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Post by Tiffani on Jun 3, 2016 1:32:41 GMT
Jessica's post resonated with me quite a bit! I too have experienced students that are reluctant to engage in "tutoring activities" or some academic task that is not worth a grade, but will increase their skill-level in the long run. Examples of this include after-school tutoring (as stated by Linda and Jessica), as well as simply helping students with an assignment that they are working on in-class. I have been in scenarios where I was helping a student with short-answer reading comprehension questions (where the overlying task was to write out the short answer to a question based off of the reading), and noticed that the student was struggling significantly with their grammar. My first instinct was to give them pointers and explain some grammar rules to them that could help with their writing so the the task could holisitcally be done with fidelity, not just finding the comprehension answers to the reading. I however was extremely discouraged to even take this opportunity as one to teach the student some grammar rules because they did not seem like they would be receptive to the information. This student just wanted to get the assignment finished so that he could get the grade; he did not want to spend "unnecessary" amount of time doing a task (such as learning correct grammar rules) that was not going to help him get a better grade on THIS particular assignment (though it would greatly benefit him in other areas and more holistically in regard to academic growth and development.
However, a great way to combat this is by encouraging the child though being positive, patient, and reinforcing (just as stated by Jessica!) This is what we will need to do for the students that we will be tutoring at Gazvini! Yay!
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Post by Tiffani on Jun 3, 2016 4:28:53 GMT
Hey all! I am going to share with you all the same Powerpoint presentation that us School Psychology folks got when we were trained on the DIBELS. This thing is like a complete DIBELS outline (but from a school psychologist/ evaluators perception). Super interesting! Feel free to check it out, but I don't take any credit for it as I did not create the Powerpoint. It gives you a breakdown of the subtests that are on the DIBELS (used to assess students). This will show you the areas of functioning that the DIBELS assesses. CBM DIBELS 6th Edition - Spring 2016-3.pptx (166.46 KB) You may need to forward to slide 10 if you'd like to get right into the DIBELS material, however the CBM material is also great to learn about (as the DIBELS is used as a form of CBM). |
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Post by Tiffani on Jun 3, 2016 4:46:05 GMT
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Post by jessicadiazr on Jun 3, 2016 22:34:13 GMT
The reading by Nasir and Hand did not surprise me all that much. The fact that students understand average and percent in relation to something that is interesting to them, in this case basketball, was not all that surprising. This speaks to the need for instruction to be relatable to students, because this increases their engagement with the material. I remember taking a Abnormal Psychology class in the same semester as I took an English Literature class, and I performed much better in the class that I was interested in and that I felt was relatable (which was the psychology class). Thinking about differentiated teaching and all that teachers already have on their plate, it seems like a lot to ask for teachers to do even more work in making sure a subject is relatable to a student. However, this could be great for a Tier 2 or Tier 3 intervention in which a student is struggling with a particular area. Making sure that the intervention and instruction is specific to that student could be extremely beneficial for them. I have a better understanding of the material in this class when I relate it to my particular field of school psychology, so maybe it would be helpful to incorporate something like this into the classroom. Maybe this could be a way to break the silence? I agree with you Rach. I also didn't find it all that surprising. I have done a few readings on this subject and I always wonder how teachers could incorporate relatability to the subject when they already have other stuff on their plate in the classroom. I really like your idea of incorporating it into tier 2 and tier 3 instruction; I had never thought about that. It would definitely make relatability more manageable and make the interventions more beneficial for the students. I guess my concern with this idea would be if we do use it to our advantage during t2 and t3, if a child moves back down to t1, how would we accommodate for them to not having as much relatable material anymore? |
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Post by Tiffani on Jun 4, 2016 18:35:43 GMT
Again, I really loved the “From the Court to the Classroom” article! I was able to make a number of connections from this article to things that I have experienced first-hand, as well as have witnessed others experience. It is almost as if this article was able to put into terms the relation between acquisition of a discourse and one’s “feelings of relatedness,” and how this propels individuals to become experts and novices in a content area, or other area of knowledge.
I found this idea from the article to be particularly interesting:
“Children’s sense of relatedness [in the school-setting] not only predicted their stability of engagement over the school year but was also linked to their feelings of control.”
I’ve witnessed the application of this concept in the real world with both my sister and myself (in a dynamic sort of way). My older sister has never been into school (as long as I can remember, but especially beginning in high school). She graduated a community college with her AA and was never really motivated to look back at more schooling. I mean, she has considered it because this route has been difficult for her, but she has made it work for herself. She has worked very hard to succeed in her life and build a career for herself, but just without more schooling. School isn’t her style; regardless, being an extremely determined and hard worker is her style… that’s who she is. She is always the most prized employee where she works. She was the manager of a store for over six years and ran that store with such fidelity and talent. She has also moved across the country to pursue careers that will continue to build her experience level and talent as a business woman so-to-say. I couldn’t imagine dedicating myself to working the way that she has. BUT, that is the world in which SHE feels comfortable. That’s where SHE shines. That is where she can prove how talented and knowledgeable and awesome she is. I however feel comfortable in the world of school (it almost makes me feel safe). Like, I’m being professional, but in a different way (A way that my sister could not imagine being able to do either). She looks up to me, and I look up to her. This all revolves around this idea that a sense of relatedness predicts engagement and is linked to feelings of self control. I feel in control of my success by attending college and earning a degree. My sister feels a sense of control by gaining experience in the real world (and not worrying about having assignments and grades hanging over her head). She has not let schooling define her level of success or the level at which she is considered "literate."
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Post by Tiffani on Jun 4, 2016 22:24:00 GMT
YAAS  I found this cute Youtube video about "sports literacy." It's not the best video, but I like it so I thought I'd share it with you all!! It gives you a great idea of the literacy skills that go into certain sports. A huge theme throughout the video is TEAMWORK and aquiring the skill-set by supporting each others learning, as well as working toward a common goal. www.youtube.com/watch?v=oUIHtgAO2rMP.S. the video may or may not get better as it goes on. BUT it's interesting because you'll notice that they spell some pretty common words wrong; however, they are making a video about how they are literate in sports. LOVE it! Haha. |
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Post by ataylor617 on Jun 7, 2016 1:59:22 GMT
I love basketball and obviously the desire for better teaching so this article was fascinating to me. My favorite observation from this article was regarding perceived mistakes of students. On the basketball court players are encouraged through their mistakes and mistakes are considered normal. I've thought about ways to incorporate sports-style learning into classrooms and I like the idea of teamwork and working towards goals. I think that some of these ideas may be difficult to implement in a classroom, but in a more informal setting, like the tutoring we do at Palmer Munroe it could work.
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Post by crystalpiroozy on Jun 14, 2016 5:03:55 GMT
Coming from all of our experiences we notice that we tend to learn things so much better when we are interested in them. Unfortunatly, in school a lot of the times students interest levels are low unless its something they like which is probably unrelated to school. But reading the previous posts I see that many are trying to incorporate the things that interest students with the ideas they have to learn inorder to give them a better and easier learning environment. As an FSU Teach major, one of the things we struggle with is engaging students in Math content areas. Math a lot of the times to many students is something they are not interested in and they dont see the importance of it. One of the biggest goals for our community dealing with math and science ed majors is to create lesson plans or ideas that incorporates every day life or interesting topics with Math in order for students to become more interested in it.
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I found this cute Youtube video about "sports literacy." It's not the best video, but I like it so I thought I'd share it with you all!! It gives you a great idea of the literacy skills that go into certain sports. A huge theme throughout the video is TEAMWORK and aquiring the skill-set by supporting each others learning, as well as working toward a common goal.