Reflection 4

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Apr 3, 2024

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PART l Reflect on page 67 from the book The Distance Learning Playbook (required text) . 1. How have I established trust with my students? Fisher, Frey, and Hattie (2020) explained the importance of being honest with our students (p. 68). This is one way I have established trust with my kindergarteners. When I make a mistake, I take responsibility for it. For instance, if I allowed one or more students to talk without raising their hands first, and it turns into multiple students feeling unheard, I admit that I should have facilitated the discussion better by sticking to our expectations of having students raise their hands and wait to be called to speak. They trust me as their teacher to make space for their perspectives and ideas to be heard. I am also honest with them about their work and their behavior. When they are not doing their best work, I tell them not to rush, and when they are not following expectations, I tell them how it makes me feel and how it impacts the whole class. Doing so allows them to realize I care about them and will continue to set high expectations because I know they can be successful. 2. How do I demonstrate competence to my students? Von Frank (2010, as cited in Fisher, Frey, & Hattie, 2020) stated that competency is “the ability to perform as expected and according to standards appropriate to the task at hand” (p. 69). In both distance learning and in person learning, I will demonstrate competency by preparing myself ahead of time before delivering my lessons. Preparation includes making sure I understand the content and that the delivery of my lesson is coherent and cohesive. I will also do my best to be consistent in routines, procedures, and expectations. 3. How do I display my dynamism to students? In in-person learning, I have displayed dynamism to my students by showing how excited I am about what we are going to learn. I also incorporate movement, visuals, or singing to make content fun. Fisher, Frey, and Hattie (2020) suggested that the “tone in your voices, the emotional stories you tell, or the presentation techniques you use” are several ways to demonstrate dynamism. In distance learning, I will come to live sessions prepared, from the clothes I am wearing to the fun activities and lessons that include multimedia and content that students can relate to. 4. How do I ensure that my students feel close to me? I will ensure that I get to know my students on a personal level. I will make time to build our relationship and ask what their interests are outside of school. I will know and pronounce their names correctly as well. In the physical classroom, I enjoy walking around and being easily accessible for when they have questions. With my kindergarteners, I kneel by their desks and look at them when they are talking. In

distance learning, I will ensure students feel close to me by continuing to call students by their name. I can have them use the emoji buttons for when they have a question, like to share an answer, and when they agree or disagree. Additionally, I will provide office hours for 1-on-1 time with each student and also a time when students can pop in if they have any questions about assignments. References: Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting. Corwin, A SAGE Company. PART ll Reflect on page 74 from the book The Distance Learning Playbook (required text) .  Based on the descriptions of competence, what ideas do you have for maintaining and enhancing this aspect of credibility at a distance? To maintain and enhance competency in distance learning, it requires planning ahead. Fisher, Frey, and Hattie (2020) pointed out that students know when a teacher is competent when they know what they are teaching and by the way they deliver academic content (p. 72). I will review the lessons that I will be teaching, do research if needed to understand the content better, and adjust it to meet the learning needs of my students. The way I present myself, such as my body language and tone, can communicate competence. For instance, maintain eye contact, sitting up straight, using hand gestures, and facial expressions, will demonstrate to students that I know what I am talking about and am engaged with the content. Planning ahead also includes making sure all the technology is working, like my internet connection and the links to videos or websites, and communicating to students what is expected of them. This can help my online classroom run smoothly and consistently and allows students to understand routines and concentrate on the learning content. References: Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting. Corwin, A SAGE Company. PART lll SECTION 1 ASSESSMENT COOKIES  How are you currently building in assessments into your daily lessons? Most times, my assessments happen during and at the end of a lesson. During the lesson, I would typically ask questions and record how much of the class is understanding the content. If all or most are able to target the learning intention, I continue on. If they are not, I would rephrase the question, give examples and sentence frames, model, and provide additional instructions. Most of my assessments at the end of a lesson are worksheets that they complete. I note the students that need support and pull them in small groups.

 What tech tools or strategies are you using in order to gather data on student learning? Unfortunately, I have not had the opportunity to use tech tools to gather data on student learning. However, two weeks ago, my mentor teacher and I learned from a colleague about a reading app called Epic! We recently installed it in our students’ tablets last week and had students try it out in small groups during ABC center. We are learning more about it but had found out it can help us keep track of their reading progress.  If you haven't already, how do you plan on integrating these questions into your teaching? What am I learning? Why am I learning it? How will I know if I have learned it? I would integrate these three questions regularly. I find it may be helpful to remind myself and my students before a lesson, during a lesson, and at the end of our lesson. Before beginning a lesson, students should know what it is they are going to learn and why. This way, students have an idea of what the goal is, what they may need to get there, and can understand the importance and relevancy of reaching this particular goal. Revisiting the three questions during the lesson can also help students stay on task and as Fisher, Frey, Bustamante, and Hattie (2021) stated, “are more likely to allocate resources (such as time and attention) to accomplishing the learning” (p. 20). At the end of our lesson, students should be able to answer these questions, and if not, it will inform and improve my instructions. REFERENCES: Fisher, D., Frey, N., Bustamante, V., & Hattie, J. (2021). The assessment playbook for distance and blended learning: Measuring student learning in any setting . Corwin, A SAGE Company.

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Reflection 4

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