Welcome

Thanks for visiting my first-ever attempt at blogging. The course on which this blog is based is CI6103 Curriculum and Instructional Design for Diversity. My life has been rather hectic as a high school teacher just four weeks into the school year and nearly ten weeks into this course.  However, the chaos has been worthwhile because the knowledge I have gleaned from the coursework has led to some advances in my approaches in the classroom. If you take the time to click on the other pages and posts within this blog, you will find my research on all aspects of instructional design for diversity. Please comment, and let's work together to help one another learn more.

The course's main objective is to have teachers embrace the importance of planning culturally relevant instruction for diverse learners. Teachers were to create and reflect upon a curricular framework that would benefit all learners from varying backgrounds.

The word “rigor” was used throughout the course, which was not surprising as it is one of education’s buzzwords of the moment. Though, I have to say there is something to be said for having students think in new and interesting ways—isn’t that the point?

If teachers are not taking into consideration the racial and ethnic backgrounds of their students when creating lessons, they are missing out on opportunities to build real relationships with their students. One takeaway from the course was how important student-teacher relationships are for academic encouragement—many students do not get that type of motivation from home.

Writing across the curriculum is not new.  I did it in the 1970s in elementary school.  Today, we can build upon that by integrating theme and interdisciplinary unit planning to improve student literacy. Educators can develop integrated instructional plans based on action research findings. Talking to coworkers, surveying colleagues, and developing new insights into processes may lead to innovative ideas that will prove successful in the classroom.

Differentiating instruction is more than just giving “Billy” extra time to complete his project or for Sally to have a test read aloud. Teachers can develop curricula to teach in accordance with students’ learning styles and to assess their skills in ways that truly gauge their abilities.

Technology can be an appropriate tool for diverse students to overcome language barriers. Voice-to-text, translation apps, and video all have classroom applications that may help students succeed in the classroom in ways that we haven’t thought of previously. 

The Impact of Technology on Curricula

The Impact of Technology on Curricula

Education has become increasingly diverse in today’s interconnected world, with classrooms comprising students from varying cultural backgrounds. Technology has emerged as a powerful tool that can facilitate effective instruction for culturally diverse students. When integrating technology, educators should use a curricular approach that will encourage student engagement. A recommendation is to use shared objects; doing so will force students to work collaboratively and naturally improve student learning and output (Schultz, 2019). This idea is so simple, yet essential—it is one I would likely overlook if not reminded of how humans naturally work together when something is new or confusing; I see it every day in my food classes.

 

Multimedia resources, online platforms, and virtual reality simulations enable students to explore diverse cultures, languages, and perspectives, fostering a deeper understanding and appreciation of their and others’ cultures. Additionally, technology facilitates accessibility by providing translation tools, closed captioning, and text-to-speech features, ensuring that language barriers do not hinder learning opportunities.

 

Personalized learning is supported through technology. Adaptive learning platforms and intelligent tutoring systems can assess students’ needs and immediately tailor instruction with different proficiency levels in a language or varying prior knowledge. This helps ensure equitable educational opportunities.

 

Tech also facilitates collaboration and communication among culturally diverse students, enabling them to connect and exchange ideas beyond the confines of the classroom. Digital tools such as video conferencing, discussion forums, and collaborative platforms break geographical boundaries and provide interaction, sharing, and working opportunities. These fosters understanding, empathy, and interpersonal skills.

 

Challenges with technology include the digital divide, which is inequitable access to technology; cultural relevance, which highlights how crucial it is to consider the cultural context and significance of the tools and resources used; and, finally, training and professional development, to fully harness the benefits of technology in instructing culturally diverse students, teachers need adequate training and professional development that focuses on cultural competency, inclusive pedagogical practices, and the effective integration of tech tools (NCES, 2002).

 

References

NCES. (2002, November 5). Technology in schools - chapter 6: Professional development, technology in schools: Suggestions, tools, and guidelines for assessing technology in elementary and secondary education. National Center for Educational Statistics. Retrieved September 12, 2023, from https://nces.ed.gov/pubs2003/tech_schools/chapter6.aspLinks to an external site.

Schultz, K. (2019). Module 10: Reflecting on multimodal outcomes part 2 transcript: reflecting on multimodal strategies. American College of Education. Retrieved September 11, 2023, from https://ace.instructure.com/courses/1916004/modules/items/35884680

How To Enhance The Classroom For Effective Learning

 

Student-Centered Instruction

Student-Centered Instruction

How do you know if an activity fulfills the criteria for authentic or student-centered instruction? 

The primary purpose of student-centered instruction is to give the learner choices.  Students help decide what material they learn and how they will learn it.  They co-create an individualized curriculum with an educator that meets their interests and needs and fulfills the state graduation requirement (Sudderth, 2022).  When students are invested in their education and take the time to help design the schedule and choose the methods of instruction, they are more apt to be successful.   

What indicators reveal if an activity creates a more engaging learning environment among diverse students?

The four pillars on which education throughout life is based are learning to know, do, live together, and be (Schultz, 2019).  Learning to know should combine broad knowledge with chances to work in depth on small projects.  Learning to do is about acquiring skills and developing the ability to work on a team. Learning to live together is about building understanding and appreciation of others, working well together, solving conflicts, being respectful, and working toward understanding.  If an activity has one or more of these four pillars—it would be an engaging learning environment for any type of learner.  The key is to make sure students are challenged. 

Which of Marzano’s nine strategies for increasing rigor should an activity always incorporate? 

Marzano’s ‘generate and testing hypotheses’ for a gifted academic would significantly increase rigor.   For diverse learners, cultural differences, and language issues, I would offer ‘nonlinguistic representations’ as an avenue to increasing rigor for students.

References

Schultz, K. (2019). Module 8: Critiquing rigor and appropriateness part 1transcript: Critiquing resources and materials. American College of Education. Retrieved August 30, 2023, from https://ace.instructure.com/courses/1916004/external_tools/118428

Sudderth, A. (2022, January 5). What is student centered learning and why is it important? XQ. Retrieved August 30, 2023, from https://xqsuperschool.org/teaching-learning/what-is-student-centered-learning/

Managing The Learning Environment

Managing the Learning Environment

Differentiated instructional techniques help establish a positive climate in the learning environment. Describe and evaluate one of your preferred or most used differentiated classroom management techniques.

The goal of differentiated instruction is to keep the primary student objectives for all pupils but to vary the texts, tools, procedures, and processes (Schultz, 2019),  Differentiated instruction for a high school elective looks different from a core English class.  My approach will depend on the student’s IEP and the subject matter; for example, I am teaching food, parenting, and the yearbook this semester. I have several students with IEPs.  I must read everything aloud to two students with meager reading abilities in yearbook class. I do not make it obvious and act like I always read everything to everyone.  Imagine the course being more like a slightly chaotic magazine editorial office! The most common differentiated instruction technique when teaching English classes is using the online reading program that varies readability level to match the individual student.  This is helpful because it keeps the basic concepts, themes, mood, and symbolism but makes it attainable for every student.

What are the disadvantages of your preferred differentiated classroom management technique?  The student must read it!  Students who struggle (even when given help like this) will fail to do the work.  I used to read novels aloud in class.  Stop and check for understanding every other page or so.  It took ages.  I pulled every teenager to the end of the book.  It worked for most because I have a good track record of picking some popular novels for my classes to read.  What steps can be taken to overcome these difficulties?  Some combination of reading a passage together as a group, having a healthy discussion, and having technology that adjusts the readability of text for struggling readers would be ideal.

 

References

Schultz, K. (2019b). Module 7: Proactive differentiated classrooms part 1 transcript: Balancing structure with flexibility. American College of Education. Retrieved August 22, 2023, from https://ace.instructure.com/courses/1916004/external_tools/118428

Integrated Curriculum

Integrated Curriculum

Last spring, I collaborated with the French teacher in my building.  Her French II/III class studied New Orleans, Fat Tuesday, and Mardi Gras, and my food prep class was learning to cook breakfast foods.  We combined the classes and made sweet and savory crepes for 50 kids in 90 minutes.  Despite the crowded kitchen, the students loved the opportunity to learn from one another.  The number of eggs and the amount of butter consumed that day still amazes me.

We had a wide variety of students involved with this project, including honors French students and students in food prep with IEPs for learning disabilities.  The students were grouped together at random.  Divided into the five mini kitchens and given the recipes, tools, and ingredients.  It went surprisingly well, though it was a bit louder than normal.

What did this experience teach you about integrated lesson design?  A properly designed and well-organized integrated lesson will build on student needs and interests.  Kids love to cook and eat!  They also learned a lot about Mardi Gras and New Orleans.  Integrated units will: allow for creative, high-quality projects; help students make connections across disciplines; link the academic with the technical; and possibly introduce student work to a larger community (Jacobs & Jacobs, n.d.).

What observable impact indicated the success or failure of the lesson plan?  The lesson was a massive success in every way you measured it.  The food prep students were proud of their kitchens and were excited to have guests and to show off what they had already learned.  The French students were eager to do some hands-on activities involving sugar and butter.  After the students enjoyed their crepes and cleaned up their kitchens, they wrote a short essay on the experience.  I was amazed at how many French students were eager to sign up for food prep the next year.  (I knew it was a popular class, but this really sold it).

Which components of the integrated lesson plan were responsible for its success or failure?  I would say the eating was very popular.  You can’t go wrong with food.  I am lucky to have a kitchen attached to my regular classroom.  When teaching my yearbook, English or speech classes, I often incorporate recipes into the lessons (as an excuse) to get the kids out of their seats and into the kitchen.  The French teacher was the first cross-curricular integrated project on which I had collaborated.

References

Jacobs, G., & Jacobs, J.-A. (n.d.). Integrated units: A planning guide for teachers. Edutopia. Retrieved August 15, 2023, from https://www.edutopia.org/pdfs/integrated-curriculum-guide.pdf

Standardized Tests Are Biased And Hinder Diverse Students

Standardized tests are designed with inherent cultural and linguistic biases, which may hinder performance among certain demographic groups, regardless of teacher expertise.

Gregory Der "pro: Standardized tests are biased and hinder diverse students."

One must look at the history of testing in the United States to understand bias within standardized testing.  Just over 100 years ago, researchers were concerned with the dramatic increase in immigrants into the US and how the influx would affect society.  IQ tests were invented and specialized for the military. Carl Brigham developed the SAT for Harvard as a recruitment tool (Rosales & Walker, 2021).  Brigham based his test on the military’s intelligence test five years earlier, in 1918. He (and others) were concerned about maintaining white superiority and practiced eugenics.  Eugenics is the erroneous scientific theory that human qualities such as intelligence and social behavior are inherited through genetics (NHGRI, 2022). 

 

When the foundation is blatantly racist, it is time to rebuild a process for determining students' academic potential.  Every step should be carefully analyzed to eliminate any potential bias.  Differentiated assessment processes must become a top priority.  The objective should be to promote accurate assessments that reveal the range of student learning and skills, including creativity, leadership, critical thinking, and collaboration (Rosenberg, 2020). 

 

Ethnic minorities, ESL learners, poor test takers, and nearly everyone except (possibly) the test-creating industry would benefit from a complete overhaul of student assessment.  They would probably find a way to make money on the reboot too. 

References

NHGRI. (2022, May 18). Eugenics and scientific racism. National Human Genome Research Institute. Retrieved August 9, 2023, from https://www.genome.gov/about-genomics/fact-sheets/Eugenics-and-Scientific-RacismLinks to an external site.

Rosales, J., & Walker, T. (2021, March 20). The racist beginnings of standardized testing. NEA Today. Retrieved August 8, 2023, from https://www.nea.org/nea-today/all-news-articles/racist-beginnings-standardized-testingLinks to an external site.

Rosenberg, G. (2020, September 22). The racist and classist roots of standardized testing found a home at Stanford — and they still endure today. The Stanford Daily. Retrieved August 9, 2023, from https://stanforddaily.com/2020/09/22/the-racist-and-classist-roots-of-standardized-testing-found-a-home-at-stanford-and-they-still-endure-today/

Multimodal Instructional Practice

Multimodal Instructional Practice

Differentiated Instruction (DI) allows the classroom teacher to adapt lessons to a specific student’s learning needs.  DI has four primary areas where it can be utilized. First is content, which is figuring out what a student needs to learn and which resources will help; second is process which are activities that help students understand what they learn.  Third, projects allow students to “show what they know.”  Finally, the learning environment is how the classroom “feels” and how the class works together (Coleman-Tucker, n.d.).  Concept mapping is a strategy where students show academic understanding using graphic elements (Schultz, 2019) and would fall under the process umbrella for DI.  Concept mapping improves student problem-solving skills (Kamble & Tembe, 2013).

Universal Design For Learning (UDL) reminds instructors that all students bring different assets and liabilities into the classroom; everyone learns differently and has varying skills and abilities.  UDL uses multiple means of engagement, representation, and action & expression (AHEAD, 2017).  I have used many of these approaches in my classes.  For engagement, collaborative learning and team building is the direct result of stepping away from simple lectures or Q&A sessions.  Technology, multimedia, and choice are all positive student factors that have led to academic success in my classroom. 

For my parenting class, I have given students the choice of a traditional chapter test or making a how-to video to show their understanding of the material.  High school students appreciate being treated as adults and given options.  It is another good step into adulthood.

References

AHEAD. (2017, November 2). What is universal design for learning (udl)? [Video]. YouTube.https://www.youtube.com/watch?v=AGQ_7K35ysALinks to an external site.

Coleman-Tucker, G. (n.d.). What is differentiated instruction? Understood for All. Retrieved July 31, 2023, from https://www.understood.org/en/articles/differentiated-instruction-what-you-need-to-knowLinks to an external site.

Kamble, S., & Tembe, B. (2013). The effect of use of concept maps on problem solving performance and attitude in mechanical engineering course. Procedia - Social and Behavioral Sciences, 83, 748–754. https://doi.org/10.1016/j.sbspro.2013.06.141Links to an external site.

Schultz, K. (2019). Module 4: Conducting action research part 2 transcript: evidence-based and multi-modal instructional strategies. American College of Education. Retrieved July 31, 2023, from https://ace.instructure.com/courses/1916004/modules/items/35884639

Writing Across The Curriculum

Benefits of Writing Across the Curriculum

Motivating students who don’t enjoy writing is challenging, but incorporating thematic and interdisciplinary unit planning strategies can help create a more engaging and meaningful learning experience.  Give students choices.  Provide students with options and autonomy in writing topics to increase interest and motivation (American College of Education, 2019).  Students are more likely to become and stay engaged by connecting writing to their lives—through project-based learning.  Design interdisciplinary projects that require students to use paper to explore and communicate their understanding.  For example, in a food class, students can write a research report, a persuasive essay, or a reflection paper.  By integrating writing into hands-on, collaborative projects, students will see the practical applications of their writing.  Finally, an authentic audience will also motivate students.  Teachers can provide opportunities for students to share their reports with an original audience beyond the classroom.  This can be done by publishing work online, creating a class blog, organizing a literature magazine, or writing for the yearbook or school paper.  When students know their writing will be read and appreciated (maybe even judged) by others, it can boost their motivation and sense of purpose.

Evidence-based differentiated learning techniques for utilizing writing across the curriculum (WAC) include the Writing Process Approach.  Emphasize the various stages of the writing process, including prewriting, drafting, revising, editing, and publishing.  Provide explicit instruction and opportunities for students to engage in each step, gradually allowing them to develop their writing skills (KU Writing Center, 2023).  Graphic organizers are a second option.  Teachers can use graphic organizers, such as mind maps, Venn diagrams, or concept maps, to help students organize their thoughts before writing.  These visual tools help provide structure and support, enabling students to generate ideas and plan their writing effectively.  Finally, encourage peer collaboration and feedback by implementing strategies like peer editing or writing workshops.  Collaborative writing activities enable students to learn from their peers, share ideas, and receive constructive feedback (Vass et al., 2008).

References

American College of Education. (2019). Module 3: Writing across the curriculum (wac) part 1: transcript: interdisciplinary unit planning. Retrieved July 25, 2023, from https://ace.instructure.com/courses/1916004/modules/items/35884629

KU Writing Center. (2023). The writing process. Retrieved July 25, 2023, from https://writing.ku.edu/writing-processLinks to an external site.

Vass, E., Littleton, K., Miell, D., & Jones, A. (2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), 192–202. https://doi.org/10.1016/j.tsc.2008.09.001

Learning Styles and Differentiation

Not everyone learns in the same way.  Some of us are auditory learners.  I can hear something and usually remember and understand it; lectures are great.  This is not the case for most people.  Researchers have identified several types of learners:  visual, auditory, kinesthetic, reading/writing, logical/analytical, social/linguistic, solitary, and nature learners (Cimermanová, 2018).  Classroom teachers can not differentiate between 28 different styles of learning.  But they should break their differentiation down into three or four learning styles to help accommodate students with their learning. 

On average, I have four or five students in each class with either a 504 or an IEP.  If it is an elective (foods, parenting, yearbook), I can differentiate instruction and make the appropriate accommodations.  It is not too difficult because these classes are very hands-on and have a lot of group work.  If it is an English class, I have a special education team teacher in the room when IEP students are present.  Together we implement the necessary scaffolding, test reading, or other accommodations. 

I also believe in having varying ways to assess what students have learned.  Not all students are strong test takers.  Assessments can be independent projects demonstrating what they have learned by creating videos, posters, or other creative products.

Teachers can and should use what they know about their students to help teach them.  At the beginning of the semester, I have my students take a survey so that I can get to know them better.  One of the questions inquiries about how they learn best; I also ask what their teacher should know about them to help them learn.  You will often get an excellent overall answer if you ask the same question in several different ways. 

It is also important to be fluid while teaching.  Adapt in the middle.  Make changes, adjustments, and tweaks.  Alterations to lesson plans are not a bad thing necessarily.  Modifications to ensure learning is an everyday occurrence for me. 

References

Cimermanová, I. (2018). The effect of learning styles on academic achievement in different forms of teaching. International Journal of Instruction, 11(3), 219-232.

Lesson Plans Need To Be Rigorous And Appropriate For Diverse Classrooms

In its simplest form, a lesson plan is a goal a teacher has written for students with instructions on how to reach it.  Lesson plans are much more complicated due to the various factors and components that make up a classroom, school, and community. 

The four aspects of a rigorous and appropriate curriculum I have chosen to analyze are teaching, technology, outcomes, and culture.  I have built a table to demonstrate each perspective better.

	Teaching	Technology	Outcomes	Culture
Students	Often the responsibility for learning is the students’, so instructors must teach students to set their own goals and focus on meeting them (How to Develop Student Learning Goals, 2019).  Project-based learning, problem-solving, and collaborative learning.	Students need to be career and college ready and have 21st-century skills, which include knowledge about and access to the latest apps and computer hardware.	Students want the skills to help them obtain the jobs they wish to have.  College-bound students will focus on AP classes and their GPAs.  Career students will work toward trade school or finishing certification at a vocational school.	Students require equitable, compassionate, and practical learning.  Students will likely be motivated in a comfortable atmosphere and can generate solutions to genuine problems (Developing Student Learning Outcome Statements, 2023).
Teacher	Teachers want to provide students with research-based, meaningful, creative, thought-provoking, and fun instruction.  Teachers wish for their students to succeed after graduation and to have played some small part in helping them get there.	Teachers utilize technology as assessment tools, creative devices, and in purposeful ways: delivering content, video conferencing, social media, and student productions (blogs, web pages).	Teachers want to see tangible learning outcomes based on written statements.  Learning outcome statements include a verb identifying the performance to be demonstrated, specific learning details, and a broad statement reflecting the standard for acceptable performance (Developing Student Learning Outcome Statements, 2023). Formative and summative assessments help evaluate student progress throughout and at the end of an instructional unit.	Teachers hope to create an atmosphere of acceptance and tolerance where students can remain motivated.  Students lose motivation in secondary school (Hartman et al., 2018).
Administrator	Admin wants to see their teachers covering state-required learning objectives, students scoring at or above on standardized tests, and classrooms with innovative, research-based teaching methods.	Admin would like to see teachers and students using the tech they purchased in purposeful, appropriate, meaningful ways.	Administrators want successful results on end-of-year tests.  The small rewards of formative assessment may help build motivation and encouragement in some students (teachers may want to count this type of assessment for a grade for this reason).	Admin wishes to create a safe, equitable learning environment where students can thrive.  They also want to establish a work environment where teachers have time to collaborate with colleagues and partake in healthy professional development.
Parents	Parents want teachers who understand how their child learns and attempts to meet their child’s needs.	Parents wish for their children to have access to the tech tools that will help them advance and be career and college-ready post-graduation.	Parents want clear, easily understood classroom expectations, course outlines (a syllabus), and access to the online grade book.	Parents want their children to be safe, accepted, welcomed, and respected.

 

 

What sections should be included in a lesson plan to ensure rigor?

A teacher can create less work to have rigor.  The student needs to do higher-level thinking to complete a task with rigor.  If the teacher uses verbs in the learning outcome statements like construct, create, modify, prepare, produce, or verify, then rigor will happen independently (Developing Student Learning Outcome Statements, 2023). 

 

 

 

How much influence should outside forces have on a teacher’s lesson plan design (such as pacing guides)?

Pacing guides may be helpful to keep teachers on track to ensure they get through all the material.  Other outside forces are annoying.  At what point are teachers considered professionals and left to conduct their classrooms without being overly monitored? 

References

 

Developing student learning outcome statements. (2023). Retrieved July 10, 2023, from https://academiceffectiveness.gatech.edu/assessment-toolkit/developing-student-learning-outcome-statementsLinks to an external site.

 

Hartman, P., Renguette, C., & Seig, M. (2018). Problem-based teacher-mentor education: Fostering literacy acquisition in multicultural classrooms. Interdisciplinary Journal of Problem-Based Learning, 12(1). Retrieved July 10, 2023, from https://doi.org/10.7771/1541-5015.1659Links to an external site.

 

How to develop student learning goals. (2019, October 30). University of West Florida Online. https://onlinedegrees.uwf.edu/articles/how-to-develop-student-learning-goals/Links to an external site.