DGM2 TASK 1_MCGILVRAY
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University of Phoenix *
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GEN/201
Subject
Communications
Date
Jan 9, 2024
Type
docx
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6
Uploaded by ChiefRose12674
Holland McGilvray
DGM2 Task 1
July 10, 2023
Using Images to Build Speaking, Listening, and
Descriptive Language Skills
The teacher teaches a 2
nd
and 3rd-grade combination class, and the students are arranged in grade-level specific table groupings. This allows students to complete projects together and receive clear instructions, the teacher now begins her lesson with modifications, beginning with the class sitting on the carpet and each student sitting next to their partner. The teacher uses a bell for clear instruction so students know when to begin sharing what they see in the picture with their partner, and when it is time to be quiet and
focus on the teacher. She then picks a name on a stick out of
a cup and whichever name the teacher pulls, that student can tell the class what she/he their partner saw in the image and writing it down on a sticky note. She then goes over instructions for the stations multiple times. Each pair of students rotate to each station and the teacher uses multiple
pieces of information for observations and assessments, including pre-assessment information from student-to-
student audio recordings to establish communication goals for her class. The observations and assessments let her know what her students need the most help with, and that was building background knowledge and vocabulary with the
whole group. The teacher also uses expository writing samples, think-pair-share observations, and oral records of discussions. She differentiated content in her lesson by reading the materials at readability levels and language. She
provided audio text materials and used charts and a graphic organizer with specific language cues that support students at various reading levels. She also used color codes as an added visual scaffold of language structures.
The students in this video enjoy active learning experiences and collaborating with each other. The classroom culture fosters the student’s risk-taking, respect for one another, and has a huge impact on their learning. The students also self-evaluated their speaking skills by listening to their previously recorded conversations using a headset and marking their scores on a rubric. The students respectfully listened and spoke to one another as they viewed an image on the projector screen, asked clarifying questions, and shared ideas about the activities, demonstrating attentive listening skills, they also encouraged their partners to share their own ideas. The students also felt independent, accountable, and engaged with the technology used in this lesson by staying focused during the instructional sequence. The teacher differentiated instruction to accommodate learners of diverse backgrounds, abilities, and experiences in
four classroom domains: content, process, products, and learning environment; the first step was determining what students already knew. She selected photos of whales because she knew that her students would feel successful in viewing and speaking during the activity. The teacher paired students by language dominance and skills to ensure there were role models in all the activities and then met with small
groups to re-teach ideas and skills for the struggling learners. She also used tiered activities in that all learners worked with the same important understanding and skills but proceeded with different levels of support, challenge, and complexity. The teacher made sure there were places in the room to work quietly and without distraction, and places that invite student collaboration. The technology positively impacted student learning by adding the important element of engagement by allowing students independence during the activity and adding a level of accountability to the learning event. I believe the teacher adjusted because through the pre-
assessment she recognized that her students require the teaching of the English language structure in non-fiction text
to help them understand and organize scientific concepts and vocabulary. She learned that her students lacked organization skills of thought and understanding of vocabulary relating to the physical features and characteristics of whales. The goal of formative assessment is for teachers to monitor student learning to provide ongoing feedback that can be used to improve their instruction, and by students to improve their learning. Teachers must actively analyze formative assessment data as they teach because it provides feedback about the current levels of student understanding and informs the teacher what the next steps in learning should be. A strategy I learned from this video that I will incorporate into my teaching will be including various technologies to add engagement and allow independence, and accountability for my students. Another strategy I learned from the video that I will be incorporating is to establish a learning environment where students feel comfortable speaking and are respectful listeners. I will model this behavior consistently and reinforce this behavior by acknowledging it. Empowering Students to Set Reading Goals and Self-
Assess Proficiency
The teacher teaches fifteen students in first grade, ranging from ages six to seven. He differentiates instructional strategies by the varied range of reading abilities of her students. His class consists of grade-level proficient readers scoring from average to high on her student assessments. The teacher uses “Walk to Read” which allows his students to
focus on reaching their reading goals in comprehension, accuracy, fluency, and expanding vocabulary. Students on the Smartboard are growing in spelling and vocabulary, and students on the computers and iPods are growing in reading
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expression and prosody and self-assessing themselves using a fluency rubric. Sarah is teaching her peers how to flip sounds in difficult words, helping scaffold the learning material, and releasing the new information to the students to practice in their own reading. The student, Sarah felt proud reading in the beginning of the video by flipping the sounds in difficult words and presenting her current reading goal and strategy sharing. Sarah also was
nervous, she was rocking the chair a lot, dropping the papers, and forgetting parts of her presentation. The students were independent when choosing the five tasks from “The Daily Five Format”. The teacher goes over all the assessment data with each student, and they set up each of their first individualized reading goals. Karina felt proud as she made progress toward her comprehension strategies. The effectiveness of differentiation in “Walk to Read” is each student is focused on reaching their reading goals in comprehension, accuracy, fluency, and expanding their vocabulary. The “Daily Five” activities provide students with many choices for their goals. The teacher differentiated instruction because it has been proven as successful in developing students who are growing in their ability to construct meaning from reading. When teachers are determining and making instructional adjustments it is important to use a variety of data to understand common and unique student needs. By identifying data of a class, teachers can design whole group, small group, and individual learning experiences tailored to each student’s academic and social needs. Teachers can adjust whole group instruction and pacing, strategically group learners, create individual pathways, and identify interventions. A strategy I learned from this video that I will incorporate into my teaching is introducing teacher-to-student and
student-to-student interactions. This helped students construct meaning from the text. Sarah did a great job in student-to-student interaction involving teaching flipping the
sound to her friends, she showed them how to improve their reading accuracy and further their ability to construct meaning. Another strategy I will use is having my students access various instructional resources to further their knowledge and reach their individual goal.
Formative assessments allow the teacher to be more effective in differentiating learning experiences to meet more student needs. This was evident when the teacher saw an advanced student progress through his individual conference with Karina. Also, when the teacher was watching an interaction between Sarah and Cantrell when they were practicing their comprehension strategy of checking for understanding. Works Cited Using Images to Build Speaking, Listening, and Descriptive Language Skills. ATLAS. (n.d.). https://atlas.nbpts.org/cases/191/ University, C. M. (n.d.). Formative vs summative assessment -
eberly center - carnegie Mellon University. Formative vs Summative Assessment - Eberly Center - Carnegie Mellon University. https://www.cmu.edu/teaching/assessment/basics/formative-
summative.html#:~:text=The%20goal%20of%20formative
%20assessment,target%20areas%20that%20need%20work Differentiation: How do I use data to adjust instruction for groups... Resources & Guidance from The Learning Accelerator. (n.d.). https://practices.learningaccelerator.org/problem-of-practice/d
ata-differentiation-how-do-i-use-data-to-inform-instruction-for-
groups-and-individual-students
Formative assessment and differentiation. BetterLesson. (2023, June 16). https://betterlesson.com/professional-
development/flexible-instructional-models/formative-
assessment-differentiation Empowering Students to Set Reading Goals and Self-Assess Proficiency. ATLAS. (n.d.-a). https://atlas.nbpts.org/cases/645/
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