EDSS 541



Reading Response #1


There are many research based instructional strategies that I could use in my own ITU. After reading the article Focus On: Asian Pacific Islanders, the success of being taught in a bilingual setting is made very clear. After the passage of No Child Left Behind (NCLB) many students are being held at a high stakes standard and being expected to perform at the same level as their native English speaking peers. NCLB is leaving many API students in the dust do to it’s high stakes testing and it’s policy of “English Only” education. Academic Performance Index (API’s) are not included when many academic policies are passed. Parents, teachers, and students “need to be included on committees and advisory boards to help determine the policies, programs, and practices that are most likely to benefit their children.” The best instructional strategy is to provide the students and parents with the necessary information that would fill the gaps in their education and to provide the community with the knowledge of how to change or become an advocate for their children’s education. In the Focus On: Blacks,  Black students receive less help and are, sadly, oftentimes expected to perform at a lower level then their White peers. To combat this division, the article suggests creating a sense of community between teacher, parents, and students. A couple examples that I will use in my own classroom are strategies that support educational equity. I will, “maintain the same teaching standards and learning expectations for all students...establish peer and support networks, matching students with other students to learn cooperatively...hold ongoing teacher discussions on strategies to improve instruction, as well as share data on eliminating the gaps in achievement...[and]  develop outreach mechanisms to foster collaborations among parents and community members.” I will also use my position as a teacher to recognize and educate my students and their parents about the culture shock that results racial differences or class differences. In the article Focus On: Hispanics, the best instructional strategy involves holding these students to high standards and providign them with cooperative learning opportunities that provides the students to work with their peers instead of using drills and rote memorization. Using activities like Jigsawing, Think-Pair-Share, Three-Step Interview, and Round Robin Brainstorming have been proven to greatly increase ELL student’s comprehension and understanding of the material. In the article Focus On: Gay, Lesbians, Bisexual, and Transgendered Persons, the best instructional strategy is to educate. After reading the article, it seems that the biggest obstacle for LGBTQ students is ignorance and homophobia. The only way to combat those symptoms and eliminate them is to educate students on why these words and perspectives are wrong. It is wrong to treat someone differently or to bully someone due to their sexual orientation. In the article Focus On: American Indians and Alaskan Natives, the biggest creating opportunities for bicultural activities and developing and supporting language proficiency in both their native language and their target language. In the last article, Focus On: Women and Girls, there were many simple but effective techniques that a teacher could implement in their own classroom. Some of these simple techniques included: not using inclusive language, making a concise effort to call on all students equally, providing enough wait time for all students to process the information and have the opportunity to respond to the question, providing many cooperative/collaborative learning opportunities, displaying bias-free wall displays, and creating a seating chart that evenly spreads out all the students. After reading all the articles, there are many simple, easy, and highly effective instructional strategies and techniques that I will use in my own classroom.

Reading Response #2

Activity 7.1
1. After looking at the national standards, the local curriculum and community dynamic, student textbooks, literatures, resources, and student interests my ITU has decided that we would do a unit that would focus on Native Americans in Education with a culminating project that would involve students to go into their own community and interview a Pechanga Indian.


2.  

3. The process that really guided our discussion was the topic’s relevancy to our local high schools. The Temecula Valley Unified School District is bumped up against the Pechanga Indian Reservation. Many attendees at both Temecula Valley High School and Great Oak High School are of Pechanga Indian decent. To not use this valuable local history would just be educationally irresponsible.

Activity 7.2
1. What historical and legal influences have lead to the educational injustices that Native Americans face today? As a fellow American, why did the majority of Americans allow these injustices to occur? How would one fight against these injustices?
2. How are Native Americans portrayed in the media? How does their representation effect public perceptions of Native Americans? In what ways do these representations progress Native American values and ideals? In what ways do these representations further Native American stereotypes?

3. Native Americans believed in Animism but many were forced to adopt Christianity. What cultural beliefs were left behind and which were adopted? What events caused this transition?

4. Many Native Americans were forced to attend schools that removed them from their families for long periods of time often returning unable to communicate with their own families. How would language isolation effect the family unit? How would language isolation affect a person’s self esteem of perception of themselves? How does language isolation effect Native Americans today?

5. How has the casino business changed Native American values? In what ways has the casino business strengthened the Native American community?



Reading Response #3

Characteristics of an Effective Teacher. I decided to include this list because it provided an opportunity for self monitoring and assessing while highlighting effective practices and techniques that could included into the classroom. Here is the list as it appears in the text:
  • “Characteristic 1. Recognizes classroom practices fostering self-esteem in students and validates their linguistic and cultural heritage.
  • Characteristic 2. Recognizes that multicultural awareness enriches the lives of all students.
  • Characteristic 3. Communicates clearly when giving directions and presenting new information.
  • Characteristic 4. Demonstrates an ability to communicate rationales for instructional techniques and participates in professional development.
  • Characteristic 5. Demonstrates specific instructional skills in organizing meaningful instruction and can incorporate hands-on and minds-on learning, plan ad hoc or mini-lessons around individual skill development, encourage collaborative and cooperative learning, and use a thematic curriculum in consultation with the students.
  • Characteristic 6. Paces instruction appropriately, involves the students in the lessons, monitors the progress of each student and provides prompt feedback.
  • Characteristic 7. Provides clarity in instruction for English language learners (ELL} students by alternately using the students' native language with the assistance of a classroom aide or parent volunteer, and then English for instruction.
  • Characteristic 8. Seeks help from others and provides help when asked.
  • Characteristic 9. Specifies expected outcomes to the students.
  • Characteristic 10. Demonstrates high expectations, although not necessarily identical expectations, for all students.



Reading Response #4


After reading the ITU Overview Powerpoint there are many tasks that I think I would be able to contribute to to the ITU assignment.
  • culturally relevant pedagogy
  • integrated thematic unit
  • democratic ideals
  • content of the disciplines
  • student generated essential questions
  • place-based education
  • social justice service and learning



Reading Response #5


Our school team has decided to focus on the theme of Native Americans in Education, specifically how Native Americans were treated and educated in the United States. We chose this topic because Temecula is home to the Pechanga Indians where there is a large casino and many schools receive donations from the casino. This would provide our students with a great opportunity to go out into their local community and learn more about not only Native Americans but their community as well. (Cover sheet below)


Reading Response #6


I have created a PLN (Personal Learning Network) with all of my credential peers. I have created a blog, class website, grouply, and twitter account. My class blog is http://qe-la.blogspot.com/. My class website is https://sites.google.com/site/mssadeghipoursclass/. My twitter account is @mssadeghipour. I have added my peers to my network and am currently awaiting their responses.



Reading Response #7



The key elements and processes for service learning are direct, indirect, advocacy, and research based teaching. There are a variety of techniques that can be used in order to incorporate these four keys aspects such as: Using standards that address the why, what, and how, introducing concepts that the student is unlikely to discover independently by helping them connect to a wide variety of ideas, converging learned and learning concepts, incorporating culture and differing perspectives, creating affective connections through experiences, using imagination and creativity to “pack” in knowledge, and recontextualizing new information. By using these elements a teacher is able to harness the key elements for service learning.



Reading Response #8



The following is a list of ideas and resources that can be used for my service learning and ITU task specifically for an English classroom:

  • Community Safety- Write stories or skits that feature characters being bullied or teased and the ways they deal with it
  • Community Safety- compare coverage of a story on a local act of violence with one about community building
  • Community Safety- Find political cartoons that use images to comment about issues related to crime, violence, bullying, or conflict on the world stage
  • Elders- Discuss why younger people should care about elders?
  • Elders- Study and learn to do folk or traditional arts from your community or region
  • Hunger and Homelessness-Define “home” and its attributes: contrast with “homelessness”
  • Hunger and Homelessness-Find examples of how people who are homeless or living in poverty are depicted in literature
  • Immigrants-Explore the influence of many cultures on styles of art and architecture
  • Literacy-Study stories and practice storytelling techniques, including those from other cultures
  • Social Change- Discuss and write an essay on how young people experience stereotyping and prejudice



Reading Response #9



Great Oak High School

  1. Community
    A. Geographic Location- Located at 32555 Deer Hollow Way, Temecula, CA 92592
    B. Students live within a 5 mile radius of campus between Pauba Road and Pechanga Parkway.
    C. The political climate of the community is one of republican conservatism.
  2. School
    A. The school mission and teaching philosophy revolves around SPIRIT. SPIRIT stands for Scholarship, Passion, Integrity, Reflection, Involvement, and Teamwork.
    B. Faculty ages range from 30 years old to about 50 years old.



Reading Response #10




The unit will culminate with the students doing a Pen Pal Potluck.



Reading Response #11


Condition
Description, Qualities,
Characteristics
How Assessed
for Eligibility Services
Content Adaptation or Modification
Environmental
Adaptation or Modification
Teaching Practice
Adaptation or Modification
Performance Assessment
Adaptation or Modification
Specific Learning Disability (SLD)
Includes

SLD = largest category students are placed after meeting eligibility criteria. Students with SLD can have 1 or more “basic psych. processes for understanding language but often are above average cognitively.” Students counterbalance academic weakness with strengths. Some characteristics include difficulty w/reading, writing, and/or math; may also include prob. w/attention span, impulsivity, & disorganization. Struggles with decoding and forming complex sentences.








Observation: notice inconsistency in tasks; notice listening and speaking skills more advanced than reading comprehension, writing, and other abilities; gaps in skills; unable to focus: attention problems, unorganized, unable to complete tasks. Difficulty staying focused and finishing tasks.
  • Teach student based on learning styles
  • “read-along” tapes, educational videos, computerized spell checker
  • allow use of calculator for students with short-term memory
  • short, varied activities
  • writing is large—make spaces on worksheets bigger.
  • Allow student ability to work in groups



  • Distraction free: make space for child to study alone while other students are engaged in activities, allows student concentration separately; & clutter-free working space.
  • Ensure a quite space near the front of the class
  • Allow the student to work with friends during group work but do not seat them near friends
  • limit objects or trinkets that move like Newton's Cradle or the Drinking Bird
  • Develop life-long strategies with student to counterbalance weaknesses a/c of disability;
  • Participation in cooperative learning; Outline lesson;
  • Questions be in written form.
  • Maintain high expectations.
  • adequate time to absorb material
  • ample processing time
  • allow time to form his thought before verbalizing them
  • allow freedom of choice when a variety of topics are available
  • give the student the work a day or two ahead of time
  • check in with the student frequently to ensure understanding
  • pair the student with another student of a slightly higher level
  • let the student know that he/she will be called upon prior to the activity to the student can formulate their answer in advance
Specific to child’s profile of needs.
May need to take tests orally and/or untimed.

Effects may be delayed for years beyond trauma event.
Observe for mood changes and memory changes

Allow ample time for the student's tests such as time before, during, and after school.

Allow the opportunity to make up in-class assignments outside of class.

Hold the student to high standards but ensure that the standards are clear and equitable for the student.




Condition
Description, Qualities,
Characteristics
How Assessed
for Eligibility Services
Content Adaptation or Modification
Environmental
Adaptation or Modification
Teaching Practice
Adaptation or Modification
Performance Assessment
Adaptation or Modification
Traumatic Brain Injury
(A/TBI)


TBI acquired from external forces (falls, accidents, child abuse); significant disability &/or psychosocial impairment impedes school performance (neurological &/or cognitive dysfunction), levels of difficulty in comm., memory, attention, academically, or behavior.





Medically diagnosed; Evident and documented acquired brain injury.
  • Medical consultation; corrective prog. adapted to specific profile of symptoms.
  • IEP assistance programs
  • adequate time to absorb material
  • ample processing time
  • allow time to form his thought before verbalizing them
  • allow freedom of choice when a variety of topics are available



  • IEP assistance programs
  • adequate time to absorb material
  • ample processing time
  • allow time to form his thought before verbalizing them
  • allow freedom of choice when a variety of topics are available
  • Classroom should be free of auditory distractions
  • Place the student next to another student that is at a level slightly above the student's
  • adequate time to absorb material
  • ample processing time
  • allow time to form his thought before verbalizing them
  • allow freedom of choice when a variety of topics are available
  • give the student the work a day or two ahead of time
  • check in with the student frequently to ensure understanding
  • pair the student with another student of a slightly higher level
  • let the student know that he/she will be called upon prior to the activity to the student can formulate their answer in advance
Medical consultation; appropriate special education services.

TBI effects may be delayed for years beyond trauma event.
Observe for mood changes and memory changes

Allow ample time for the student's tests such as time before, during, and after school.

Allow the opportunity to make up in-class assignments outside of class.

Hold the student to high standards but ensure that the standards are clear and equitable for the student.
















.

Reading Response #12

After reviewing the ITU Model Projects from previous years, I have discovered a great source of information for the dynamic of the school. It also provides an excellent example that I would hope my group's ITU project to adhere to. Please check our Welcome to Wi'assha blog specifically under the Rationale tab. 




Reading Response #13

After reading the co-teaching resources, I was exposed to a plethora of co-teaching methods and models. There are four specific co-teaching strategies: supportive co-teaching, parallel co-teaching, complementary co-teaching, and team teaching. Supportive co-teaching involves one teacher taking the lead role of teacher in the classroom while the other teacher MBWA and assists students. Parallel co-teaching involves both the teacher and and the support personnel to teach heterogeneous groups of students simultaneously. Complementary co-teaching a member of the teaching team supplements or complements the instruction of the other team member. Such as transcribing notes, adding additional comments or insights, or assessing students in the classroom. Lastly, team teaching involves both members of the team to teach along side one another and share the responsibilities of the teacher from lesson planning, to lectures, to grading.

Reading Response #14

The co-teaching practices that I will use in my group's ITU will most likely be team teaching. I have the benefit of working with the amazing Mallory Sorben, another brilliant English teacher. It would be very beneficial for us to use the team teaching method. By teaming up, we will have the ability to assess students more accurately while providing differing perspectives on a controversial topic. We will also be able to complement each others' lessons and commentaries. This is also very beneficial when dealing with large class sizes. My class sizes range from 38-41 students and her's mirror the same numbers. With that many students it is difficult to MBWA and still assist every student. For these reasons, I think team teaching will be the best approach in our ITU assignment.


Reading Response #15 


Please refer to unit calendar for a more detailed schedule. The first day of the unit will be a heavy front loading day that involves all four teachers explaining the purpose of the unit. On the fifth day, Kevin and I will do a co-teaching student driven mock trial in order to broaden student understanding of the perspectives presented during the Temecula Massacre.


Reading Response #16


The five different components of Cooperative Learning are positive interdependence, individual and group accountability, group processing, social skills, and face-to-face interaction.


Reading Response #17


I will use cooperative learning in my ITU through the pen pal and mock trial activity. The strategies I will use are clarifying the process and product expectations, assigning roles to students in the mock trial, role playing, ad providing feedback for group processing.


Reading Response #18
(Please see lesson plan and ITU calendar for more details.)


I have used Bloom's taxonomy of cognitive, affective, psychomotor, and language objectives in planning and setting my objectives for each day and the corresponding assessments. I will also be using a plethora of graphic organizers for a variety of purposes. I will use a fill-in-the-blank organizer for the Native American Powerpoint (the first heavy front loading day). I will use a KWL chart for the "Temecula Massacre" vocabulary. I will use an interview/discussion questions graphic organizer with it's corresponding documenting interview/discussion questions answer sheet. I will also use a letter template that the students will be required to use when writing and responding to their pen pals. Students will also use a flier graphic organizer to act as a template for the fliers and e-vites they will create for the potluck.


Reading Response #19


There are many strategies a teacher can use to differentiate assessment. One strategy is using visual and auditory cues. Another strategy is grouping students heterogeneously. Teaching to a multiplicity of intelligences is also an invaluable differentiation strategy. Project based learning, rubrics, discussions, and presenting opportunities for students to think for themselves are all examples of strategies a teacher can utilize to differentiate assessment.


Reading Response #20


Two to three assessment strategies that I would use in my unit are grouping students into heterogeneous groups, discussions, and project based learning.


Reading Response #21


Using these assessment strategies in the TPA would be very valuable and would represent a more thoughtful teacher. I can use student grouping and discussion to assist with student comprehension of a text. I could use visual cues to assist the ESL students while using auditory cues to assist with my visually impaired students. I could use a rubric to ensure an equitable grading system while making my standards for the activity clear. All of these differentiation assessments also adhere to a multiplicity of intelligences as well. 


Reading Response #22


I have provided feedback for my peers' ITU groups in person according to the ITU Poster Presentation Group/Peer Feedback Sheet. 


Reading Response #23


After reviewing my peers' ITU presentations, there are three strategies that I would use during my second semester of clinical practice. The first strategy I would use are field trips because it establishes a physical relationship between what the student is learning and reality. The second strategy that I would use from the ITU presentations is the use of Diigo because it provides the students with a compiled body of resources that they can use for their own research. Lastly, the final strategy I would use from the ITU presentations is using QR codes because the use of the QR codes can be used to peak the student's interest and curiosity by having them use their critical thinking and problem solving skills to figure out the connection between the items/clues.


Reading Response #24
Reading Response # 25


Key information for Leanna that would inform the educational goals and supports for her IEP are: igniting her desire to consume knowledge and see her flourish academically, assisting her with the development of her communication skills, improving her low vocabulary levels in her writing and organizational skills, and, lastly,  because her oral reading skills are quite good, her reading comprehension is low and needs to be improved upon.


Reading Response #26


After reading Leanna's IEP Evaluation Report, there are three strategies that I would use in my class. Strategies that I would use in regards to content, what the student needs to learn or how the student will access the information, would be to allow her the use of continual computer access, one-on-one tutoring with a qualified instructor, and making textbooks available at home either in print form or online. Strategies that I would use in regards to process, the activities in which the student engages in in order to make sense of the master content, would be to constantly repeat and expose the student to the material without any gaps, presenting information visually and kinesthetically in small sequential steps, and lastly, reviewing the material frequently and often. Strategies that I would use in regards to product, the culminating projects of a unit, would be to allow the student continual computer access to either complete district and state wide tests on the computer and/or to turn in  assignments online or typed. 


Reading Response #27


Key information for Mwajabu that would inform the educational goals and supports for her IEP are: her photographic memory, her approach to tasks with rigidity being unable to leave a task and upon returning always starting at the beginning again, she has an amazing drawing ability which she also uses as a form of communication while also using physical cues and physical proximity to indicate her wants, lastly, her hearing loss and being an English learner will be large contributors to determining her goals for her IEP. 


Reading Response #28


After reading Mwajabu's IEP Evaluation Report, there are three strategies that I would use in my class. Strategies that I would use in regards to content, what the student needs to learn or how the student will access the information, would be to allow her the use of visual cues and drawings as well as computer access. Strategies that I would use in regards to process, the activities in which the student engages in in order to make sense of the master content, would be to repeat and expose the student to the material through visual cues, present the material concisely and distinctly without room for miscommunication or misunderstanding, and using mathematics or the student's drawing/visual skills to introduce new or abstract concepts. Strategies that I would use in regards to product, the culminating projects of a unit, would be to allow her to turn in assignments through visual projects or representations. 


Reading Response #29

10 Best Practices for Preparing for an IEP Meeting.\ 
1. Send your agenda to the district, parent, student, and student's teacher a few days ahead of time.
2. Write to the school and request all the records, evaluation, and goals ahead of time. 
3. Prepare  records, evaluations, or proposed goals ahead of time. 
4. Make sure to have distributed "prior written notice" according to IDEA.
5. Write down any questions you may have.
6. Keep all records of communication between the student, parent, and teacher.
7. Review the student's current IEP.
8. Make sure you have communicated the meeting and expectations to the student prior.
9. Look at placements and opportunities that are provided by your school or district. 
10. Know your rights as a teacher and the rights of the student.


Reading Response #30


10 Best Practices for Conducting an IEP Meeting
1. Review the agenda
2. Review goals and objectives.
3. Give the parent parental safeguards
4. Think like the participant and don't do all the talking.
5. Take brief notes and focus on being an active listener.
6. Listen for overtones and ideas.
7. React to the ideas not the individual.
8. Discuss the 3-year evaluation plan.
9. Summarize and reiterate the objectives for the IEP.
10. Send forms and meeting notes to district representative. 

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