EDU 6132 Reflection 2

Professionals in all fields argue whether people develop though nature or through nurture. This debate is especially important for educators, who are responsible for supporting students through their learning process. This idea for me is best summed up in Pressley and McCormick's idea that each person has a natural range of potential that may or may not be reached based on the environment the person grows up in (Pressley & McCormick, 2007). This illustrates the point that our responsibility as educators is not just to teach students, but also to create an environment that allows for learning to occur. 

One developmental theory that shows this is Piaget's stage theory. In this theory, a child progresses through stages, and must pass through each stage fully before moving onto the next stage. This explains how children naturally develop. Yet, the atmosphere a teacher creates can allow a child's natural ability to reach his or her full potential. If a teacher uses material that is just a little bit more challenging for students, a "zone of proximal development" is created (Pressly & McCormick, 2007). This allows the child to be challenged and understand new ideas with the support of the teacher. Many times, this new way of thinking or challenge helps the student connect ideas and creates a disequilibrium; however, as the child conquers the new subject area or content area, they create "a new equilibrium that is more powerful, because the mind has learned to do more" (Pressley & McCormick, 2007). In my own classroom, I believe this will look like creating lessons with varying levels of difficulty. Students in the same classroom are always within a broad spectrum from confused and bored. I believe this can be solved by differentiating material and creating challenges for advanced students and more learning opportunities for students who are still confused. 

Just as Piaget's theory shows how educators can improve a learning environment, John Medina explains aspects of the brain that can help us understand human development and how to support student learning. One of the brain rules he discusses is memory. As humans, we are constantly bombarded with input; we hear people and noises, listen to our families and friends talk, and watch tv and media daily. How do we remember it all? Medina reassures us that we do not! He explains that students forget 90% of what they learn within 30 days of learning it. He also points out that students forget as a means of prioritizing (Medina, 2014). These facts have big implications for our teaching practices. As educators, our strategies for maximizing learning opportunities must be repetition and meaning. Medina emphasizes that students can only remember a few main ideas, so we must repeat the important parts over and over again. Second, Medina reminds us that the first few moments of learning are essential; in order to make learning more accessible, we must introduce new concepts thoughtfully and with meaning. In my own experience, high school students are used to starting class by sitting and writing an entry task. They're bored every period because every period begins the same! The repetition of using an entry task is good for students to feel comfortable; however, in order to remember information better, students must feel personally invested and reminded every day of the main ideas. In my own practice, I would introduce each topic with a fun, meaningful activity, but also end the class with the same information that is most important for students to remember. This is a practice Medina strongly suggests as well. 


These ideas relate closely with three of SPU's program standards. First, this connects with SPU's desire to set high expectations for students (1.3). SPU is determined that engaging students in meaningful learning will help them remember more and therefore learn better. Also, SPU's idea of pacing lessons well connects to the idea that only so much can be remembered by students. We must chunk information and repeat the important parts so that students will not be overwhelmed but instead can engage in meaningful information (Pressley & McCormick, 2007). This is closely related to SPU's program standard 2.2 where the teacher uses instructional practices that are proven to work. Medina's idea of repetition, meaningful entry activities, and even chunking are practical ways that have been proven to work because they help the brain remember more. Medina writes that each time our brain has to retrieve information, we reconsolidate our information. This means that the brain pathways become more used and also more connected to each other, helping our brain move information from short term memory to long term memory (Medina, 2014). This means that having activities and assignments where students are cognitively engaged means that these brain pathways are being strengthened. Finally, this relates to SPU's standard 3.1 where the teacher demonstrates knowledge of student's skills and knowledge and can differentiate activities to allow each child to succeed. This is definitely not the easiest or quickest way to create a lesson plan, but it does allow for each student to be challenged at an appropriate level. 

Professional

About Samantha

I was born in Hampton, New Hampshire and moved to Seattle when I was 18 to attend college. Since my arrival to the city, I have worked and served in White Center in Southwest Seattle. Currently, my mom and my brother live in Seattle as well, while my dad still lives in New Hampshire. I spend time commuting between Seattle and Tacoma, where my boyfriend lives.

Interest & Experience in Education

I became interested in education as I was volunteering for Seattle's Union Gospel Mission through a program at Seattle Pacific University (SPU). I began supporting their weekly youth group and wanted to be more present in young people's lives, so I started an internship that allowed me to volunteer in the schools. As I neared my graduation, I still did not want to leave my community, so I continued my work in White Center as well as in the school system. In the past two years since my graduation, I learned that working in a school combines my passion for supporting young people, learning, and community development, and this has pushed me to pursue a graduate degree in Education.

Characteristics of an Effective Educator

Coming into teaching with a background in youth development, I am pleased to see the characteristics of an effective educator are similar to an effective youth worker. There are two characteristics and practices that I see in our reading that reveal how to be an effective educator. The first characteristic is that the educator must be passionate and highly competent about their endorsement subject. Nieto explains this when she points out that students from low SES will never break the achievement gap with high self esteem alone (Nieto 2002). The second is that the educator must have the right balance of dominance and cooperation. Students must know that you care about them and their success but also that expectations will be informed both for positive and negative behaviors (Marzano 2007). I believe these are powerful characteristics that a teacher can have, yet are difficult to acquire. There is always room to grow in personal competency as well as in a classroom management style. However, as I begin my journey into teaching, these are the two characteristics I would like to follow. I believe these fit well into SPU's dispositions of service, leadership, competence and character. Passion, understanding, and high expectations are the characteristics I hope to pursue as a teacher, as I also hope to become more competence in my endorsement area. I believe that is the step to serving students and being and educational leader.

Program Standards and Elements of a Model Entry

Program Standards 

Expected outcomes are expressed as program standards, which are aligned with State-designated teacher preparation approval criteria shown in WAC 181-78A-270. Program standards include criteria (e.g. 1.), elements (e.g. 1.1), and examples. Any level of the program standard is appropriate for reflection, feedback, or evaluation.

1. Expectations – The teacher communicates high expectations for student learning.

1.1 Demonstrating Knowledge of Content and Pedagogy

E.g. Teacher recognizes the value of understanding students’ interests and cultural heritage and displays this knowledge for groups of students.

1.2 Communicating with Students

Teacher’s explanation of content is appropriate and connects with students’ knowledge and experience.

1.3 Engaging Students in Learning

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.

2. Instruction – The teacher uses research-based instructional practices to meet the needs of all students.

2.1 Using Questioning and Discussion Techniques

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

2.2 Engaging Students in Learning

Most activities and assignments are appropriate to students, and almost all students are cognitively engaged in exploring content.

2.3 Reflecting on Teaching

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment.

3. Differentiation – The teacher acquires and uses specific knowledge about students’ cultural, individual intellectual and social development and uses that knowledge to adjust their practice by employing strategies that advance student learning.

3.1 Demonstrating Knowledge of Students

Teacher recognizes the value of understanding students’ skills, knowledge, and language proficiency and displays this knowledge for groups of – students.

3.2 Demonstrating Flexibility and Responsiveness in Lesson Adjustments

Teacher makes a minor adjustment to a lesson, and the adjustment occurs smoothly.

3.3 Demonstrating Flexibility and Responsiveness in Persisting to Support Students

Teacher persists in seeking approaches for students who have difficulty learning, drawing on a broad repertoire of strategies.

4. Content Knowledge – The teacher uses content area knowledge, learning standards, appropriate pedagogy and resources to design and deliver curricula and instruction to impact student learning.

4.1 Demonstrating Knowledge of Content and Pedagogy

Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

4.2 Setting Instructional Outcomes

All the instructional outcomes are clear, written in the form of student learning. Most suggest viable methods of assessment.

4.3 Designing Coherent Instruction in the area of Learning Activities

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, with some differentiation for different groups of students.

4.4 Designing Coherent Instruction in the area of Lesson and Unit Structure

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

5. Learning Environment – The teacher fosters and manages a safe and inclusive learning environment that takes into account: physical, emotional and intellectual well-being.

5.1 Creating an Environment of Respect and Rapport

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.

5.2 Managing Classroom Procedures through Transitions

Transitions occur smoothly, with little loss of instructional time.

5.3 Managing Classroom Procedures through Performance of Noninstructional Duties

Efficient systems for performing noninstructional duties are in place, resulting in minimal loss of instructional time.

5.4 Managing Student Behavior by Establishing Expectations

Standards of conduct are clear to all students.

5.5 Managing Student Behavior by Monitoring

Teacher is alert to student behavior at all times.

6. Assessment – The teacher uses multiple data elements (both formative and summative) to plan, inform and adjust instruction and evaluate student learning.

6.1 Designing Student Assessments around Criteria and Standards

Assessment criteria and standards are clear.

6.2 Designing Student Assessments with an Emphasis on Formative Assessment

Teacher has a well-developed strategy to using formative assessment and has designed particular approaches to be used.

6.3 Designing Student Assessments to Inform Planning

Teacher plans to use assessment results to plan for future instruction for groups of students.

6.4 Using Assessment to Provide Feedback to Students

Teacher’s feedback to students is timely and of consistently high quality.

7. Families and Community – The teacher communicates and collaborates with students, families and all educational stakeholders in an ethical and professional manner to promote student learning.

7.1 Communicating with Families

Teacher communicates with families about students’ progress on a regular basis, respecting cultural norms, and is available as needed to respond to family concerns.

8. Professional Practice – The teacher participates collaboratively in the educational community to improve instruction, advance the knowledge and practice of teaching as a profession, and ultimately impact student learning.

8.1 Participating in a Professional Community

Relationships with colleagues are characterized by mutual support and cooperation.

8.2 Growing and Developing Professionally

Teacher welcomes feedback from colleagues when made by supervisors or when opportunities arise through professional collaboration.