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My Conceptual Framework EDEL/EDRD 300, My Conceptual Framework EDEL/EDRD…
My Conceptual Framework EDEL/EDRD 300
Discipline Philosophy, Instructional Practices, and Classroom Environment Framework
Acknowledging students' competence
Treat students as equals in the classroom.
Give praise to all students using specific language.
Provide students with options and let them have an input in their own learning.
Encourage student facilitated instruction/discussion.
Have a student-peer-teacher partnership. (culturally responsive pedagogy)
Creating a safe and positive learning environment
Develop relationships with each student and learn more about them and their lives.
Establish a classroom community where students feel free to participate and share their thoughts and opinions. Having a safe and inviting environment to learn and explore increases trust, participation, and engagement. The teacher can foster this by creating safe spaces, giving students roles and responsibilities, greeting students in the morning, and establishing norms, rules, and procedures.
Have community circles for a variety of events where students are able to share their thoughts in a non-judgemental environment (types of circles: community building, celebration, problem-solving, etc.)
Aligns with the five basic needs: survival, love and belonging, power, freedom, and fun. (choice theory)
In 300, we discussed in-depth the importance of a safe and collaborative learning environment, which I feel that my mentor teacher has displayed
Discipline and Managing the Classroom
It is important to establish classroom norms and rules at the beginning of the year and to review them throughout the year. These rules should be created with the class, worded positively, and be limited in amount. Keep them posted in a place students can easily refer back to them.
Model proper behavior, thinking, and how to complete tasks to students.
Provide scaffolding during tasks. This helps students move through the zone of proximal development. (sociocultural theory)
Use negative punishment by taking away privileges to decrease behavior. Use positive reinforcement to reward good student behavior (give rewards, prizes, etc.). These added stimuli will not be taken away. Track both whole-class behavior and individual behavior. For whole-class behavior, have a jar that students can add to each time they behave well. When the jar is filled, the class earns a reward. For individual behavior management, give each student a card. When a student is behaving well, they can earn a punch in their card. After ten punches, they can receive a prize. Be sure to track individual student behavior privately. (social cognitive theory)
Address situations and behaviors, not students. Remember that a teacher's words or tone can affect a student's confidence and comfort in a classroom, and have a lifelong impact. Words a teacher uses can shape student identity, boost academic safety, invite self-discipline, and prevent escalation. Be sure that facial expression and body movements match the word being spoken.
Teach students how to resolve conflict. Have students practice expressing their feelings to one another by using "I" statements (this goes back to needing a safe classroom community). Teach students how to talk through issues and give them opportunities to solve them themselves. As a teacher, analyze each situation to determine if you need to intervene.
Have a "calm corner" area in the classroom where students can freely go when they feel upset, overwhelmed, stressed, angry, etc. In this space include comfortable seating, have types of emotions listed, as well as strategies listed for calming down. This helps with students' self-regulation and prevents them from leaving the learning environment. (restorative justice approach) (Note: In some situations, students need to be removed from the classroom for safety concerns.)
In 300, I went in-depth about the importance of routines, modeling good behavior and how to resolve conflict, as well as punishment versus reinforcement in the classroom.
Layout of the Classroom
The classroom needs to be easy to walk through and accessible for everyone.
Need teacher workspace, student workspace, whole group workspace, small group workspace, independent learning space, a library, and "calm down" corner.
Centers can be used to promote dramatic play and independent learning.
Student desks will be grouped together to promote collaborative learning. Desk layout will change periodically.
Student work will be hung in the classroom to increase motivation.
Homework and Grading
Students will be given minimal amounts of homework. Homework will only be assigned when it is beneficial to students and will be discussed in class. When given homework, students will have time in class to complete it.
Homework assignments and homework policy will be communicated with parents.
Students will receive individual feedback (positive comments, areas to improve, etc.).
Students will not receive letter grades. Instead, students will be given a 1, 2, 3, or 4 (with 4 being proficient). Students write what number they think they are at on the assignment before they turn it in.
Students will be given opportunities to correct work and resubmit with no penalty. This emphasizes that homework is practice and it's okay to make mistakes.
Participation will not be graded.
Lesson Plans
When creating lessons identify desired results ---> determine acceptable evidence ---> plan learning experiences and instruction. (backward design)
State the purpose of lessons to students.
When teaching, model what you are thinking and doing.
Differentiate lessons to different needs, abilities, and interests. Provide scaffolding to students.
Provide students with multiple modalities.
In 300, we used backward design to create and plan our lessons during our field experience. We talked about the importance of modeling and scaffolding in lessons to met the diverse needs of students.
In 300, we talked about and wrote lessons following backward design. We also worked on writing specific objectives that described the intended result of our lessons.
Literacy Framework
Literacy Instruction
90-Minute Reading Block
Whole-class read aloud (10 minutes)
Book talk about read aloud (10 minutes)
Minilesson (15 minutes)
Independent reading (individual conferencing during this time) (30 minutes)
Book club / literature circles (25 minutes)
In 300, we created an example of how a literacy block might be organized.
Free/Independent Reading
Allow students time in the day to read books of their choosing.
Have a comfortable space for students to read near the classroom library.
Have books on display that students can easily see and interact with.
Have a diverse range of texts available (topics and levels) that students can pick freely from.
Books in the classroom library will be arranged by theme/topic.
Five Pillars of Language Arts
Phonemic awareness: identifying individual sounds
Phonics: decoding new words
Fluency: reading accurately and quickly
Vocabulary: knowing new words
Comprehension: understanding the reading
Vocabulary
Students with larger vocabularies are more capable readers.
Three tiers of words (basic, academic, standardized).
Work with repetition and exposure.
Use semantic mapping when introducing new words.
Phonics Instruction
Phonics is essential for students to become fluent readers and writers so they can decode new and unfamiliar words.
Apply instruction throughout the day. Give students repeated exposure (ex.: reading a word problem in math). Practice these concepts daily.
It is important to make instruction relatable to students (words, experiences, etc.). Make instruction engaging and fun for students.
Emphasize multi-sensory learning (auditory, visual, kinesthetic).
Strategies to implement: shared and guided reading, interactive writing, word families, creating songs, tactile items, word and picture sorts, and centers (make sure to change these periodically).
Comprehension
Comprehension is the goal of reading
Students are able to "dig deeper," evaluate, and criticize a text.
Move from literal ---> inferential ---> critical ---> evaluative
Consider reader and text factors.
Apply multiple strategies and ask questions about the text.
Provide motivation and support through authentic and practical experiences.
Fluency
Fluency is important for reading and writing as it encourages lifelong readers.
Components of fluency: automaticity, speed, accuracy, prosody.
How to teach: guided oral reading instruction, repeated practice, word studies, modeling, use appropriate and meaningful text, tell students the purpose of lessons, etc.
Phonemic Awareness
Phonemic awareness provides the foundation for phonics, spelling, and reading.
Based on oral speech.
Can teach students with word games, rhymes, etc.
In 300, we discussed the five pillars of language arts and how to incorporate them in the classroom so I transformed that knowledge into this framework.
Six Modes of Language Arts
This cannot be taught in isolation.
Reading: read alouds, independent reading, proofreading writing
Writing: journals, creative writing, shared writing
Listening: read alouds, discussions
Speaking: discussions, oral summaries, presentations
Visually Representing: drawings, plays, story charts
Viewing: videos, posters
In 300, we discussed ways to incorporate the six modes into lessons.
Writing
Move from high to low teacher support (modeled writing ---> shared writing ---> interactive writing ---> guided writing ---> independent writing).
Use mentor texts to model different types of writing. This can highlight various forms of writing.
Incorporate writing into other subjects and assignments (exit slips, writing letters, creating comics, etc.)
Give students free time daily to write about anything they want to write about. This gives students freedom and the ability to express themselves without having to worry about conventional writing rules. Emphasize that students can revise their writing later. This makes writing more passionate and enjoyable for students.
Remind students writing is a cyclical process (prewriting, drafting, revision, editing, publication).
Guided Reading
The goal is to develop independent readers who question, consider alternatives, and make informed choices (become critical readers).
The teacher can meet students at their instructional level and help them progress their reading.
Cycle of guided reading: assess, group, plan, teach/observe, repeat.
Literature Circles
Students are given the option of which book to read and analyze.
Students work collaboratively and assign roles and responsibilities. Students are independent in their learning; teachers are facilitators.
Students share their findings and ideas to the rest of the class through a presentation.
Literacy Assessment
Literacy assessment should be authentic.
Most assessments will be formative. Types of formative assessments include observations, informal check-ins, self-assessments, exit slips, and low-stakes assignments.
Assessments will help both students and the teacher gauge their progress. The teacher can also use assessment results to reflect upon their teaching to understand what students are still struggling with and what they are engaging with.
In 300, we explored ways to make literacy assessments authentic that allow the teacher to monitor student growth.
Benchmark Assessments
The purpose of a benchmark assessment is to have a record of how a student reads a text.
Benchmark assessments help the teacher identify patterns and strategies used in a student's reading.
Teachers should pay attention to students' miscues (cueing systems: semantic, graphophonic, syntactic).
It is used to determine further instruction (text level, text selection) and measure a student's progress towards goals.
Three instructional levels of text: independent, instructional, frustration.
Professional Growth and Areas of Development
Growth
I implement a lot of tactile and interactive lessons to cater to different students' needs and interests.
I work to change my teaching strategies when I realize students are not engaging with lessons the way I thought they would.
Areas of Development
I struggle to be assertive with classroom management and discipline.
I want to work on finding ways to encourage all students to participate in classroom discussion.
Diversity
Culturally Responsive Literacy
Use and make texts from various viewpoints and perspectives available in the classroom.
Use texts that are reflective of my class and community.
Use texts that deal with real social issues (in an age-appropriate manner).
Have a range of diverse texts (both topics and levels) available in the classroom.
Allow students to read and write in the langauge they are most familiar with.
In 300, we discussed how literacy needs to be diverse. Texts that act like mirrors, windows, and sliding glass doors help provide these different viewpoints.
Culturally Responsive Pedagogy
Provide a variety of perspectives and lenses while teaching.
Students are treated with respect and as an equal.
Be mindful of the layout and accesibility of the classroom.
Make lessons relatable to students.
Differientiate instruction and have multimodal assessments that can be geared up and geared down for students with various exceptionalities.
Value student differences.
My Conceptual Framework EDEL/EDRD 350
Discipline Philosophy, Instructional Practices, and Classroom Environment Framework
Total Participation Techniques (TPTs)
techniques used to get feedback, ensure participation, and have student engage in higher-order thinking
have high cognition and high participation
used as a type of formative assessment to check in with students and see what they are thinking
can be used on the spot or be planned into a lesson (keeping in mind what students engage most with)
have TPTs kits with basic supplies and materials ready (can be for individual students, small groups, or whole class)
My teaching group has implemented TPTs and we are working on using more during lessons to increase engagement and participation.
Backward Design
helps focus on goals rather than the process (instruction needs to fit the goals)
makes lessons, activities, and assessments aligned
can use real-life scenarios to help guide instruction (Black Ants and Buddhism article)
Classroom Management
Build routines so students know what to expect and how to accomplish tasks
Routines can make day-to-day activities go smoother, as students know what to do and what to expect
Being consistent with routines creates a safer environment, as students will know how to react in certain situations and be more responsible
Is proactive; students should not be punished for forgetting routines, but instead go over them together again
The teacher has practiced and gone over routines often with students so they are able to complete them without needing any reminders
Behavior Management
Should be proactive, but also is reactive based on student behavior
Use negative punishment by taking away privileges to decrease behavior. Use positive reinforcement to reward good student behavior (give rewards, prizes, etc.). These added stimuli will not be taken away. Track both whole-class behavior and individual behavior.
Surface behavior management strategies: planned ignoring, signal interference, proximity control, restructuring activities, etc.
We used surface behavior management strategies while we teach.
Surface behavior strategies, such as planned ignoring, can be used to develop "with-it-ness."
Assessment
use authentic assessment where students can demonstrate skills and perform real-world tasks
with traditional assessment students recall information
can use both a mixture of traditional and authentic assessments in the classroom
use these assessments to reflect upon and guide further instruction
The teacher is using behavior management strategies to keep students on-task without calling them out and drawing attention
Lesson Planning
When creating lessons identify desired results ---> determine acceptable evidence ---> plan learning experiences and instruction (backward design). This ensures lessons are purposeful and have an end goal.
Objectives should be specific and measurable. They should include behavior, content, criterion, and condition. This will help guide your instruction and assessment.
Refer to Bloom's Taxonomy when writing objectives. While lower level Bloom's are needed, aim to reach higher levels (evaluate, create).
When lesson planning, we are trying to create opportunities for students to evaluate and create, which is high on Bloom's Taxonomy.
"With-it-ness"
"spidey-sense"
ability to survey the classroom and students while continuing instruction
helps keep students on track and engaged with minimal disruption to teaching
different techniques, such as surface behavior strategies, can be used to achieve "with-it-ness"
Literacy Framework
Mirrors, Windows, and Sliding Glass Doors
People can see stories as mirrors, windows, or sliding glass doors
It's important to use a variety of stories about different topics from different perspectives. This not only allows students see themselves represented, but they can also learn about others and their stories
In their unit, students are reading and learning about different historical events and people, which can serve as a mirror, window, and/or sliding glass door to individuals in the past
Six Modes of Language Arts
Incorporate all six modes in lessons
Use in all subjects (more exposure means more learning opportunities)
Reading is similar to listening; writing is similar to speaking
Be explicit and transparent in teaching by modeling
Allow students to have more control in their learning and the opportunities to practice
The six modes of language arts should be incorporated into the literacy block.
90-Minute Literacy Block
Should incorporate both reading and writing instruction
Teacher should assess both the process and product
Provide students with a folder that contains resources that they can refer back to during independent work time
Provide students with checklists for their work so they know what they need to include
Emphasize that drafts are important
Give students some level of choice and be flexible
Example
Whole-class read aloud (10 minutes)
Book talk about read aloud (10 minutes)
Minilesson (15 minutes)
Independent reading and/or writing (individual conferencing during this time) (30 minutes)
Book club / literature circles (25 minutes)
Five Pillars of Language Arts
Phonemic awareness: identifying individual sounds
Phonics: decoding new words
Fluency: reading accurately and quickly
Vocabulary: knowing new words
Comprehension: understanding the reading
Vocabulary
Students with larger vocabularies are more capable readers.
Three tiers of words (basic, academic, standardized).
Work with repetition and exposure.
Use semantic mapping when introducing new words.
Phonics Instruction
Phonics is essential for students to become fluent readers and writers so they can decode new and unfamiliar words.
Apply instruction throughout the day. Give students repeated exposure (ex.: reading a word problem in math). Practice these concepts daily.
It is important to make instruction relatable to students (words, experiences, etc.). Make instruction engaging and fun for students.
Emphasize multi-sensory learning (auditory, visual, kinesthetic).
Strategies to implement: shared and guided reading, interactive writing, word families, creating songs, tactile items, word and picture sorts, and centers (make sure to change these periodically).
Comprehension
Comprehension is the goal of reading
Students are able to "dig deeper," evaluate, and criticize a text.
Move from literal ---> inferential ---> critical ---> evaluative
Consider reader and text factors.
Apply multiple strategies and ask questions about the text.
Provide motivation and support through authentic and practical experiences.
Fluency
Fluency is important for reading and writing as it encourages lifelong readers.
Components of fluency: automaticity, speed, accuracy, prosody.
How to teach: guided oral reading instruction, repeated practice, word studies, modeling, use appropriate and meaningful text, tell students the purpose of lessons, etc.
Phonemic Awareness
Phonemic awareness provides the foundation for phonics, spelling, and reading.
Based on oral speech.
Can teach students with word games, rhymes, etc.
The five pillars of language arts should be incorporated into the literacy block.
Field Experience
Observations
collaborative learning environment (large tables where students sit next to and face each other, tables for activities, materials in the middle of tables, small library with flexible seating)
teacher refers to students as "friends"
students are allowed to quietly talk during independent work
during whole-class discussion, the teacher sits between the tables
gives students nonverbal reminders
students know routines and engage in them without being told
"question of the day" students must answer before leaving (building classroom community)
Teaching
Our group strives to make interactive lessons that the students participate in. We first model, then do guided instruction, and then allow students time for individual practice. For assessments, we try to make them as authentic as possible. Since we planned our culminating activity first, all of our lessons and assessments have been guided by that.
We used a TPT (ready to share/still thinking cards) in one of our lessons. This was very beneficial as it allowed us to track the students' pace and see which students needed more help.
We haven't had the need to focus on behavior management too much. Our students regularly meet our expectations. However, there have been a couple of times when students are talking more than working, so we walk around the room and/or ask them redirecting questions to focus their attention back to the task at hand.
I try to let the students problem-solve on their own instead of immediately correcting them. I feel like this helps them understand and process content more in-depth.
While I didn't have the opportunity to teach in a more typical classroom size, I still feel like I gained some confidence teaching in a whole-class setting. As the semester progressed, I felt I was able to assert myself more towards the end of the semester.
I was able to see the benefits of doing a project that requires higher-order thinking. I felt the students were always engaged and wanted to express their creativity.
I also like how we gave the students a choice in picking their research topic. I think it made them feel like they had a say in the instruction, and it made them more excited to participate.
I was able able to see the value in developing relationships with students. When the students found out we weren't coming back, they wanted us to return in the fall. In general, I felt that we had a good understanding of our students and their needs, so we could appropriately plan and adjust our lessons based on this.
Areas of Strength and Growth
I try to build relationships with all of my students and make them feel valued in the classroom.
I try to relate information to the real world and activate background knowledge.
I can find it difficult to know when to intervene when students are working. I want to give them time and try to problem-solve on their own, but since they are high ability, they also tend to not want to ask for help.
I tend to be less assertive in the classroom. While I have gotten better at this since last semester, I can still find it difficult to find my voice since there are four teachers working with only eleven students.
I'm an overthinker, so sometimes when I'm teaching my mind isn't as focused as I would like it to be. I want to work on being more relaxed, as I know teaching never goes to plan and you need to be flexible.
