Summative Assessment

As novices students acquire their knowledge of academic discourse from their interaction with content-area teachers who are experts in their field. It is imperative as educators to incorporate effective literacy learning strategies into the content-area curriculum through systematic, explicit, and direct literacy instruction and the use of repetition. The improvement of literacy is an issue that all teachers should be equipped to address in their instruction. To be effective content-area teachers must be aware of instructional approaches and strategies that can be used with their existing curricula to help improve the literacy levels of struggling readers, by understanding the literacy challenges they face. The inability to decode multi-syllabic words, which provide much of the new information in content-area texts, negatively influences reading comprehension and can prevent struggling students from reading grade-level texts independently. Also morphological skills can be strengthened when introducing new content-area vocabulary by incorporating base words, prefixes and suffixes, and compound words into the instruction activity. Teachers can help with fluency by reading aloud and giving students ample opportunities to do the same, either through whole-class share-outs or by participating in cooperative learning activities. Content-area teachers should also focus on specialized words that are unique to their specific discipline. In content-area reading, where text is more technical and abstract, insufficient vocabulary knowledge can be especially problematic. To learn and retain new words and concepts, students need to connect them to what they already know, have repeated exposure, and have the opportunities to practice using them in different contexts. Finally, teachers can approach reading through Functional Behavioral Analysis, which enables them to help students recognize the specialized patterns of language in the texts they read. By making discipline-specific ways of using language explicit, teachers help students better engage with school knowledge and more effectively develop disciplinary literacies across academic content areas.  

It is crucial to take the time to know your students. “Don’t be afraid to connect with [your] students on a personal level: ask questions, do your research, know the population you are working with.” (Ms. G 11/7) I will never forget the voices of the students we met in the panel discussion and I will let their words guide my teaching. I will challenge my students and push them to do their academic best. “Be empathetic, not sympathetic; have high expectations.” (Principal J 11/7) I also plan to incorporate 21^st Century skills into my curriculum to enable my students to be academically competitive in and out of school. This semester has shown me the importance of culture and community in learning. Effective teachers take their students’ funds of knowledge and personal differences into consideration when planning their curriculum in order to create culturally responsive classrooms. Students’ input, knowledge and differences should be seen as assets, not hindrances. There are 24 students in Mr. S’s Sociology class; 12 of these students are ELLs and 6 students have IEPs. In today’s inclusive classrooms it is increasingly more important to “individualize your instruction as much as you can.” (Ms. G 11/7) I will listen to student voice and take my students’ opinions into consideration when making decisions about curriculum and instruction because I believe that students know best what they need as learners and they will tell you, if you take the time to listen. “I always learn the most from my students.” (Dr. H 10/31)

There are endless teaching strategies and methods that can be utilized in teaching, many of which I will discuss in my presentation, but what truly matters is implementing what works best with your current students and their learning needs. Teachers have more success with behavioral management when their students are engaged in activities that are well planned and tailored to their interests. This, coupled with a predictable classroom routine and assignment rubrics, provides students with clear expectations of what to expect and what is expected from them as well. During one of observations, Mr. S jingled his keys and all of his students began putting their notebooks away. Without a word his students knew that the jingle meant that it was the end of independent work. This type of interaction is a result of clear teacher expectations. However, even in the best run classrooms there are always going to be good days and bad, but you have to “discipline in a loving way” (Ms. G 11/7) and remember that “everyday is a new day.” (Vice Principal T 10/24)

Almost every experience I have had this semester was a highlight. In fact, this semester has been the highlight of my college experience thus far. The only “disappointment” and I wouldn’t actually use that word, is that we did not have more instructional practice with lesson planning. However, I have learned that lessons must be meaningful. “You must have purpose” when planning your curriculum because students want to know “why am I doing this?” (Principal J 9/26) For this reason, and because of my experiences over the last few months, I plan to make civics and civic involvement a large part of the curriculum in my history classes, providing my students with the social and civic skills needed to become active and informed citizens and “Real World Learners.” Finally, this semester has taught me that the educational experience is not merely a teacher passing their knowledge to students but a learning community where knowledge and ideas are shared between all members of the classroom, creating a culture that encourages both teachers and students to put themselves in the roles of educator and learner.