EDU 6524 META-REFLECTION

EDU 6524 META-REFLECTION ASSIGNMENT       IAN LEWIS                 AUGUST 14, 2016

Prior to beginning this course at Seattle Pacific University (SPU) my experience in curriculum design was minimal. The experience I possessed was rather specific, tailored to the anthropology/archaeology department. To that extent, it was quite contextually limited. Because the curriculum was related to a very specific area of archaeology practice and research, it was aimed at a small, distinct audience. In contrast, I have also worked in the public school system, where curriculum design occurs across multiple subjects and diverse populations. In that setting, however, I was an emergency certificated substitute. This role does not require creating a curriculum, or even lessons. Lessons were normally carefully (and about equal parts haphazardly) provided to be quickly debriefed and put to use with a new population of learners daily. This exposure to a vast array of styles and levels of plans, across many varied students, has impacted my knowledge of lesson and overall curriculum design to a degree. With limited knowledge of current pedagogical literature and practice, the view of varied plans did provide certain examples of common pedagogical best practices, many of which are related to the various program standards at SPU.

Each of the eight program standards could certainly be discussed with regard to curriculum design, but based on much emphasis in certain areas, and in relation to the discourse and practice offered by this class (through literature review and evaluation, peer discussion, and creation of a curriculum), the four standards of Instruction, Differentiation, Content Knowledge, and Assessment will be addressed. Instruction refers to the ability of a teacher to effectively present information to students via research-based pedagogical practices in a way that all students’ needs (cultural, developmental, cognitive, etc.) are met. In order to meet the needs of all students, especially exceptional learners, teachers must practice effective differentiation, which entails knowing students on a deeper, culturally competent, embracing, and integrative level so that classroom instruction may include the unique background knowledge of many diverse students. Donovan, Bransford, and Pellegrino (1999, p. 10) discuss how if students’ initial perceptions of how the world works are not engaged they may fail to grasp new concepts and ideas, or they may learn simply to pass assessments/meet standards. Thus, teachers must also engage students. There is much literature regarding research-based, pedagogical practices and associated cognitive and development processes (Marzano, 2007; Medina, 2008; Pressley and McCormick, 2007) aimed at engaging students. In order to demonstrate content knowledge, a teacher’s practice will show an adept knowledge of content and pedagogy by putting successful teaching methods and strategies into practice in order to craft and teach to meaningful learning targets, design scaffolded, integrative, and engaging learning activities, and create coherent lesson and units. Finally, assessment also includes the competent practice of various pedagogical techniques in order to plan, inform, and modify classroom instruction and evaluate student comprehension of learning targets.

Throughout this curriculum design course the unit assignments provide examples of much pedagogical understanding put to practice. Additionally, the course discussion offered much time for self-assessment, reflection, and revision. As we begin to construct curriculum, first it is important to acknowledge what makes quality curriculum. Ritchhart (2007) details seven R’s of quality curriculum. One that is valuable for creating citizens for tomorrow is the idea that curriculum must be Real, or embody the work of actual adults in a discipline/profession. For example, as discussed online, one idea that was receptive among our group was the inclusion of comparing students to historians, and phrasing learning targets as what historians practice (Figure 1). Use of such a practice not only demonstrates competency in the content knowledge standard, but also the instruction standard. Through literature evaluation, we know it is ideal to prepare students by creating real, lifelike learning experiences for them to be engaged, so incorporating the use of terms for professionals in the learning target creates a parallel for the students to aspire to.

Figure 1: Screenshot of discussion module; aligning student learning targets with tasks of historians demonstrates creation of Real curriculum. 

With regard to constructing lessons, as practiced in the learning targets and lesson plans assignments, Whitehorse (2013) and Schuhl (2012) discuss how similar to lessons, learning targets should be engaging, but simple enough to remain within students’ zone of proximal development (Vygotsky, 1962). Also, they should be scaffolded, as originally detailed by Wood, Bruner, and Ross (1976), so that one learning target aligns and builds into the next, the language function and demand of which may possibly be higher than the previous with regard to Bloom’s Taxonomy (Bloom et al., 1956). Cognitive development, brain function, and basic evolutionary principles also dictate that people lose attention after approximately ten minutes (Medina, 2008, p. 74-75), thus, it is effective for teachers to construct lessons with distinct, direct parts that are related, but linked via entertaining and/or multi-sensory hooks that continue student practice of the learning target while transitioning to the next lesson segment or assessment portion. A major revision to my lesson plans came about based on the literature evaluation, discussion, and critique/feedback pertaining to segmenting lesson plans and learning targets.   

Additionally, while crafting lessons and receiving feedback for lesson improvements and revision, a stress toward constantly engaging students, especially exceptional learners through differentiation, and assessment were noted. Both common and accepted pedagogical practices, differentiation and assessment are quite closely related to each other, and an overall understanding of prior student knowledge and perception. For example, the benefits of creating engaging preassessments allows for a deeper understanding of the individuals within a class, and that knowledge can be used to craft a curriculum tailored to the needs of the student population. Continued assessment (informal and formal) and assessment of student voice, or understanding of the learning target, is essential for keeping account of student progress, which can then be used to further modify or reevaluate lessons. Keeping track of student data, or better – encouraging students to track their own data, allows for reflection and revision of lesson plans when necessary to allow for differentiation.

While the experiences in this class were but one lens for viewing curriculum design, in practice, upon entering an internship, the experience may be different, especially since we will have actual teaching resources at our disposal. However, from this course comes a deeper understanding of research-based content and pedagogical best practices for creating curriculum, the process of which includes achievement in the program standards of Instruction, Differentiation, Content Knowledge, and Assessment. 

References:

Bloom, B., Englehart, M., Furst, E., Walter, H., and Krathwohl, D. (1956). Taxonomy of Educational

Objectives.

Donovan, Suzanne M., Bransford, John D., and Pellegrino, James W. (1999). How People Learn.

National Academy of Sciences, Chapter 2, 18-23.

Marzano, Robert J. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD

Medina, John (2008). Brain Rules. Seattle, WA: Pear Press.

Pressley, Michael and McCormick, Christine (2007). Child and Adolescent Development for Educators.

New York: The Guilford Press.

Ritchhart, Ron (2007). The Seven R’s of Quality Curriculum.  Education Quarterly Australia.

Schuhl, Sarah (2012). How Do We Write Learning Targets to Assess Students. Solution Tree.

Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: Harvard University Press.

Wood, S.S., Bruner, J.S., and Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of

Psychology and Psychiatry, 17, 89-100.

Whitehorse, Lindsey (2013). How to Create a Learning Target. (youtube).

Characteristics of an Effective Educator

There are multiple factors that come together to create an effective educator. First and foremost, understanding and acknowledging the fact that classrooms are comprised of diverse populations of students depending on context is essential for a good educator to understand. I feel that my background in archaeology and more specifically anthropological theory has made this idea a constant in my mind that I will take with me into the field of teaching. Understanding, accepting, and working to use diversity allows for a positive classroom experience for all students.

Obviously, knowledge and skills are paramount too, but creating a positive classroom environment and experience for all learners must come first. Effective teachers must not only know their subject matter, but they NEED to be passionate about it as well. Children can pick up on a teacher's tone, feeling(s), and disposition(s) and will know if a teacher is enthusiastic about what they are preaching. If they are not, children are not likely to find passion either. Continual research in specific subjects is always changing and evolving, and thus educators must also be knowledgeable of changing ideas through time, always searching for the answers to the next big questions, and always staying up to date on current practice and theory in the field.

With regard to dispositions, the Seattle Pacific University (SPU) program expects candidates to exhibit professional dispositions according to the Four Commitments of service, competence, leadership, and character. In assessing my own dispositions currently, it occurs to me that regarding character, I may be too honest at times, which may come across as bluntness, and is certainly something that should be worked on in the presence of children, so that a collegial and friendly environment can be maintained (aspects of service).

As I continue with this program, I look forward to learning about and gaining more characteristics of effective educators.

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.

Elements of a Model Entry

There are different formats for writing portfolio entries. However, responding to writing prompts 1-6 helps to address desired performance on professional knowledge and skills, along with identifying steps for having a greater impact on K-12 student learning.

1. Citation of the program standard (either criteria, element, or example) along with an interpretation of what the standard means.

2. Presentation of evidence with description. The description includes context and related research or theory associated with the creation of the evidence.

3. Justification of how the evidence demonstrates competence, or emerging competence, on the program standard.

4. Summary of what was learned as a result of creating the evidence or having the experience.

5. Comment on the implications for student learning.

6. Propose specific changes or next steps to increase effectiveness in the area under examination.

Professional

How many of these introduction posts have I written thus far? Quite a few. While it could be a simple manner of copy and pasting them all, I have found it interesting to craft a unique introduction each time based on the current context of my situation (mood, train of thought, etc.). Here I go again!

About Ian:
My name is Ian Lewis. The few business cards I have left in my wallet are tattered and dirty and proclaim that I am a "Professional Archaeologist". That is what I went to school for, have a master degree in, and have been practicing professionally for over the past five years. While I was still completing my thesis a few years ago, I was hired by a small, privately owned cultural resource management company where I have worked since. My work has allowed me to travel the coast of Washington, meet and work with countless private, local, and government agencies, research and present new information, and publish countless reports. One part of the job that I enjoyed the most was outreach; whether it was teaching construction workers what to look for so they do not accidentally destroy cultural material, or taking an artifact collection to a high school for science night, these teaching opportunities truly excited me.

Interest and Experience in Education:
Because of this, I decided I had to switch paths. After finishing the end of the 2016 school year as a substitute teacher with Tacoma Public Schools, I am confident now that my place truly is within the classroom. I always enjoyed being in school, especially history and social studies, so much so that I dedicated a significant portion of my life to continuing to study them. While I equally enjoy being out in an actual field or trench covered in dirt and  searching for knowledge, I now know that I will find happiness and purpose in a classroom (which I have heard referred to as serving in the trenches, though with boogers and glitter taking the place of real mud I assume). It is an environment of knowledge that I seek, and I can truly find that while in the classroom, hopefully inspiring students to set goals and become passionate about something as my teachers once helped me.

I cannot wait for my classroom adventure to begin. Teaching 6th or 7th grade social studies/history in the future is what I desire the most. My mentorship for the coming school year will be with a past teacher in the University Place School District. I am already learning much and hope to build my knowledge and relationships as I continue with the education program at SPU and my mentorship once it begins in August.

EDU 6132: Reflection 2

The first of the eight Seattle Pacific University (SPU) program standards, expectations, is highly relevant in relation to the material that we have covered thus far in the course. The concept of nature v. nurture and various theories about biological and cognitive development all relate to the SPU standard of expectations. Most importantly, the overarching theme I gather regarding these topics is that it is often a combination of factors that actually has effect, not simply one versus another in a dichotomy, and these all must be taken into consideration when understanding the context of a classroom.

As discussed in my first reflection, discussed in module one, and cited by various researchers and educators including Pressley and McCormick (2007, p. 4), it is not just nature or nurture, but a harmonious combination of the two that shape individuals. As such, with individuals coming from diverse backgrounds (cultural, socioeconomic, linguistic, etc.) it is paramount for educators to first acknowledge this diversity exists; then they must incorporate a celebration of diversity in the classroom by including ties to student backgrounds, interests, and current knowledge/perceptions into lessons, curriculum, and standards.

In addition to a combination of nature and nurture affecting the development of individuals, there are various biological and cognitive development theories acknowledged, that often while presenting opposite information, actually work together/in conjunction with one another to create the individual. As discussed by Pressley and McCormick, for example, while the maturation deviance hypothesis (p. 42) details off-time development and possible correlation with greater adjustment difficulties in students, the early maturation hypothesis also correlates similar adjustment difficulties. Thus, again, we see a case where in reality, multiple theories come together to represent what is actuated in a classroom population, where different students are likely to have traversed along different paths. Therefore, I emphasize again, how it is important for teachers to acknowledge the diversity of their classroom so that they may plan and/or adjust accordingly.

Regarding cognitive development, while there are proscribed stages of development, such as those of Piaget, and they tend to hold true across populations, there is always the factor of individual variance. Despite developing along similar staged paths, male and female cognitive development has marked differences, for example, with regard to thinking based on rationality and justice, versus thinking strategies based on human, interpersonal consequences (Preslley and McCormick, 2007, p. 79). In his chapters on wiring, gender, exploration, and memory, Medina (2008) illustrates the diversity of humans despite such proscribed developmental processes. Understanding how individuals think and learn differently is essential for being able to adapt a teaching strategy to engage the diverse population, which is key to the first SPU program standard related to expectations.

EDU 6132: Reflection 1

My knowledge of child/adolescent development comes primarily from an anthropological perspective, in that child/adolescent development is viewed in context with the series of all life cycle phases for a more holistic understanding of this development phase in relation to others, infancy and adulthood. During each phase, the cognitive abilities of the brain are able to differentiate and address successive levels of knowledge. Additionally, the anthropological perspective considers the differences between modern human and human ancestor cognitive abilities through each life cycle phase. The relationship between developmental phases and culture and environment are also taken into consideration.

In Medina's (2008) introduction, he notes how the brain is specifically designed to solve problems in relation to surviving in an unstable outdoor environment. Swami (2011) notes in an evolutionary psychology text how a major hypothesis for the model of human cognition and cognitive development is based on the idea that the human brain is modular and consists of highly constrained cognitive abilities that evolved in response to specific and recurrent adaptive problems with relation to the environment. While the backgrounds of the literature are distinct, the theoretical constructs are quite similar ;)

Coming from an anthropological perspective, the most important piece of current knowledge that informs my instruction philosophy would be that knowing and understanding the various backgrounds of students and how this lends to shaping child/adolescent development and overall cognition is necessary to be able to craft instruction that fits with the multitude of learning styles and abilities in diverse classroom environments.