Presenting and attending at the National Association for Professional Development conference in Washington, D.C.as data collection to further my inquiry.In order to best meet the needs of students with disabilities in the general education classroom, I am seeking effective strategies and accommodations to ensure academic achievement and student success. By presenting my inquiry at the NAPDS Conference, I was able to collaborate with colleagues and professionals to support the development of my inquiry process. I presented the information I have gathered thus far in my inquiry, which you can view below. (The format of the presented Powerpoint has been compromised by Weebly's uploading service).
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Engaging in Inquiry- Test Results as DataIn order to best meet the needs of students with disabilities in the general education classroom, I am seeking effective strategies and accommodations to ensure academic achievement and student success. In order to meet the needs of the students with disabilities I teach, I have been modifying my CT's instruction to provide appropriate accommodations. As previously mentioned, I have been gathering field notes and revising the morning lesson prior to my teaching in the afternoon. Below, you can view a section of my field notes (2/21/2017) where I decided to make a change in instruction, based on student performance in the morning. The students' average test score on the comprehension test for their reading, "Sacagawea," was only a 4.3 (out of 10). In order to demonstrate understanding, the objectives state that students should score at least a 70%. To accomodate the students with disabilities, and ensure their academic success, I decided to include a review of the main idea of the story. Principles of Universal Design for Learning as a strategy to engage and offer effective instruction to students with disabilities includes providing a variety of ways to present material to students, including the use of charts, graphs, and graphic organizers (McLeskey, Rosenberg & Westling, 2013). To effectively engage the learners, I used a cooperative anchor chart. The main idea web that we created together is pictured below. We determined the main idea through collaborative discussions. Students provided details from the text, on index cards, to support the main idea in their table groups. This strategy is a part of direct instruction, which is “a model that uses teacher demonstration and explanation combined with student practice and feedback to help learners acquire well-defined knowledge and skills needed for later learning” (Eggen & Kauchak, 2012, p. 266). By reviewing the story before the test, I ensured adequate time for review and practice through direct instruction. The students enjoyed working with their peers to create a chart together. By displaying their chart, the students have a visual cue to remind them of previous learning and allow them to feel a sense of ownership in the classroom. Below, I have graphed the number of students who scored between 10%-100% on the comprehension quiz, comparing the morning (CT, blue) and afternoon (my instructional time, including SWD's, orange) classes. The average score of the afternoon class was a 7, which demonstrates understanding. Our classroom includes a "Wall of Fame" where students display work that has met the requirements of demonstrating understanding and that they are proud of. Excitingly, one of the students with disabilities in the afternoon class received an 80% on her comprehension test. Such a high score is generally unfamiliar for the student, whose average score on comprehension tests ranges between a 5 and 6. The learner was visibly excited to add the test to her designated spot on the "Wall of Fame." Sharing her celebration was certainly the most rewarding part of the lesson. Below, you can view her test as it is displayed (the picture does not fully show the wall, as student names were left out to secure student identity). I have been implementing tactics to address the four components of effective instruction; planning, managing, delivering, and evaluating (Algozzine, Campbell & Wang, 2010). In order to involve students in keeping track of their progress, I have been graphing the learners' vocabulary and comprehension scores. While evaluating, research recommends keep records of student progress, (Algozzine, Campbell & Wang, 2010) and displaying the progress data (afternoon class data pictured below) will motivate SWDs and other learners in the classroom. Though there have been challenges, vocabulary and comprehension scores are on the rise (individually). With the majority of the class demonstrating understanding (average score of 7), this data collection demonstrated that providing accommodations benefits all learners in the classroom. This data also confirmed the effectiveness of direct instruction (pre-test review) and Universal Design for Learning (graphic organizer) principles to promote comprehension and student academic success. Moving forward, I will continue implementing strategies to promote understanding for all students, with a focus on the learners in my classroom identified as having disabilities.
In order to best meet the needs of students with disabilities in the general education classroom, I am seeking effective strategies and accommodations to ensure academic achievement and student success. TAKING ACTION AS A TEACHER. The co-teaching model, as an intern with a Collaborating Teacher, always presents a unique situation and dynamic classroom environment. I am working with my CT, but I am within the walls and constraints of her classroom, as are our students. In order to effectively meet the needs of students with disabilities in the afternoon class (we are departmentalized to teach ELA/Social Studies to 2 classes), I have been observing my CT's instructional practice in the morning and noting opportunities for accommodations as I teach in the afternoon.
REFLECTING ON LEARNING.
Through the field notes and reflections I have been gathering, I have been better informed of the principles of my teaching practice. By examining what another professional does, I am able to provide students with the content area knowledge they need. Examining my own opinions and ideas allows me to grow as an educator, establish future routines, and further develop my personal practice. This data collection strategy has informed my inquiry topic by providing practical situations and contexts in which to apply the strategies and tactics I have encountered in literature. I learned that accommodations, whether simple or complex, can be conveniently incorporated in the general education classroom setting with a little reflection and creative thinking. I believe this learning was important for my inquiry because it has opened daily opportunities for data to drive instruction and to include effective strategies in every lesson. For example, in the field notes pictured (1/13/2017), I witnessed my CT draw students' attention to the Rubric before beginning their new writing piece. In order to provide students with color coding as a tactic for effective instruction in inclusive settings (Algozzine, Campbell & Wang, 2010), I decided to provide each learner with a yellow crayon to "highlight" key words and details within the rubric. Working in their mixed ability table groups, the learners identified important information to consider during their future writing. By making the information easily identifiable, through color, the students can better recognize what they are being asked to do. Based on my learning this week, I will continue the field notes method while co-teaching. I would like to bring my literature with me for reference in the classroom to identify specific strategies for particular situations that may arise. Based on the data I have collected, I still wonder how I can offer my CT simple strategies that she could weave seamlessly into her own approach. Algozzine, B., Campbell, P., & Wang, J. (2010). 55 tactics for implementing RTI in inclusive settings. Thousand Oaks, CA: Corwin. |
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