1. List three advantages of progress monitoring over annual achievement tests.
1. The assessment results assist in instructional planning
2. The skills assessed are aligned with the curriculum
3. Students’ skills are assessed frequently
2. List two key differences between mastery measurement and CBM.
With mastery measurement the skills are broken down into sequenced sub skills, where as with CBM the skills can be taught in any logical order. With MM students must meet a desired criterion to be considered demonstrating mastery and with CBM growth of the entire skill is tracked over the entire year. A key difference is MM each new skill is assessed one by one but with CBM each test or probe contains samples from other skills to check the retention of the previous knowledge.
3. Name three ways CBM can be used to help at-risk students.
1. The assessments are giving multiple times throughout the year to track progress and areas of weakness.
2. CBM can address the problem with the at risk student and provide extra practice
3. CBM is easy and able to be implemented easily with assessments to show wither its working or not.
4. What are the six steps in the CBM process?
Step 1. Create or select appropriate tests (probes)
Step 2. Administer and score the probes
Step 3. Graph the scores
Step 4. Set goals
Step 5. Make instructional decisions
Step 6. Communicate progress
5. How would you use CBM when teaching multiplication fact families (e.g., times tables for 2, 3, 4)? Describe what you would do for each of the six steps.
First it would do an overall assessment of the times tables to see where the students stand and what prior knowledge from 3rd grade they had. Then I would score the tests and graph them to see where the weak areas are and the weak students are. After graphing the test scores I would set a group goal followed by individual goals for struggling students who would get extra help in small group math time. Then I would develop specified test with certain numbers to focus on finding patterns and tricks with times tables. After each day I would give the students assessment son the times tables adding more and more problems to solve in a given time frame. At the end of that the test would be graded and decisions would be made on which way to go, review or move on. After all that is I would communicate the progress with each student and send progress reports home so parents would know what the child needed to work on.
6. Create a CBM implementation plan for your classroom. Make sure you include the academic subject, frequency of administration, how you will score and graph the data, and how you will use the information for your instructional planning.
The academic subject is multiplication. The students will be given a list of multiplication problems every morning and have a certain amount of time to complete them. This would happen every day of the week for a total of 5 assessments that would be timed every morning. Each day the students will receive a grade and at the end of the week the students g=would get an average of those five days to count as one test grade to be recorded. The student’s math problems would be sent home with the students so they could receive extra practice at home so they would do better on the next quiz. The scores will be graphed individually for each child as the years goes, this way to avoid public humiliation, and a class average will be graphed in the classroom for the class to see. This way when the students reach certain bench marks they can receive incentives to keep doing better.
Friday, October 30, 2009
Monday, October 26, 2009
Iris Module on Scaffolding
1.What are the two critical elements to keep in mind when using instructional scaffolding?
Modeling and Practice. Modeling means that students can watch the teacher and see how something is done and practicing is where the students work in groups or individually on the task shown by the teacher.
2.Briefly describe the three approaches to instructional scaffolding presented in this module.
The three approaches to instructional scaffolding are Content Scaffolding, Task Scaffolding, and Material Scaffolding. Content Scaffolding is where a teacher a teacher selects content that is not too difficult or the student, this allows the student to focus on the lesson. Task Scaffolding is where a teacher begins by specifying the steps in a task, then the teacher models the steps in the task, and she allows thinks out loud how he/she is doing these steps, followed by allowing the students to practice. Material scaffolding is involving the use of written prompts or cues to help the students perform a task or use a strategy like a word web.
3. List at least two reasons why error detection and correction is important.
1. Students understand what they should be doing
2. Students learn mistakes are ok as long as you know why you made the mistake and how t fix it and not make that same mistake again.
4. Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is experiencing difficulty with long division:
a. Which of the approaches discussed in this module would you use to scaffold instruction for this student?
First I would use task scaffolding to show the steps and how it is done then I would use material scaffolding and use visual steps to show them how it is done.
b. Why did you choose this approach?
I choose these approaches because students with disabilities can learn from visuals and also by seeing and doing. Me choosing both of these allows for the student to be taught the same thing in different ways so they can for sure learn it.
c. Give a detailed description of how you would use this approach to scaffold instruction for this student.
First I would get make sure I had my lesson plan that I worked out with me, then I would sit with the student and go over each individual step, followed by verbal explanations as to how and why I got a certain point and how they too can get to that point, followed by letting the student practice exactly what I did by writing each step out as I do and after I do and then by himself. After all that then I would get out to material scaffolding work sheets I made for this particular student and have the student use the worksheets to help perfect long division followed by going back over everything and grading it together to see where the student went wrong and why it as wrong and how to make it right!
.
Modeling and Practice. Modeling means that students can watch the teacher and see how something is done and practicing is where the students work in groups or individually on the task shown by the teacher.
2.Briefly describe the three approaches to instructional scaffolding presented in this module.
The three approaches to instructional scaffolding are Content Scaffolding, Task Scaffolding, and Material Scaffolding. Content Scaffolding is where a teacher a teacher selects content that is not too difficult or the student, this allows the student to focus on the lesson. Task Scaffolding is where a teacher begins by specifying the steps in a task, then the teacher models the steps in the task, and she allows thinks out loud how he/she is doing these steps, followed by allowing the students to practice. Material scaffolding is involving the use of written prompts or cues to help the students perform a task or use a strategy like a word web.
3. List at least two reasons why error detection and correction is important.
1. Students understand what they should be doing
2. Students learn mistakes are ok as long as you know why you made the mistake and how t fix it and not make that same mistake again.
4. Imagine you are a fourth-grade teacher and one of your students, who has a learning disability, is experiencing difficulty with long division:
a. Which of the approaches discussed in this module would you use to scaffold instruction for this student?
First I would use task scaffolding to show the steps and how it is done then I would use material scaffolding and use visual steps to show them how it is done.
b. Why did you choose this approach?
I choose these approaches because students with disabilities can learn from visuals and also by seeing and doing. Me choosing both of these allows for the student to be taught the same thing in different ways so they can for sure learn it.
c. Give a detailed description of how you would use this approach to scaffold instruction for this student.
First I would get make sure I had my lesson plan that I worked out with me, then I would sit with the student and go over each individual step, followed by verbal explanations as to how and why I got a certain point and how they too can get to that point, followed by letting the student practice exactly what I did by writing each step out as I do and after I do and then by himself. After all that then I would get out to material scaffolding work sheets I made for this particular student and have the student use the worksheets to help perfect long division followed by going back over everything and grading it together to see where the student went wrong and why it as wrong and how to make it right!
.
Sunday, October 25, 2009
Iris Module
An Iris Module is a website that has a series of situations and questions about different disabilities. It ask questions about actual situations that would happen in the classroom and asks you to reflect and think about what you would do. The first one Im posting is about scaffolding and the second one Im posting is about RTI or Response to Intervention.
Thursday, October 15, 2009
Single Subject Review on an Article on Autism
Single Subject Article Review
1. APA Citation
Delano, M.E., (2007). Use of strategy instruction to improve story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities Volume (22.4) 252-258.
2. Article Elements
a. Type of Design-a multiple baseline across responses
b. IV- writing probes/skills
c. DV- number of revisions, describing words, and action words
d. Functional Relationship- There is a functional relationship and it was demonstrated because of the increase in the number of revisions, describing words, and action words as illustrated by the graphs after the post training and follow up.
e. Experimental Control- Experimental control was demonstrated because all of the experimental sessions took place near the researchers office.
f. Functional Analysis- no there is not
g. Operational Definition- the operational definition for writing probes/skills is the number of action words, the number of describing words, and the number of revisions.
h. Social Validity- The article states that there could be a threat to the validity because of the small size of the sample used for this intervention. In my opinion this intervention is socially valid because the treatment targeted for change and the treatment are accepted and consumer satisfaction is reached. There is enough recorded data to show the effectiveness of this intervention therefore showing a promising future with this intervention.
i. Reliability- Interobserver agreement was assessed across all of the experimental conditions. An agreement check was conducted with all of the writing samples. There was an agreement ratio that was calculated for each dependent measure by dividing the smaller total by the larger total and then multiplying by 100. An agreement ratio of 100% was obtained for total words written and revisions. The agreement ranged from 83% through 100% for action words (M = 97%), 80% to 100% (M = 96%) for describing words, and 80% through 100% (M = 95%) for quality.
j. Baseline Phase – Vincent’s stories consisted of short sentences and he wrote no more than 11 words per writing sample. His stories had only one or two action words and did not have descriptive words. Vincent also did not make any revisions to his writing. The baseline information was collected from the researcher, who randomly selected three different picture prompts and asked Vincent to write a story about the prompt, then after a break he would ask him to read the story he wrote and if Vincent thought there needed to be revisions he would record that on a flip chart.
a. Intervention Phase- The intervention phase s where Vincent was the self-regulated strategy development. This intervention consist of three involves planning, drafting, self-monitoring, and revising text. This intervention provides specific instruction and Vincent was trained in each of the four strategies before being asked to do what it they were teaching and assessing him in those areas. Overall the intervention was a way to teach Vincent self-regulation and writing strategies.
b. Misc- the use of picture writing prompts.
1. APA Citation
Delano, M.E., (2007). Use of strategy instruction to improve story writing skills of a student with asperger syndrome. Focus on Autism and Other Developmental Disabilities Volume (22.4) 252-258.
2. Article Elements
a. Type of Design-a multiple baseline across responses
b. IV- writing probes/skills
c. DV- number of revisions, describing words, and action words
d. Functional Relationship- There is a functional relationship and it was demonstrated because of the increase in the number of revisions, describing words, and action words as illustrated by the graphs after the post training and follow up.
e. Experimental Control- Experimental control was demonstrated because all of the experimental sessions took place near the researchers office.
f. Functional Analysis- no there is not
g. Operational Definition- the operational definition for writing probes/skills is the number of action words, the number of describing words, and the number of revisions.
h. Social Validity- The article states that there could be a threat to the validity because of the small size of the sample used for this intervention. In my opinion this intervention is socially valid because the treatment targeted for change and the treatment are accepted and consumer satisfaction is reached. There is enough recorded data to show the effectiveness of this intervention therefore showing a promising future with this intervention.
i. Reliability- Interobserver agreement was assessed across all of the experimental conditions. An agreement check was conducted with all of the writing samples. There was an agreement ratio that was calculated for each dependent measure by dividing the smaller total by the larger total and then multiplying by 100. An agreement ratio of 100% was obtained for total words written and revisions. The agreement ranged from 83% through 100% for action words (M = 97%), 80% to 100% (M = 96%) for describing words, and 80% through 100% (M = 95%) for quality.
j. Baseline Phase – Vincent’s stories consisted of short sentences and he wrote no more than 11 words per writing sample. His stories had only one or two action words and did not have descriptive words. Vincent also did not make any revisions to his writing. The baseline information was collected from the researcher, who randomly selected three different picture prompts and asked Vincent to write a story about the prompt, then after a break he would ask him to read the story he wrote and if Vincent thought there needed to be revisions he would record that on a flip chart.
a. Intervention Phase- The intervention phase s where Vincent was the self-regulated strategy development. This intervention consist of three involves planning, drafting, self-monitoring, and revising text. This intervention provides specific instruction and Vincent was trained in each of the four strategies before being asked to do what it they were teaching and assessing him in those areas. Overall the intervention was a way to teach Vincent self-regulation and writing strategies.
b. Misc- the use of picture writing prompts.
Saturday, October 10, 2009
Reflections on Technology
What is a voicethread? What is an inspiration floor plan? How do I create any of this? And how does any of this pertain to me becoming a teacher? These are a few of the first thoughts that popped into my head the first day of my Utilization of Instructional Technology for Educators Class. After my initial thoughts of the class, as a student, I found myself becoming overwhelmed at the realization of all the technology available to help assist the educator, and the realization of how little I actually knew in the technological world. Throughout the first month of class, and with the help of my instructor, my mind has been opened to new ideas and programs available for me to utilize in my classroom as a special educator. The first assignment given was to complete a classroom floor plan with a program called Inspiration from Microsoft. I had never heard of this program before and was a little intimidated after seeing the basic requirements for the assignment along with not knowing how to navigate the program instructed to use. After Mrs. Nunes-Bufford went over the assignment and showed the class a few examples of how to use the toolbar within Inspiration, a light bulb turned on in my head. I thought to myself, “How cool is this!” This program is a tool any student and any teacher could use in the classroom. This reminds me of how teaching really helps you learn. This program could be used to construct diagrams, review games, or even allow the students to help with these different ideas.
After playing around with Inspiration, I realized that this program was a lot like Paint except more advanced. Realizing this made the program easier to navigate. Inspiration allows you to make different shapes with different colors and use pictures to place in the screen you are using at that time to construct ideas such as a classroom floor plan, review sheets, review games, along with anything else a teacher can come up with. For example: Inspiration allows you to make word boxes. The cool thing though is you can link boxes together and a line connecting box A to box B appears on the screen. This means that if you are doing a review a teacher can place different questions in different boxes followed by linking an empty box to the question and print this out and voila! The teacher has a review sheet made to copy and pass out to the students. Reflecting on this wonderful program Microsoft created, it is amazing all the ways I will be able to utilize this program in my classroom. Special Education teachers use a lot of visuals when teaching the class. This program will allow for a quick and efficient way to place words and pictures on a page to help aid the student all while enjoying creating it with this easy to use program by Microsoft.
The next assignment the class was instructed to complete was a voicethread. First we had to learn what a voicethread was and the best way to do that is take a tutorial of it. I was excited when I found out that a voicethread is not a program created by Microsoft but a site online created by a man. This site has a tutorial you can follow explaining exactly what a voicethread is and how to use it. Without looking on the website, the program can be best described as an instructional interactive learning tool. The interactive part of the website allows for anyone in the world to comment on a voicethread and essentially these comments could be questions. Through the assignment, I learned that a voicethread can be very helpful to students when learning difficult content as a part of the required curriculum. With the site being an interactive instructional learning tool teachers can use to upload PowerPoint’s for students, students get more involved with the learning process making learning fun! This website created will be very useful for me as a special educator. I will be able to upload PowerPoint’s to voicethread.com, record my voice to them, and inform the parents of the different lessons I have created to help the parent help the child at home! This is a fundamental part of being a special educator, working together with the parents to help the child with special needs to help themselves. This interactive program allows for interaction with peers and aims at a goal of independent learning.
Reflecting on the first day of class, I remember having all these questions as to how and why any of this matters to me becoming a teacher. I understand now, what the meaning of this class is and how big an impact technology is on educators and future educators. The utilization of these different programs as a teacher makes learning fun, easy, and sure to help with the retention of knowledge. In the future, there is sure to be more programs created to help me with educating my students and it is my responsibility as an educator to continue learning about these programs rather than be intimidated by them. They are all actually a lot of fun and really simple to use in comparison to the vast amount of knowledge my students will gain from me simply by utilizing technology in my classroom.
After playing around with Inspiration, I realized that this program was a lot like Paint except more advanced. Realizing this made the program easier to navigate. Inspiration allows you to make different shapes with different colors and use pictures to place in the screen you are using at that time to construct ideas such as a classroom floor plan, review sheets, review games, along with anything else a teacher can come up with. For example: Inspiration allows you to make word boxes. The cool thing though is you can link boxes together and a line connecting box A to box B appears on the screen. This means that if you are doing a review a teacher can place different questions in different boxes followed by linking an empty box to the question and print this out and voila! The teacher has a review sheet made to copy and pass out to the students. Reflecting on this wonderful program Microsoft created, it is amazing all the ways I will be able to utilize this program in my classroom. Special Education teachers use a lot of visuals when teaching the class. This program will allow for a quick and efficient way to place words and pictures on a page to help aid the student all while enjoying creating it with this easy to use program by Microsoft.
The next assignment the class was instructed to complete was a voicethread. First we had to learn what a voicethread was and the best way to do that is take a tutorial of it. I was excited when I found out that a voicethread is not a program created by Microsoft but a site online created by a man. This site has a tutorial you can follow explaining exactly what a voicethread is and how to use it. Without looking on the website, the program can be best described as an instructional interactive learning tool. The interactive part of the website allows for anyone in the world to comment on a voicethread and essentially these comments could be questions. Through the assignment, I learned that a voicethread can be very helpful to students when learning difficult content as a part of the required curriculum. With the site being an interactive instructional learning tool teachers can use to upload PowerPoint’s for students, students get more involved with the learning process making learning fun! This website created will be very useful for me as a special educator. I will be able to upload PowerPoint’s to voicethread.com, record my voice to them, and inform the parents of the different lessons I have created to help the parent help the child at home! This is a fundamental part of being a special educator, working together with the parents to help the child with special needs to help themselves. This interactive program allows for interaction with peers and aims at a goal of independent learning.
Reflecting on the first day of class, I remember having all these questions as to how and why any of this matters to me becoming a teacher. I understand now, what the meaning of this class is and how big an impact technology is on educators and future educators. The utilization of these different programs as a teacher makes learning fun, easy, and sure to help with the retention of knowledge. In the future, there is sure to be more programs created to help me with educating my students and it is my responsibility as an educator to continue learning about these programs rather than be intimidated by them. They are all actually a lot of fun and really simple to use in comparison to the vast amount of knowledge my students will gain from me simply by utilizing technology in my classroom.
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