EDU 6235: Professional Development To Improve Student Achievement

Teaching Teachers: Professional Development To Improve Student Achievement

This article talks about what kind of professional development proves to be most successful for student learning. It starts by giving some brief information saying that PD used to focus on things that primarily focused on classroom management. This did not strongly correlate to student success though. Then we fast forward to today when PD is focused on problem solving skills and higher order thinking. One of the examples they give is when they take teachers in a month long PD session and those who did not attend. Those who attended were shown to ask more "why" questions and pushed them to explain and look at things differently. Those who did not attend did techniques such a fact recalling. The success for the first group of students was because the PD focused on how students learn and being able to gauge their learning. Unsurprisingly the article stated that PD was most effective when it is directly linked to curriculum and district beliefs. It was also stated that although more PD opportunities can have greater teacher success, more time does not necessarily mean it is more effective. If the sessions are not well focused, it is basically a waste of time. PD should also be evaluated as an ongoing process, not just an evaluation of the PD presentation itself. The evaluation should include teacher behavior, classroom practices, and effect on student learning. The most important goal of PD is for the teacher to have PD on their content area that will improve both their knowledge as well as the students' knowledge.

I thought this article made some really good points. Although this was not a very long article, I think it made the point well, just like when they talked about how more PD doesn't mean it is more successful. Although most PD deals with technology, the focus should still always be to strengthen the knowledge of teachers and students. Just because there is a new tech tool that the district is promoting, it is useless unless the correct PD is given for teachers. Just like in "traditional" classroom questioning of higher order thinking, that should also be translated to when students are using tech. It is also important to make this district/building/teacher specific so people can see the value of using the tool in daily lessons. The biggest point for me was the PD evaluation should be ongoing. As teachers we are all too familiar in filling out a rating scale at the end of a PD sessions to get clock hours. But in reality that's where evaluation ends for most people. Personally I have never had someone followup with me about PD and come help me in the classroom. I know this is something that districts with coaches do but I have never experienced that. I am hoping that with VVSD going 1:1 that we will have tech or instructional coaches for buildings so we are able to have this.

http://www.tolerance.org/article/teaching-teachers-professional-development-improve-student-a

EDU6215- Multimedia in the Classroom

Teaching High School Physiology Using a Popular TV Medical Drama. Alvarado, Marissa, April Cordero Maskiewicz. The American Biology Teacher. Vol. 73, No. 6 .August 2011. 322-328


This article focused on can students' knowledge be improved through multimedia in the classroom. For this study, they viewed a biology class in high school in a low-socioeconomic area. Since this is a biology class, the multimedia they used was the TV show House. By integrating this show, the hope is that students would understand the physiology of the human body.

Such a high percentage of people watch TV that this is the way people get the most information about health issues. The CDC partnered with Hollywood to help ensure that accurate facts about medical conditions are being used in the media. Using TV and movies in classrooms is not anything this is new. However, not many studies have been done focusing on science classes.

When it comes to using integrated media in learning physiology, there should be a plan to schedule interruptions where the teacher and students can interact. The reason the show House was chosen is because it provides relatively accurate scientific scenarios, frequent animations of what is happening inside the body, and students are familiar with it already.

The study was done over a school year with students ages 15-19. A unit began with a pretest and then the unit was taught as usual. Two classes used House as supplements while one class did not. Then all classes were given a posttest. Students who viewed House during their class showed a higher learning rate from pretest to posttest than students who did not view House.

The article says that using multimedia like this in the classroom is something that will continue to peak student interest. It says that teachers should continue to find ways to incorporate it into their lessons as much as possible.

Personally I think this is a great idea. I have watched every episode of House so I was really able to think about what the show is like and how it would relate to a high school biology class. I agreed with the points of using this particular show and the strong reasoning for it. There are so many films for all classes that can be used as a supplement to material. It is equally as important to have strong questioning techniques along with the film. If there is no discussion or questioning about the video then it does not do any good to use multimedia in this way.

EDU6215- Student Engagement with Media

Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students

Warner, Alan. Eames, Chris. Irving, Robyn. 2014. "Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students." International Electronic Journal of Environmental Education. Vol. 4, Issue 2: 83-96.


This article focuses on using experiences outside of the classroom, particularly field trips, and using social media to reinforce the experiences through blogs.

To start off, the article talks about how experiences outside in the classroom and in their own community can provide a better connection to learning. Even though these experiences are very helpful for learning, it will not be effective unless the teacher will do follow-up activities. In the same way, if students are to participate in activities that help the environment, it does not automatically mean that they will have a strong urge to further help the environment. "The aim is for students to take action as a means to develop action competence, not simply to take action for action’s sake" (84). It was found that students would take further actions if the teacher provided a high level of follow-up.

One of the ways this could happen is using blogs. Most students are familiar with social media like Facebook and Twitter. Sites like this can spark interest for social issues for students. Blogs are another way to share out with classmates, teachers, and the community. This is of course only if the teacher is comfortable with technology. blogs, etc.

A study was done with these kinds of experiences with primary grades in New Zealand and blogs were used as social media. The purpose was to find factors in the trips influenced learning and to what extent can social media be used for transfer of learning. This was done through observation, teacher interviews, student groups, and student work.

One class was a group of 15 five year olds. They used a blog in for their experiences, which they have already been using in the classroom. The students loved the blog even if they could not always articulate details. The next class was seven and eight year olds. They did many activities prior to their experiences, like videos. The teacher also had blogs throughout the year as well. The kids loved it and said they felt like scientists.

Overall if teachers have social media and technology integrated into their classrooms, they can be strong tools to help with learning experiences in the community.

EDU6250 Article 3

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

Purpose: This study examined preschool teachers’ beliefs, knowledge, and practices related to classroom management.

Participants: Six teachers at a private preschool in a suburban Mid-Atlantic state called Hawthorne Academy. Teachers taught ages 3-5 and have taught a minimum of 2 years.

Methodology: Data for the study included interviews (5 interviews over 10 weeks lasting 45 minutes), observations (8:00-12:00 once a week over 10 weeks), and document review (school website and written items by participants.) Data is then broken down into the participant and their respective classroom. The framework is a multiple case study design which is used to examine multiple cases around common research. Here are the questions used:

1. What are the components of classroom management in preschool?

2. What is the role of the preschool teacher in classroom management?

3. What are the sources of preschool teachers’ knowledge about classroom management?

4. How have preschool teachers evolved or developed as classroom managers over the course of their careers?

5. How are preschool teachers’ beliefs and knowledge about classroom management manifested in their classroom practices?

6. Do preschool teachers engage in classroom management practices that support or contradict their stated beliefs?

Findings: The findings revolve around the six questions mentioned above. Participants saw teaching students social and behavioral as the main goal of classroom management. This was done mainly by modeling appropriate behavior as the teacher. Another big one is getting students as much independence as possible, such as classroom and self-care routines. Being able to give emotional support was something all teachers did. This was to let students know they can trust the teacher while also nurturing their needs. Going along with that are the teachers consciously making efforts to respect the students’ feelings. All participants said their greatest influence with classroom management is their experience. Language was the way participants had the most successful managed students. When this did not work, physical prompts or sign language was used. Participants’ classroom management styles were very consistent with what they stated they believed.

My Personal Reflection: I think that was a great study and found things I could easily relate with. Drang’s background is an early childhood special education teacher who had students with moderate to severe disabilities. This is basically what I do just at the high school level. More than anything it reminded me of where my students start off at versus where they are when they come to my classroom. In Valley View our students like this in early childhood do not do ANY academics. Everything is social and behavior management the entire school day. When they get to me, most (if cognitively capable) are expected to have some academic skills. I know for the kindergarten teachers they have a very hard time because now these students are expected to be able to do academics and be tested on it. For this population the ultimate goals in mind should be independent living skills, job skills, and appropriate behavior. Even though this study was focused on 6 teachers and their personal beliefs and styles, I was more focused on what I am doing in my classroom and how I can better my own practices. Although this does not specifically focus on a tool, I think the correlation between the study and ClassDojo is very strong. The ideas and practices of the teachers are things that the program does for teachers in the classroom.

Drang, Debra. 2001. “Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management.” PhD dissertation, Department of Philosophy, University of Maryland, College Park.

EDU6250 Tool Project

 Tool Project

What is ClassDojo:

-A FREE online behavior management tool
-Provides instant feedback for students and parents
-Creates reports and an additional messaging system
-Individualized profiles for each student with an avatar character
-Assigns points (positive or negative) based on behaviors
-Can be used from Early Childhood to STEP
-All you need is a computer, laptop, smartphone, or tablet with internet access

Used For:

-Communicating to parents about behaviors
-If used on SMARTBoard, instant visual and audio stimulus for students
-Data for updating Behavior Intervention Plans (BIPs) or Annual Reviews
-Data for Meredith before she comes to your classroom to observe

Benefits in the Classroom/School

-Immediate feedback (can be used as a daily reward system)
-Clear expectations for parapros who may not know how to take data
-Can be shared with Adaptive PE teachers during planning period

Benefits in the Community

-ClassDojo is an app free on Android and Apple Devices
-Consistent data can be taken easily on CBI trips
-Parapros can have download the app, get access to the class, and take data
-No need for clipboards and pencils when trying to keep up with students!

Obstacles in Implementing

-Not appropriate to display as whole class in high school and STEP
-Parents not signing up to view data
-Resistance from parapros to use in the school building and community
-Students who are “mother hens” focusing on the negative behaviors of others
-A staff member who does not have a smartphone or Windows phone
-Not as detailed in antecedent and conclusion of the behavior

References to Support

-“These [best] practices include developing relationships with students, creating a respectful classroom community amongst the students, organizing interesting lessons around a meaningful curriculum, and teaching moral development” (2011, p.1).

-“Longitudinal research has revealed that teachers who utilize a more proactive classroom management style, rather than attempting to control negative behaviors through coercive means such as punishment, have students who are more committed to school, more academically engaged, and have better achievement” (2011, p.2)

Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs and Practices       and their Implications on Students' Social and Academic Outcomes.” PhD dissertation,        Department of Philosophy, Old Dominican University.

-“The role of feedback on task completion cannot be overstated. It provides immediate and regular feedback on the given task, and not only tells students how they are doing, but points them in the right direction” (2011, p. 6).

-“Engagement not only increases academic performance, but it also lessens misbehaviors” (2011, p. 4).

Burson, Tyrone. 2011. “The Effects of Backward-Designed Curriculum and Instruction on           Classroom Management.” PhD dissertation, Department of Education, Lindenwood   University.

EDU 6250: Obstacles Project

Obstacles Project

1. Insufficient access to technology

-Not enough devices for a school

-Not enough internet access to support devices

-Not enough money to give needed supports

-Even with labs fighting for sign-up time, allowing for computer sign in and sign out, losing too much time

2. Attitudes/beliefs

-“Old school” teachers not wanting to change

-Some teachers may not realize the impact technology will have in life outside of school
-More shaped by teacher’s attitude rather than the students

-Seen as busy work rather than creative learning

3. School culture

-Low-income schools: little money or resources at home

-Administrators that are not supportive of teachers or their ideas

-Example: people liking books or printed texts versus an electronic copy

-People in power having lack of knowledge how to implement technology. Tools become used for testing or basic research

4. Overload of assessment

-Recently technology is being used for testing like PARCC

-Leaves little time for other uses of technology

-Focus on testing rather than creative learning with technology

-Test skills versus 21^st century skills

5. Administration/school leaders

-People who make tech decisions have not been in the classroom in a long time

-Do they actually research tech or are they getting the next big thing?

-In terms of social media: will they support you in your decisions? What happens if they don’t?

-Lack of teacher input for platforms, devices, and software

6. Lack of skills

-Teachers not being familiar with ALL devices and apps

-Students not having any access to tech before coming to school, especially in low income areas

-No on-going support in the classroom or even no initial training

-Just getting students to touch devices

Conley, Laurie. 2010. “Barriers to Integrating Technology.” Retrieved from: https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Greaves, T.; Hayes, J.; Wilson, L.; Gielniak, M.; & Peterson, R. 2010. The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness. 169.

Innovative Teaching and Learning 2011 Findings and Implications. (2011). 40.

EDU 6250: Article 2

Kindergarten Teachers' Classroom Management Beliefs and Practices and their Implications on Students' Social and Academic Outcomes

Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs and Practices and their Implications on Students' Social and Academic Outcomes.” PhD dissertation, Department of Philosophy, Old Dominican University.

Purpose: The purpose of this study is to understand the proportion of classroom management styles of Virginia Association of Early Childhood and to also see if kindergarten teachers understand Baumrind's framework and if their style is similar.
Baumrind talks about parenting styles. Some examples are authoritative, authoritarian, indulgent, and neglectful.

Participants: Participants are members of the Virginia Association of Early Childhood Educators. More specifically this was nine urban public school kindergarten teachers. Seven of the nine have a master's degree. Participants were not anonymous.

Methodology: This study was broken into two parts. One is sending the teachers questionnaires in emails to be able to assess their classroom management. The other part is a case study with nine kindergarten teachers in urban settings. Florin had to contact the school principal to get permission and then from there contact individual teachers to get permission from them. Florin notes that student data was also collected on five random students in the classroom to understand their social skills.

Findings: All teachers found themselves to be authoritative type, which means they are more likely to be child-centered and have high expectations with positive interactions. The authoritative type are generally not as controlling, consistent, fair, more forgiving, and set clear standards. Interviews with teachers showed most are aware of their own classroom management practices they use to create their own style. The teachers only looked at classroom management from a control point and nurture comes second. This shows that nurture may not be connected to classroom management. Most teachers also talked about the importance of being consistent, routines, and procedures. The majority said that their teaching experience was the greatest factor to their classroom management success. Even though learning about theory in the classroom is beneficial, putting it into practice was their best success. Two teachers specifically talked about other factors, such as home life, prior job experience, and their own experience as a student. Eight of the nine teachers are also seen as having high communication with their students. Even though all nine teachers identified themselves as authoritative, only seven were seen as such through observations.

My Personal Reflection: Florin says that most problems with student behavior comes from poor classroom management. She says, "Classroom management is not simply managing the behavior of students with rewards and punishments, but rather it encompasses a variety of practices that are essential to teaching" (p.1). I had never hard of Baumrind's framework and found it very enlightening to read about the different types and styles. I thought it was interesting all nine teachers thought they were the "best" style .aka authoritative, but only seven were seen as such. I think this goes into the human nature of where people think they have a perception of themselves but it differs from what other people see. I found myself doing additional research into Baumrind and more into the different styles. I would like to take different positive characteristics I may not be using as much to bring into my classroom.