Reflecting on Learning & Growth

Walden University
Designing Curriculum Instruction and Assessment EDUC 6640F-2
December 18, 2016

Introduction

Educating our students is one of the most challenging, productive, and politically charged aspects of our professional careers. Public schools in our area are losing approximately 1,200 students annually to charter schools. With increasing expectations for both teachers and students and dwindling resources, we face a more culturally diverse school environment than ever before. Constructivism posits that knowledge is developmental, social, and culturally mediated, and thus objective (Brooks & Brooks, 1993). Multiculturalism, as explained by K. T. Henson, involves maintaining a classroom climate where students from diverse cultural backgrounds, ethnicities, political affiliations, socioeconomic statuses, and religions appreciate diversity (Henson, 2015).

Students frequently take standardized tests, and teachers often teach to these tests to meet state requirements. This should not be the case. Our students must engage in active learning, drawing from past experiences, interactions with teachers and peers, and ongoing discussions of their unique perceptions, thoughts, and feelings (APATFPE, 1991). According to Henson, students learn best when they have opportunities to help each other. Student self-learning is a frequent occurrence in my classroom. My professional practice as an educator will continue to evolve as I develop curriculum that supports 21st-century teaching, particularly in reading. I aim to be familiar with Common Core Standards to maximize the academic and social development of all students (Henson, 2015). A key reason I do not miss a school day is to meet the daily challenges of educating students.

Goals and Professional Practice

I have been meeting my goals using the KASAB model by maintaining my responsibility as a lifelong learner. Setting and achieving these goals is crucial for differentiating curriculum, instruction, and assessment to promote student success. The process of designing curriculum, instruction, and assessment is complex and continuously evolving, influenced by societal changes and shifts in local communities, schools, and students (Henson, 2015).

To support the diverse learning needs of my students, I will strive to find the “state of flow” as Dr. Carol Tomlinson suggests. Differentiation motivates even the most challenging learners (Laureate Education, 2016d). I will continue to refine my instructional strategies and implement new ones to master the Nine Essential Instructional Strategies developed by Dr. Robert J. Marzano. My positive attitude, fueled by research-based practices that have proven effective in my classroom, will guide my practice. I plan to improve my skills in integrating technology into lessons, using it as a tool to meet students' strengths and facilitate the demonstration of new knowledge.

Revisiting SMART Goals for the Next Lesson

• S: Students will write expository and procedural texts to communicate ideas and information to specific audiences for specific purposes.
• M: 100% of students participating in the next lesson will pass their classwork assignments and evaluations for this lesson.
• A: By the second week of the lesson, students will complete all activities that develop decoding, fluency, vocabulary, comprehension, and writing.
• R: Lessons will be retaught at the end of the first teaching week to address deficiencies, and again at the end of the second week after the final assessment if non-mastery has occurred.
• T: Based on student weekly appraisals/evaluations, the teacher will evaluate student progress by the end of the 2nd week of this lesson.

Current Trends and Reflections

A current trend affecting my school community is enhanced communication and collaboration among teaching professionals. My initial question for this course was, “What is my job as a classroom teacher?” Dr. Marzano’s work in On Excellence in Teaching provided clarity and helped me identify areas for growth. I am responsible for student success, and by collaborating and building new connections, I will become more resourceful and find colleagues who can assist me in reaching my goals. Building meaningful relationships through effective planning, communication, use of assessment data, and high-quality instruction is vital (Walden, 2010). Access to technology such as laptops, smart pens, and iPads is essential for preparing students for their future success. I am committed to continuing my education and demonstrating to my students that learning is a lifelong endeavor.

Revisions to the Instructional Plan

Revisions to my instructional plan included maintaining the learning goals, objectives, and Bloom’s taxonomy areas. The outcomes of my lesson remained unchanged, and the engagement in preliminary activities was high. The hook and Ted Talks on diversity and individuality were well-received, and students requested more video presentations in future lessons. Minor revisions did not impact the lesson’s intended outcomes or SMART goals.

However, I did not incorporate community leaders and families into the Poetry Night showcase due to timing conflicts with finals week. Additionally, the group poetry activity was adjusted because students felt overwhelmed by the writing process, and time constraints prevented completion. Extension/enrichment activities were also not addressed due to scheduling conflicts. I plan to add a verbal expression component to future lessons to enhance vocabulary development and word retrieval.

Future Planning

In future instructional plans, I may extend assignments or prepare different lessons during busy periods. Students struggle most with expository writing, so this will be my focus in upcoming lessons. I also plan to incorporate more Question Starters for Deeper Thinking based on research by Benjamin Bloom and Robert J. Marzano. To make lessons more meaningful, I will ensure students have more verbal expression activities, reflecting my training that language and comprehension begin at the oral level.

References

American Psychological Association Task Force of Psychology in Education. (1991). Learner-centered psychological principles: Guidelines for school redesign and reform. Washington, DC: American Psychological Association.

Brooks, G., & Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Henson, K.T. (2015). Curriculum planning: Integrating multiculturalism, constructivism, and education reform (5th ed.). Long Grove, IL: Waveland Press.

Laureate Education (Producer). (2016d). Differentiating for student interests [Video file]. Baltimore, MD: Author.

Marzano, R. J. (Ed.). (2010). On excellence in teaching. Bloomington, IN: Solution Tree Press.

Walden University. (2010). Richard W. Riley College of Education and Leadership Walden University candidate handbook M.S. in education. Retrieved December 15, 2016, from Walden University Candidate Handbook