summative assessment

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Jan 9, 2024

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Summative Course Assessment Helen Boles-Nichols Grand Canyon University: ELM 500 Child and Early Adolescent Development and Psychology February 15, 2023 Dr Susan Stone 1

Introduction Schoolchildren arrive to the classrooms with diverse capabilities, learning styles, and behaviors and teachers are delegated to ensure that all students acquire certain grade level skills while in the classroom. This in itself is a very challenging task when as a teacher you are faced with not just cultural differences but also learning disabilities, as well as behaviors issue. However, regardless to the children and their abilities or the lack there of, whether there is an (Individualized Education Program) IEP, a (Behavior Intervention Plan) BIP in place, a need for one, or even a language barrier, once these children enter the classroom it is now the responsibility of the teacher to find creative ways to educate all the students assigned to that classroom. “ research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and even leadership” (Opper, 2019). Case Study Scenario The Need to Differentiate Instruction Language and Behavior Issues After considering the case study and the scenario included within this fifth-grade class and acknowledging that each child has an IEP already in place. The first thing that should be done would be to look at the goals that have been set for these students, then look over the lesson plan and differentiate instruction in a way that is appropriate for them to learn and meet those preset goals that are included in their IEP. When a lesson is differentiated it is designed so that all student can benefit from the lesson regardless of their learning abilities. “For all students to 2

progress to their maximum potential, we need to respond to their individual needs and differentiate” (Robb, et al, 2015). Although differentiation is important, a teacher establishing their students’ readiness to learn, learning interest and learning capabilities are critical as well. There would be no need to differentiate instruction if the learning readiness is not there. It is imperative to comprehend that readiness is not equal with a student’s ability, and each can impact a student’s learning. Learning readiness denotes how prepared a student is to learn, as well as conditional and environmental factors. A student’s low readiness skill may be affected by an overload of problematic circumstances in their life, or are at a lesser emotional or physical growth. Couple these problems with a language barrier or disability, this makes it more difficult for a student learn, “Chomsky concluded that children must have an inborn faculty for language acquisition. According to this theory, the process is biologically determined” (Driscoll, et al. 2022). This in itself creates behavior problems within the classroom. “ researchers found that the children's challenging behaviors were minimized or eliminated when they were educated in using verbal language skills and trained in eliciting communicatively appropriate verbal responses (i.e., "I don't understand.") that served to elicit adult assistance and attention” ( Nungesser, et al, 2005). Further, differentiated instruction identifies the worth that is inside each individual and it permits students from all circumstances and varied abilities to reveal what they recognize, comprehend, and are proficient at doing. Modifying Instruction In order to correctly modify instruction effectively. A student/student’s disabilities have to be taken into consideration and within that consideration the teacher should assess the 3

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performance of the student with in a group and in an independent learning situation. This assessment will aid the teacher in developing a lesson plan that includes the student’s strong point, interests, and needs, this empowers the student to move toward learning development and accelerates the students learning process. Another thing that a teacher can do is to reach out to parents and other invested individuals in the child’s learning development and discuss with family the best way they think their child learns. With the information gained from the latter, a teacher can begin to modify the lesson according to a students’ need. The teacher practices an assortment of approaches to engross students in understanding the learning setting and teams up with students to make proper modifications. The teacher connects with students orally and nonorally in styles that establish esteem for and receptiveness to the cultural backgrounds and different standpoints students carry into the classroom. “ Children who experience predictable, responsive relationships and responsive interactions with adults also tend to demonstrate improved general learning competencies and executive functioning” (NAEYC, 2011). Strategies for Learning and Motivation Some of the things that a teacher can do to motivate learning in the classroom is to promote diversity, encourage creativity, set the student up with small achievable goals, provide positive feedback, and encourage students to believe in their own abilities and encourage self- assessment within the classroom. “Piaget believed that children actively explore and adapt to their environments in much the same way that biological adaptation occurs. As they do, they develop conceptual structures that affect both what they notice in their environments and then how they interpret their experience.” (Driscoll, et al, 2022 p. 152). Technology and the Classroom 4

According to Vygotsky, ideal teaching is located within the zone of proximal development , evid ently, these zones are quite diverse for every learner. Teaching that recognizes a group of learners that are at the same risks being too hard for some of these learners and not as hard for others. (Driscoll, et al, 2022). Inactive education does not successfully shape skills and attitudes such as decision-making, elasticity, activity, and abstract firmness. These components are important for student achievement in school. Tactlessly, outstanding to the speedy evolution to online learning, approximately some school districts are moving toward printed packets of work as a method of actual teaching. The problem is that there is no real guided instruction for the student s to follow. What teachers can do as a whole is to design lessons that the student can follow via technology and complete in the same manner. What a teacher can do to help promote equitable access to technology for all students’ is to research different avenues to see if there is an opportunity for students/families and receive technology for free, including free access to the internet. Also check with their local school district to see if they provide things such as Chromebook for student to use to assist them in their learning while they are at home. References 5

Opper, I. (2019). Teachers Matter Understanding Teachers' Impact on Student Achievement. Retrieved from https://www.rand.org/pubs/research_reports/RR4312.html Robb, L., & Bucci, P. (2015). Differentiation: Does It Work? Reading Today , 32 (6), 14–15. Nungesser, N. R., & Watkins, R. V. (2005). Preschool Teachers’ Perceptions and Reactions to Challenging Classroom Behavior: Implications for Speech-Language Pathologists. Language, Speech & Hearing Services in Schools , 36 (2), 139–151. https://doi- org.lopes.idm.oclc.org/10.1044/0161-1461(2005/013) Driscoll, M. P. & Burner, K.J. (2022). Psychology of learning for instruction (4th ed.). Pearson. ISBN-13: 9780205578436. NAEYC, (2011). Principles of Child Development and Learning and Implications That Inform Practice. retrieved from https://www.naeyc.org/resources/position-statements/dap/principles 6

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