Brady- 5.4

ACTIVITY 5. 4

THEO’S GIFT RESPONSE

In the The Cosby Show’s episode entitled Theo’s Gift, we learn the character Theo Huxtable has a learning disability, specifically Dyslexia. In the opening scene, Theo is studying with his girlfriend, Justine. She breaks down preparing for his mythology test by asking him to define certain terms. He is able to explain each definition accurately. He also is able to retell certain thematic lessons he learned from his instructor.

Initially watching this episode. I thought Theo was prepared for his mythology test and would do well. His girlfriend, his dad, and himself thought the same. Unfortunately, as the show progresses, he and everyone else are proved wrong. Instead of acing the test how he felt he should have in the beginning of the episode, he gets a “C.” He is extremely discouraged because he feels he knew the material so well he could teach a class on it; however, the results from his test again prove otherwise.

Some of the issues Theo has with the test are that he does not understand the questions, feels the questions are confusing and not to the point, and lastly that the multiple choice tests is worded strangely in a way that does not apply to what he knows.

In the episode, it also gives a bird eyes view of how Theo’s parents feel. They feel extremely mixed emotions much like real life parents feel today. They want to build Theo’s confidence and do so by saying all people occasionally do poorly on a test. On the other hand, they also get on Theo saying he is too overly confident and is not concentrating enough on the test questions.

After Theo is diagnosed with a learning disability, they are somewhat relieved like real life parents are because now there is a reason for why their son is struggling. They also feel hope for Theo because he will get the necessary tools to study in college and therefore, will succeed.

In the later part of the show the counselor recommends some tips and accommodations for Theo to become more successful. These tips include writing a letter to all his teachers letting them know of his learning disability, tape recording lectures so Theo can re-listen to them, meeting with a specialist who can help him organize and structure his notes, and lastly, speaking with a other dyslexic students who have accommodations in place that are successful in the classroom. All of these help Theo go from a “C” on his test to a “B+.”

Brady- 5.3

ACTIVITY 5. 3

a.   Two Articles Applicable in the Classroom

The first article I read was Teaching Time Management to Students with Learning Disabilities (2008) by Patricia W. Newhall.  This article suggests teaching students with disabilities time management skills to increase classroom success. To teach this skill, one must start with task analysis. Students need to understand how to adequately break down an assignment and estimate the length of time it takes to accomplish this task. Task analysis is an essential element to accomplishing time management effectively.

Specifically from this article I learned about using a Task Analysis and Time Estimation sheet. This sheet makes students conscience of the numerous steps involved in completing a task. Teachers can use these sheets throughout a given week and should allow students  class time to use them. If this is not possible, teachers should get parents involved in this process. Sending home these sheets and having parents assist students in completing them is a way to accomplish this. I definitely could use this in my classroom to help build and improve time management skills.

In addition to using time sheets, teachers should also use either a kitchen timer or stopwatch concurrently. Both provide a visual and auditory clue to students trying to improve time management. I currently use a timer with several of my students to improve their work pace. It is extremely helpful in getting them to finish work in the allotted time period.

In teaching students time management, teachers must break time down with simple task first. For example, a teacher could ask a student how long it takes to tie his or her shoe, write their name, etc. After a student understands how long this takes, a teacher can next challenge a student to estimate time with a lengthier activity like a homework assignment or journal essay. Once a student appropriately understands time needed for certain tasks, teachers can have students start using their sheets.

To begin task analysis sheets, students first estimate how long it takes them to do a given assignment. Next, they actually do the assignment starting and stopping their timers. From this activity students understand that depending on the complexity of assignment, time necessary for tasks changes. Explicit instruction, guided practice and extra opportunities to use this time management skill are essential.

The next article I read was The Keys to Remembering What You Read (2010)

by Ann Dolin. This article gives students strategies to improve reading comprehension. It recommends having student use selective highlighting and two or three column notes.

With highlighting, teachers should first teach children to read the text first and then go back and find key pieces of information to highlight. Teachers must also instruct students how to accurately highlight being selective with key words. Another tip I read in this article was if students cannot highlight textbooks to use highlighting tape. I definitely will use this in my classroom. Currently, we are going through cutbacks in cost at my school and will not be able to reorder certain books. I am a huge fan of highlighting, especially reading material. Thus, learning not only about highlighting tape but also where to purchase it was beneficial to me.

In addition to highlighting, two column and three column notes are also very helpful for improving comprehension. Two column notes are typically used for older students in which they divide their paper in half and write a key idea on the left and a couple words or sentences on the right. This organizes note taking and improves story recall in reading.

Another version of these notes is three column notes, which take on the same structure as two column notes, yet include an illustration. These are extremely beneficial to younger aged students and visual learners. I currently use a lot of three column notes in my second grade classroom for writing; however, thanks to this article I will be using three column notes more in my reading lessons. Doing so will help improve my students’ reading comprehension skills and note taking skills.

References

Dolin, Ann (2010). The Keys to Remembering What You Read. Retrieved from the website http://www.ldonline.org/article/The_Keys_to_Remembering_What_You_Read.

Newhall, Patricia (2008). Teaching Time Management to Students with Learning Disabilities. Retrieved from the website http://www.ldonline.org/article/Teaching_Time_Management_to_Students_with_Learning_Disabilities.

Brady- 5.2 (a. & b.)

ACTIVITY 5. 2

a.   Two Articles Applicable in the Classroom

The first article I read was entitled Avoiding Homework Wars by Diana Browning Wright (2009). In this article, Wright recommends several suggestions to parents encouraging children to do their homework effectively.

First, she recommends having parents define the purpose of homework to their child.  If children understand why they are doing their homework and what they are supposed to do in their homework then they will be more successful. She also recommends parents and teachers keep an open communication line using an assignment sheet. I definitely use this in my classroom currently via student planners. I have students write down their daily homework, weekly assignments, reports, tests coming up, etc. This helps parents support my students in being better prepared in the classroom and for up in coming assignments and tests.

Another recommendation Wright stresses is creating the perfect place and time for an assignment. She says that creating an environment that is consistent, distraction-free, and with plenty of available tools such as pencils, erasers, paper, etc. is key. She also asks parents to create a homework schedule progressing from a neutral activity (that is if a child needs a break between school and homework) like setting the table or making dinner to homework to then a positive or motivating activity like watching TV or playing with friends.

Lastly, Wright tells parents to break up homework assignments into smaller segments with a reward system in place. This way children do not feel as overwhelmed and are able to accomplish homework quicker and more effectively.

I definitely can take what I learned in this article and use it in my classroom. Yearly, I have conferences in which parents ask my advice on how they should get their child to do their homework. I have never had children of my own and have only helped my nieces and nephews with their homework. Thus, I feel like I lack the experience and appropriate advice for parents in regards to getting students to accomplish work at home. I feel this article provides a wealth of good advice I can give to parents. I also printed this article and will keep it in my conference file to pass along to parents when I have another conversation regarding homework.

The next article I read was entitled Memory Tips for Students by Anne Hoover. This article also ties into students’ homework. In this article Hoover goes specifically into memorization strategies for students studying for tests. She recommends students pick the appropriate strategy that works well for them. The following strategies she recommends: sorting information, frequently reviewing material, using humor or exaggeration, exploring the senses, color coding material, making visual aids, rehearsing aloud, making it physical, and lastly, making memory practice into a game. Of these recommendations, I feel I could teach my second graders, who are extremely active, the “making it physical” memory technique. This technique calls students to get up, pace, walk around, throw a ball, etc., while memorizing the information. This is an active way to get younger children to get their brain stimulated and bodies moving concurrently. I definitely plan on teaching a mini lesson on studying this way with my second graders.

b. Two Strategies Used in the Classroom

One strategy I tried out with my students was PREP. This is a metacognitive intervention for improving classroom participation. It calls students to prepare for a lesson before it begins. P stands for preparing materials, R for reviewing what you know, E for establishing a positive mindset, and the last P for pinpointing goals. Preparing material calls students to ensure they have the appropriate materials out such as a notebook, writing utensils, textbooks, etc. Reviewing what you know has students go back over their textbook and notes before the lesson begins. Establishing positive mindset has students give themselves positive statements and avoiding put-downs. Lastly, pinpointing goals calls children to write down and decide what the goal of an upcoming lesson should be such as increasing participation through questions. This is a great strategy helping students self monitor and take an active role in their learning. I used this in my classroom and explained what PREP meant to my students. It seemed to be very beneficial to their learning.

The next strategy I implemented in my classroom was a self-monitoring technique entitled PACE 1, 2… P stands for prompt, A for arrange, C for complete, and E for edited . This self-monitoring process is based on a rubric-like system to ensure students complete assignments. It helps both students and teachers evaluate finished assignments according to set standards. Prompt means that the assignment was on time. Arrange means the assignment was turned in with no marks and is well organized. Complete means that all answers were completed and directions followed. Edited means that students accurately edited the content and grammatical structure of their work. Students write the word PACE 1, 2 on their paper in a designated area on their assignment and use a checkmark or zero to three to put along each letter if they completed that specific requirement of the assignment. I also used this strategy with my second graders. I used it specifically in their final draft of their personal narratives. It was extremely helpful to them in self-monitoring their final drafts.

References

Ellis, E.S. (1989). PREP: A metacognitive intervention for increasing class participation. Retrieved from the website http://www.unl.edu/csi/study.shtml.

Hoover, Anne (2009). Memory Tips for Students. Retrieved from the website

http://www.ldonline.org/article/Memory_Tips_for_Students.

Rademacher, J.A. (200). PACE 1,2: Involving students in assignment evaluation. Retrieved from the website http://www.unl.edu/csi/Pdfs/pace.pdf.

Wright, Diana (2009). Avoiding Homework Wars. Retrieved from the website http://www.ldonline.org/article/Avoiding_Homework_Wars.

Brady 4.1 (g)

Activity 4.1 (g.)- Dyscalculia Readings

1.     One Fish, Two Fish, Pretzel Fish

This article discussed how a mathematical consultant and two teachers used the capture-recapture statistical estimation method and the lesson organizer routine to promote mathematical understanding. As a collaborative team, they taught students advanced mathematical content and skills. They used research-based strategies and student engagement to promote student learning.

They started off by reviewing data in terms of learning characteristics and skill levels. They extensively examined informal and formal records. They took this data and compared it to district guidelines. Next, the mathematical consultant recommended supplementing curriculum by using the capture-recapture method. To grasp this method, the teachers exposed the students to an activity introducing the concept of ratios and proportions. Calculators were provided to help with this activity, as well as exposure to real-world situational data. Cooperative learning, specifically through the use of group projects, was also implemented.

Lastly, the team implemented a lesson organizer routine, a routine that allowed the teachers to present the material in an organized format specific to student needs.  It created clear set guidelines and goals for the classroom using linking steps and review. From this process, student mathematical scores increased on average from 10 to 20 points.

2.     Connecting Math and Science for All Students

This article stressed using systematic connections between mathematics and science through the use of hands-on activities, problem solving experiences, and word problems. There were three different activities used explaining how teachers can combine the two subjects. The first activity was based on the concept of the multiplication/ division relationship and the scientific concept of force. It was hands-on which promoted student involvement. The second activity was focused on ratio and measurement. It called students to do several scientific experiments and record the results from the experiments. They were tally up and explain the ratio following these activities. The third activity explained the concept of proportions by requiring students to compare different objects with similar and different masses. A chart was used to document and compare these differences. All three of these activities were hands-on and interactive for the students. They were active participants using mathematical and scientific concepts concurrently. Doing so led to great understanding and practice.

3.     Teaching Students Math Problem-Solving Through Graphic Representations

This article explained how using graphic representations helps students with learning disabilities become better mathematical problem-solvers. Using a graphic representational technique, teachers can better support students in problem-solving skills. In order to implement this technique, teachers must follow and teach students several phases. Phase 1 is problem schemata identification and representation. The key aspects to this phase are for students to identify features of a problem and organize this information in a schematic diagram. Phase 2 calls for the actual problem solution. This calls students to select a plan to use the necessary operations, procedures, and steps to solve the problem. Once they have done this, they solve the problem. Finally, to ensure the success of this technique, teachers must remind students to go back and make sure they followed all the necessary steps to solve the problem and to double check their answer is correct. This strategy instruction is very structured and organized for all learners and boosts confidence in mathematical problem solving.

4.     Math Journals Boost Real Learning

This was my favorite article of the four I read, because I plan on using math journals now in my classroom. Math journals have many uses. They can be used for note taking, journaling experiences, writing problem solving stories, or class assignments. This article also gave several motivating ways to get students to write. These included problem solving, process prompts, language experiences, and classroom discussions. It also explained that journals can be used daily to once a month depending on the teacher’s preference. I know in my classroom, there often is a lot of anxiety and frustration accompanying new mathematical concepts. Giving students opportunities to voice these frustrations and communicate to me their learning needs would make more patient and empathetic as a math teacher. Consequently, my math curriculum would be more specific and helpful to all my students’ mathematical learning needs. 

Brady- 4.1 (f.)

Activity 4.1 (F)- Assessment Questions

1.     Name and describe the components of high-quality math instruction.

High-quality math instruction involves:

a)    A standard-based curriculum

·       Content and skills important for student learning

b)    An evidence-based instructional strategies

·       Effective research-proven strategies for teaching children mathematical concepts and skills

c)    Implementation with fidelity

·       Curriculum implemented according to researchers or developers’ intentions

·       Teacher training is necessary

·       Adherence to instructional procedures

·       Implementation required according to recommendations and time requirements

·       Instructional procedures skillfully implemented

2.     List all of the NCTM content standards and process standards and define the difference between the two.

Content Standards                                                            Process Standards

1) Number and Operations                                                1) Problem Solving

2) Algebra                                                                        2) Reasoning and Proof

3) Geometry                                                                        3) Communication

4) Measurement                                                            4) Connections

5) Data Analysis and Probability                                    5) Representation

Content standards are standards that focus on knowledge to acquire; whereas, process standards are ways to learn and use knowledge.

3.     View the video clip below and identify the evidence-based teaching strategy being implemented. Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

In this video students were to find the area of a shape. Several evidence-based teaching strategies were being implemented. Peer tutoring was going on in which two students worked together on this activity and each took turns helping each other. There also was cooperative learning happening wherein students were working to solve a problem together. The teacher provided the students an opportunity to work in groups to solve a problem they just learned about, in other words providing independent practice. They used a hands-on visual aid drawing they could write on to help solve this problem. After the teacher gave ample time to solve it, she came to each group, checked for understanding and praised the students for breaking down the problem into simpler steps, aka numbering. These steps helped students understand the topic effectively by making them active participants in the problem solving process.

4.     Of the effective classroom practices discussed in this module, select two.

a.              Describe their importance for teaching math.

b.             Discuss how you plan to use those practices in your own classroom.

Peer tutoring calls two students to work together on an activity. The students’ ability levels can be the same or vary. Research has proven that using peer tutoring promotes math learning. It gives each student involved an active role in their learning. Children receive positive reinforcement from this practice and it provides verbal interaction between students. Allowing this in the classroom provides the teacher more opportunities to check in and meet the needs of all students. I plan on using peer tutoring in my second grade classroom, specifically during more abstract concepts like making change in money, measurement activities, and complex word problems.

Another effective classroom practice discussed in the module was cooperative learning. Cooperative learning uses small heterogeneous groups (or groups of varying abilities) to increase mathematical learning. Students can discuss mathematical problems allowing understanding to start from the concrete level and progress to a more abstract level. Social skills improve through the use of this practice. Motivation, time on task, and self-esteem are also increased. I will use cooperative learning in class during my study guide and review days. Typically we have a two-day review period before a math test. I feel using cooperative learning will allow me to meet more individual needs. My higher mathematical learners will be able to reteach concepts taught earlier in the week to students who need extra support.

References

IRIS Center. (2010). Retrieved on April 15, 2011 from

http://iris.peabody/vanderbilt.edu/math/chalcycle.htm

Brady- Activity 4.1 (a. & e.)

Activity 4.1 (A & E)- Aligning with Mathematical Principles

Chapter 14, Mathematical Difficulties, explains why and how children learn math best. It goes into further depth expressing that some students with learning disabilities have great challenges learning mathematics. In this chapter, it gives several different strategies and accommodations to help and support not only these students, but also all students in mathematics. In this chapter, it recommended teachers align with several principles. Lerner and Johns (2012) listed these principals to include: early number learning, transitioning form concrete to abstract, providing opportunities for practice and review, helping students generalize concepts and skills learned, and teaching mathematical vocabulary (p. 468).

I watched three different videos in which instructors used several strategies, accommodations, and principles aligning with chapter 14. The first video I watched was entitled, “Addition and Multiplication Practice.” In this video, the speaker (“Math Tutor”) took the viewer through the mathematical steps in the addition and multiplication process. He started at the basics or concrete steps and took the listener into more complex or abstract steps. He solved two different problems, the first one easier than the second. The instructor in this video provided ample practice and transitioned from an easier problem to a more complicated one.

The second video I watched was “Elapsed Time.” Mr. Binkley, the teacher in the film, used a graphic organizer to solve an elapsed time problem. Specifically, he used a T-chart to organize the problem. He broke the problem down into steps, by starting with the basics and progressed to the more advanced steps. For example, he added the hours first and then he went by minutes, adding by tens and then by ones. Once the T-chart was set up he added up the column and solved the problem. Throughout the lesson he checked for understanding to ensure the student was grasping the concept.

The last video I watched was “Addition and Subtraction Problems on a Number Line.” Mucho Math taught this video. The instructor in this video took a complicated pre-algebraic problem and simplified it by using a number line, another graphic organizer. He explained that when simplifying expressions in math, students must work left to right. Throughout the video he stopped throughout the problem and also checked for understanding. He defined mathematical vocabulary as he solved the problems. He also provided several opportunities for practice.

All three of these videos implemented wonderful strategies to help learners be successful and confident when doing math. The instructors used several of the principles recommended in chapter 14. I especially enjoyed the second video of teaching elapsed time using a T-chart. Using a graphic organizer to break down an abstract problem like elapsed time is a wonderful strategy I can and will use with all my students.

References

Lerner, J. & Johns, B. (2012). Learning Disabilities and Related Mild Disabilities (12^thEd.). New York, NY: Cengage Press.

Math Vids. (2010). Retrieved on April 15, 2011 from

http://www.mathvids.com/nctmstandard/showlessons/1.com

Brady- Activity 3.1

Case Study Questions

1)     Describe the POW + WWW, What = 2 and the POW + C-SPACE writing strategies.

POW + WWW is defined as a strategy to help students become better writers. The “P” stands for the student picking their writing idea; the “O” stands for organizing or planning this idea; and the “W” stands for writing the story. The WWW, What =2 and How= 2 is within the “O” section of the POW and helps students better organize their writing. The WWW, What = 2, How = 2 stand for:

                                    W-                   Who

                                    W-                  When

                                    W-                   Where

                                   

What-                   What does main character do?

                                    What-                   What happens then?

                                    How-                   How does the story end?

                                    How-                   How does main character feel?

POW + C-SPACE writing strategy is used to help students structure their stories to include details pertinent to their topic. The POW is the same as above (P= Plan, O= Organize, and W= Write). The C-Space aspect of it helps students organize their notes. C-Space stands for:

C-                   Characters

S-                   Setting

P-                   Purpose

A-                  Action

C-                  Conclusion

E-                   Emotions

2)     Explain how each writing strategy could help Corey to meet his goal.

Corey is a 7.5-year-old second grade student who struggles writing a personal narrative. He has a great vocabulary; however, has a hard time organizing his thoughts into a comprehensive paragraph. He strays from the main idea and has difficulty staying on topic. In order to improve his narrative, he could use both the POW + WWW, What= 2, How=2 and the POW + C-SPACE. These two strategies would ensure his writing was organized and structured effectively.

Corey struggles with higher-level skills including idea formation, planning, organizing and revising texts. He needs benchmark goals to walk him through the writing process. Using both these strategies ensures he breaks down each sentence in his writing.

His topic is based on people in his life’s experiences when they were younger. Corey tends to stray in his narrative with unimportant details and gets away from his main idea. He also does not give adequate examples and action of his specific characters to strengthen his writing. To avoid this he could use the WWW, What= 2, and How= 2. This is a way to double check and edit his work to ensure it aligns with his purpose.

He could also use the C-SPACE to break down each individual he mentions in his narrative. These characters then serve a purpose paralleling his main idea. Likewise, their purposes and actions all support the main idea. In conclusion, both the WWW, What=2, How=2 and the WWW, C-SPACE serve as organizers to help Corey become a better writer. 

Activity 2.3- Part 2 (Brady)

 Learning Disabilities

            From the LD online website I learned learning disabilities (LD) are due to differences in a how a person’s brain is wired. While it is a neurological disorder, it does not mean a child is any less smart than his or her classmates. Children with an LD do not fall under one category. They struggle in several ways and various subjects. Common learning disabilities include dyslexia, dyscalculia, dysgraphia, auditory and visual processing disorders, and nonverbal learning disabilities.

            A language-based disability, dyslexia, causes individual difficulties in understanding written words. Dyscalculia causes students trouble in solving arithmetic problem and/or understanding math concepts. Dysgraphia gives students difficulties in writing letters within a certain space. Auditory and visual processing disorders causes challenges to students in understanding language. Lastly nonverbal learning disabilities, a neurological disorder, result in students struggling with numerous activities such as organizing, evaluating, and visual-spatial, or intuitive processing functions.

            A learning disability impacts a student’s learning in various ways. It can influence them emotionally. Having a learning disability often leads a child to emotional distress or can heighten an already existing emotional problem. Students with LD have self-esteem, frustration, anger, depression, or aggression problems. Interpreting and trying to understand why they learn differently from other students can cause all of these feelings. These feelings sometimes lead students acting out. They may be impulsive, withdrawn, overactive, etc. because they are dealing with their LD. They may feel alone or embarrassed because they are not like their peers. They often have lower self-worth because of their academic performance or their limited or non-existent social interactions.

           

            A learning disability can also impact a student’s development. Some children develop and mature slower than peers. Consequently, they may struggle with finishing work. Likewise, some students with auditory or visual processing problems may misunderstand sights and sounds because of their brain and may not be developmentally where their peers are. Sometimes, this is caused by injuries before birth or in early infancy. Students born prematurely also can exhibit LDs and so developmentally, they too, are behind their peers.

            A learning disability cannot be cured, yet instead stays with the learner their entire life. This does not mean they will never be good at school. Students with LDs can be successful both in school and their social life with the right accommodations, background knowledge, and strategies in place. These need to be introduced into an LD’s world as soon as possible and need to be adjusted according to their learning needs at that specific time. Parents and teachers need to be students with LD’s biggest supporters by promoting their strengths. It needs to be a partnership and collaboration between all members in a student with LD’s life.

           

            In conclusion, I learned a lot about learning disabilities from this website. Some specific facts I would like to conclude with are that typically learning disabilities run in families. In fact, many theorists believe specific learning disabilities are inherited. Studies have also found LDs typically are found in boys more so than girls. One hypothesis states that this may be due to a slower maturation rate. Lastly, out of all the LDs, reading difficulties account for about 80% of learning disabilities. Understanding and knowing all the facts about LDs like the ones I mentioned is crucial in setting up the best all inclusive classroom possible. 

Activity 2.3- Part 1 (Brady)

MISUNDERSTOOD MINDS

Attention:

I found the Misunderstood Minds website very interesting. I went through each part of the website. I started with the attention section. In the attention section, I did the experience first hand. The first activity was a visual one in which I read a passage while visual distractions appeared. Later a quiz was given. This activity was extremely eye opening. It really showed me how visual distractions can cause confusion and lack of focus for students. The second activity was an auditory one in which I listened to oral instructions. The task was to place certain shapes on other shapes to reveal a picture. Throughout the directions, many auditory distractions were made. This made listening to and completing the picture extremely difficult. Again, it gave me great insight into how my students feel with the noises at our school. The last section in the attention section of the website was a video on attention by Dr. Mel Levine. In this video he talks to both a second and fifth grade student and their perspective on their attention needs. In the attention section, it gave some important basic facts, difficulties, and responses regarding attention. I feel this a beneficial plethora of knowledge for both teachers and parents of students with attention difficulties.

Reading:

The second section I explored in this website was the reading portion. I started with the experience first hand in which I did a decoding activity in recognizing phonemes. This was especially interesting to try out because I teach in second grade in which a lot of phonics is used. I was frustrated trying to read the passage and basically gave up after trying to read the second line. I can imagine this is how my students feel when they read and struggle with breaking down the sounds in a word. The next exercise was a memory activity in which I was to recall and understand. This was another hard activity for me and helped me realize how difficult reading a passage and comprehending it can be for my second graders. The last exercise in this section was a reading video on remembering what I have read. This explained how difficult it is for students to comprehend long passages. Typically they don’t comprehend because they do not understand what they are reading. This tells me how important it is to model early on in my second grade class how to stop and think about each and every sentence as a reader.  This part of the website also explained the basics, difficulties and responses to reading which would also be beneficial to parents and teachers.

Writing:

The third section was on writing. The first experience first hand activity was a graphomotor activity in which I traced the letters. This was a very timing consuming and difficult activity. It really exemplified how students with graphomotor difficulties struggle in the classroom. The second activity was a composition activity in which I had to put ideas into sequence. This part of the website made me realize how challenging it is for students to write a cohesive paper. They have to remember rules, spelling, sequencing words, etc., which can be, so time consuming and cause writer’s block. The last activity in the writing section was a writing video based on making writing automatic. This video stressed how hard it is for students to not only remember the rules of grammar, but the difficulties of organizing in a logical and thematic way their pieces of writing. Students need several strategies and tips to become better writers. They also need a lot of practice and information on how to become better and more fluent writers. This section also gave some great and beneficial tips on the basics, difficulties, and responses of writing.

Math:

The last section I viewed was centered on mathematics. The first activity was an arithmetic activity that used basic facts. The second exercise was a special activity, which was based on making 3-D inferences. The third activity was a sequence activity, which used multistep problems. The last activity in this section was a math video based on mathematics and memory. All these activities help me go back in time when I was first learning math skills and information, especially the first activity that used basic facts. This was extremely helpful to me because my students are going through the process of learning their math facts. I learned from this section of the website how crucial it is to support learners, be patient, and the necessity for both math manipulatives and plenty of practice.

Summary:

Overall, I really enjoyed exploring this website. I learned valuable information in all the sections; however, what I took most from it was the feelings, thoughts, and emotions my students feel when they struggle in any or all of these areas. This website gave me a lot of empathy and understanding for not only my struggling student, but for all students as they learn new ideas and concepts in the classroom.

Activity 2.2 (Brady)

1.              Suggest at least three ways that strategies can help students in the classroom.

Strategies help students in many ways. First, it helps them accomplish tasks quicker and more effectively.  Second, strategies help improve academic performance. Third, strategies empower students and allow them to build confidence and independence.

2.              Compare the characteristics of strategic learners with those of non-strategic learners.

Strategic learners are analytical and planners. They are flexible and can transition between simple and complicated tasks. They use their previous background information to begin new tasks. They exercise organizational and procedural strategies to attack more difficult tasks. As self-regulators, these students are aware of their actions and learning. Typically, they receive higher grades due to their study skills and work ethic. They assess their goals and determine what steps they need to take next to meet these goals.

Non-strategic learners are disorganized and impulsive. They do not have the skills to break down tasks. They have trouble remembering and focusing on a task. They are not persistent and often are frustrated or anxious. They feel like failures and often blame these feelings on other environmental factors such as noises, the teacher’s opinion of them, etc.  

3.              List the six research-validated stages of SRSD. What aspects of each would you emphasize as the most important?

Stage 1: Developing and Activating Background Knowledge

Defining the skill a child needs to perform the strategy is key. Explaining what the child will need to do or know helps them access their appropriate strategy to complete this task. Assessing that child’s knowledge of that skill is also key in this stage. You cannot go further before you first look at what your child knows. For example, you cannot teach the regrouping strategy in math if your child does not know how to add first.

Stage 2: Discussing the Strategy

In this step, teachers need to go into depth about this strategy and its benefits. We need to sell this strategy to students so they not only use it independently, but also see it benefiting them. If a student believes this strategy is of no help, they will not use it. Thus, we have to encourage students first of the benefits of individual strategies in helping them optimally use these strategies.

Stage 3: Modeling the Strategy

Demonstrating the strategy is extremely important, especially as students use metacognition skills. We must state how we are thinking about and using this strategy aloud. Students hear this and consequently, learn to use strategies more effectively. From modeling, students understand strategy usage requires a conscientious effort. It also takes a series of organized steps to use it as well. Explaining how to utilize strategies by acting out and verbalizing the process of strategy use helps students feel confident in trying out the strategy.

Stage 4: Memorizing the Strategy

This is the easiest and quickest of all the steps. To use these strategies effectively in the future, students need to memorize the specific steps. If they cannot remember a step or two, then the strategy will not be used or it will be ineffective. In order to prevent this, teachers can make up games in which students actively use and remember strategies.

Stage 5: Supporting the Strategy

This is an extremely important collaborative stage, in which both the teacher and student work together to increase the effectiveness and use of the strategy. At this stage, the teacher’s goal is to help support and guide strategy usage. The goal is for the student to eventually use this strategy independently. This is similar to scaffolding in instruction. Initially, the teacher starts off the acquisition of learning and slowly learning responsibility is shifted to the student and independent knowledge is attained.

Stage 6: Independent Performance

Stage 6 calls educators to monitor and help students maintain their independent strategy use. It is extremely important for teachers to check in with students and observe the strategies being used. If strategies are ineffective or used incorrectly, then teachers must help students come up with alternative strategies or even reteach the strategy over.

4.              Imagine you are a fifth-grade teacher. Mary Ann, a student in your class, understands why she should use an instructional strategy that you are teaching, but she is not yet ready to use the strategy independently. Explain how you would help prepare her to do so.

Mary Ann is currently in stage 3 of the SRSD process. I have developed and activated her background knowledge (stage 1) and have discussed the strategy (stage 2). My next step in helping Mary Ann use this skill is to model the strategy (stage 3). I will use the specific strategy so Mary Ann can see and hear me apply it. I will explain the specific steps I am using aloud. Using a self-regulation process I will break down each step asking why, how, and what. Using this simplified process, Mary Ann will understand how I use the skill as a learner.

Following stage 3, I will help Mary Ann reach stage 4, memorizing the strategy. We will play a game in which she lists and uses each individual step in the strategy. By the end of this stage, Mary Ann will know and understand each of the steps and their purpose.

My next step with Mary Ann will be to support her strategy (stage 5). I will collaborate with her as she uses this strategy in the classroom. I will use the process of scaffolding to help ensure this skill continues and is effective.

As Mary Ann uses her strategy effectively and more independently, I will move on to help Mary Ann independently perform this strategy without my intervention (stage 6). I will not leave Mary Ann alone in her strategy usage, but rather monitor her strategy use in regards to her academic performance. If academic performance improves, Mary Ann and I will note the effectiveness of the strategy. If it does not improve, we will use another strategy or I will reteach her the strategy. Taking Mary Ann through the stages of SRSD will ensure Mary Ann is effective in the classroom.

5.              You've followed along as Mr. Carter introduced the four self-regulation strategies in a way that was appropriate to the needs of his students. Can you describe an alternate way to introduce the self-regulation strategies.

Mr. Carter introduced four basic self-regulation strategies including goal setting, self-monitoring, self-talk, and self-reinforcement. Self-regulation requires students to control one's learning and regulate as needed their environment, thoughts, behavior, and emotions to be successful.

Students need to know they may not be able to control everything; however, they need to prioritize what areas they can control and accomplish successfully. Teaching students this awareness is an alternate way to introduce self-regulation. More specifically, I assist students self-regulate by starting with their environment. Teaching students how to create an environment conducive to concentration is key to success.

Another self-regulation strategy is to make sure students know the correct methods and procedures for doing an assignment. Each time they start a new task, they must go over directions carefully and fully to ensure they are aware of how to do the work. Making a conscientious effort to start all new work this way is crucial and a good habit. 

Lastly, teaching students to control emotions during tests is another wonderful self-regulation technique I implore. For example, if a test is too hard for my students, I instruct students to take deep breaths. I also teach controlling emotions and not panicking. I remind them to concentrate and focus as best as possible.  I prompt them to recall how far they have come in knowledge base and that while a question may be hard now, with work and strategies in place it will not be in the future. Teaching them these self-regulation strategies ensures their social and academic success.