really strict and then with time figure out what is important to stay strict on and what is not. Rachelle and I talked about how important it is to get to know your students. She told a few stories of how journaling really changed how she looked at different situations and how strict she was in her classes. It made me think about when I had a teacher who had us journal and it was a really good experience for me. I think if I am ever teaching older students that this would be a really good idea. This week I also commented on Mariah, Gerald, and Kendra’s blogs. I talked about how much I have used the ideas of brain based learning in the classroom without knowing it and about how much teachers can do to help students get their basic needs met.

               It is important to read about different teaching methods and theories in order to expand my horizons and figure out what is most important to bring into my class with me. This week I thought a lot about how much what I believe is important for the classroom is a mix of a lot of different ideas. The theories that fall under brain based learning are things that I believe make a big difference  when it comes to classroom environment and learning.

Week 8

Essential question: What is brain-based learning and how can it inform differentiation?

According to the website edglossary.org “Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development—how students learn differently as they age, grow, and mature socially, emotionally, and cognitively” (Brain-Based Learning Definition). To me, this means that a teacher considers what is happening in a student’s brain when creating lessons and teaching. Jensen talked about how “educators can influence learning a great deal” (2005, p. 33). The latest research suggests that our brains can in fact grow and change, this means that teachers in the classroom can do more than help students reach their potential. A teacher can help a student overpass it.

            When thinking about what a classroom should look and feel like to create the best brain based learning there is a lot to consider. One thing to think about is that “The highest-level executive thinking, making connections, and "aha" moments of insight and creative innovation are more likely to occur in an atmosphere of what Alfie Kohn calls exuberant discovery, where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning” (Edutopia). This makes total since to me, it is always so exciting to learn when I am interested and intrigued by the information. The real challenge for teachers is trying to find ways to get this enthusiasm into everyday classwork. Another aspect to consider when thinking about a classroom with brain-based learning is that “strong, secure relationships help stabilize children’s behavior and provide the core guidance needed to build lifelong social skills” (Jensen 2005, p. 19). Yes, this should not just happen in a school setting, but for some children school is the only place this could happen. Have a secure relationship starts with getting to know students, their likes and dislikes as well as how they learn best. Students emotions play into their learning as well. Jensen talked about the things that are taught to children and the things that are hardwired from birth. Things that are taught are things that can be shown and implemented within the classroom. Such as, forgiveness, compassion, patience, and cooperation (2009, p.18). The teacher can help students learn these emotions by using them and explaining them throughout the school day.

Overall, what I understand now is that brain-based learning is taking the time to stay up to date on reach about the brain. As well as, taking the research into consideration when thinking about the classroom environment, structure, and teaching practice. 

References

Brain-Based Learning Definition. (2013, August 29). Retrieved March 08, 2017, from http://edglossary.org/brain-based-learning/

Jensen, E. (2009). Teaching with Poverty in Mind : What Being Poor Does to Kids' Brains and What Schools Can Do About It. Alexandria, Va: ASCD.

Jensen, E. (2005). Teaching with the Brain in Mind. Alexandria, Va: Assoc. for Supervision and Curriculum Development.

MD, J. W. (2014, July 18). The Neuroscience Behind Stress and Learning. Retrieved March 08, 2017, from https://www.edutopia.org/blog/neuroscience-behind-stress-and-learning-judy-willis