Student WorkTeacher formative assessmentReflectionIn this lesson, I have utilized technology as a constructive adaptation for the students. The inclusion of an online, interactive game and online text narration allows students to use technology to connect new information to their prior knowledge. Instead of receiving the information passively, students gain knowledge through the technology. I facilitated student exploration of Main Idea/Key Details and where different animals live through independent use of technology tools. The students were permitted and scaffolded to play the game and click through the text. Students are provided with practice to explore the concept of identifying the main idea. In this way, technology tools facilitate the construction of meaning. I previewed the Myon book and played the game prior to the lesson with my students, so I was comfortable and able to troubleshoot errors if they occurred. Luckily, the ELMO, laptop and WiFi all worked well with the book and game. The game was fun, cute and included auditory and visual appeal. The students enjoy reading Myon books, as they are accustomed to the narration and answering questions from the teacher while the program reads. The students reacted positively when they were told they’d be reading a Myon book. I believe asking students to put their thumbs up when they hear a key detail offered more interaction with the text and indicated student understanding. The kindergartners tend to get jealous over who is clicking the button to move the book to the next page, so in future lessons I will rotate students out every 3 pages to allow other learners a chance. When students were vocally or visibly jealous of each other’s opportunities to practice with the technology, I reminded them to be happy and supportive of their peers. The students have a strong sense of community and refer to each other as their friends. So, students were easily redirected to offering their peers positive support. Another resource that could have furthered understanding would have been an educational video that addresses Main Idea and Key Details.
Though students struggled during the game, they had success in demonstrating reading comprehension and journaling. After reading the book and reviewing Main Idea/Key Details, students enjoyed matching with each other for the animal and its’ corresponding home. All the students but four were able to accomplish this successfully. Through the support of peers, the mismatched animals and homes were clarified. In the student’s journals, they demonstrated mastery of the key detail that included their card. The students each had a matching piece to act as a writing prompt, so they could write their key detail. Also, students were prompted to include the main idea. Some students were able to expand on their detail and offer support about the animal and its’ home. For example, one learner was able to write that bats lived in the cave because of the animal’s preference of the dark. Student work examples were included above. I believe the technology reinforced their understanding of Main Idea/Key Details and allowed them to access information about animals and their homes. For my own professional development, I was able to recognize the ability of technology to enhance student learning. Also, technology promotes student engagement. In my lesson, I included a teacher checklist to track participation and understanding throughout the lesson. By including a checklist, I am able to ensure that every student is held responsible for participating and that students are provided equitable access to learning. Also, by their participation and ability to answer questions correctly, I am able to infer student's understanding. Having a single sheet with a record of student's behavior during the lesson is an excellent source for planning further lessons. I hope to integrate technology in an innovative way that could facilitate higher order learning activities. Also, authentic situations in which students use technology tools to link learning activities to the world beyond the instructional setting would allow for students to make connections. I would love to promote technology integration in the classroom that transforms the students experience in authentic contexts.
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Inquiry ClaimsAfter reviewing assessment data and analyzing my own observations of Mrs. J’s classroom, I witnessed unique characteristics for each student. Some students, like Paris*, showed a distinct preference for working alone and participating in spoken activities. Paris is “very linguistic” according to Mrs. J and exhibits high intrapersonal skills. Other students’ enthusiasm is clear during activities that involve rhythm, songs and rhyme. Caleb* exhibited high involvement and interest during a song I introduced when teaching the students about clouds in the daytime sky. Experiments and activities that involved movement or hands-on learning have been adored by nearly all students in the classroom, but especially those who fall victim to misbehavior as a result of their own energy. For students like Jose*, having the opportunity to learn with movement promotes engagement, as well as an increased level of focus that is typically absent. Upon realization of each student’s unique learning needs, I became intrigued by the potential for learning styles to impact student achievement. Therefore, the purpose of my inquiry was to explore the impact of instruction that considers the unique learning preferences of students for increased academic achievement and involvement. With this purpose, I wondered how I could meet the needs of my students through differentiation with consideration for learning styles? To gain insight into my wondering, I introduced strategies to assist student understanding in my own teaching, conducted various forms of data gathering (interviews, field notes, an analysis of student work, reflective blogging, considered the critique of a peer and test scores) and analyzed the data comparatively. I identified a below, on and above level Kindergartner by examining student’s test score data. The learners I chose, Jose*, Caleb* and Paris*, each demonstrated their appropriate level on the Kindergarten Reading Assessment, Primary Spelling Inventory and other unit tests the students have taken in math and science. After analyzing the data I gathered relevant to my inquiry, I realized:
Student achievement is ensured, regardless of prior-indicated level, if you demonstrate multiple approaches to teaching with consideration for learning styles: visual, auditory and kinesthetic.
The importance of providing individualized intervention methods with consideration for student’s learning preferences for effective results.Response to Intervention is a schoolwide policy that addresses the unique needs of learners each day in a small group setting. During RTI, the students receive small group tutoring for their sight word knowledge. Caleb works with his peers, which he prefers, and another kindergarten teacher, who recognizes his need for auditory and kinesthetic based learning activities. I tutored Caleb by providing one-on-one interaction through playing the Zap! Game with his sight words. The words are written on cards and the student must respond quickly or he loses the game. Also, a Zap! card can come through the rotation, resulting in an automatic loss. Through the small group intervention and tutoring sessions with me, Caleb was able to maintain growth in his sight words. Below, you can view a chart of Caleb’s sight word mastery progress.
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