Category: Writing

After reading the required reading regarding the steps and factors to consider for self-assessment and goal setting within the professional learning community, the three factors that I would like to refine is “Conduct Assessment of Student Learning on an Individual Basis and Plan Instruction Accordingly”, “Consider Theories Across Disciplines”, and “Use Differentiated Instruction.” To make a small change to “Conduct Assessment of Student Learning on an Individual Basis and Plan Instruction Accordingly,” I would like to refine establishing monthly goals to establishing small weekly goals that are addressed and discussed with the students individually on a weekly basis. This would lead up to a monthly goal that eventually leads up to a quarterly goal to show the students how they have progressed over the course of time along with necessary feedback for encouragement and development of their skills. When considering theories across disciplines, verifying that content/skills are appropriate to grade level is something that I would refine. As the educator I think I would first verify that the content/skills being taught and assigned are appropriate to individual student levels first so that I can tailor things to be more fitting for their learning style. To do that I would observe and thoroughly assess my students to collect data in various areas that would help me understand what they need to learn and what I need to do to make that happen. The last factor I would refine is the use of differentiated instruction. When demonstrating sensitivity to cultural and linguistic diversity I would use this time to talk directly with my students about the challenges of learning or learning a new language. According to McCarthy (2015), “The core of differentiation is a relationship between teachers and students.”With that said while demonstrating sensitivity to cultural and linguistic diversity I would also take the time to include them in the planning of differentiating by asking the students how I can help make their learning more memorable yet comprehensible and achievable.
comment as you see fit. min 40 words or more
References
McCarthy, J. (2014). Differentiated Instruction: 3 Ways to plan for diverse learners: What teachers do. Retrieved from https://www.edutopia.org/blog/differentiated-instruction-ways-to-plan-john-mccarthy

Strategies used to develop vocabulary in a content area include pre-teaching, visuals, and graphic organizers. Pre-teaching is a common method in order to prepare ELL students for the content they are about to learn, which can be done through writing vocabulary words and their definitions out before reading. During pre-teaching where the teacher is reviewing the vocabulary the teacher can also use visuals along-side of these words for students to have an image to reference aiding in their overall comprehension. Finally, using graphic organizers is an excellent method for students to review vocabulary after reading. A particularly useful organizer can be abbreviated KIM where k stands for the key idea or vocabulary the students are reviewing, I stand for the information or definition of the words, and m stands for a memory clue such as a drawing, example or casual definition to remember (Hilliker, 2017). Combining pre-teaching and visual before students interact with the words gives students a better understanding starting out. When students use graphic organizers after learning helps the students recall the information and put it in a way they understand giving them responsibility over their academic success.
Comment as you see fit. Min 40 words or more.
References
Hilliker, E. (2017, May 18). Top Five Vocabulary Strategies for English Language Learners. Retrieved November 23, 2020, from https://www.teachingchannel.com/blog/top-five-vocabulary-strategies-for-english-language-learners