Week Two Theory to Practice

Student learning is driven foremost by the engagement and belief system of the instructor because the instructor provides the scaffolded structure of the classroom and sets the tone for the instruction. Further, the instructor must identify and assess the individual needs and contexts of the students in order to craft a curriculum that is both differentiated and promotes higher understanding and access to higher learning for students of all abilities.

What I am learning in class is the theories that I will use to inform and create my own teacher persona. In observing GNA throughout the day, I noticed that she scaffolds the overall lesson in that she provides the outline clearly, at the beginning of the day and also keeps the class apprised of how the outline is progressing as the day goes on. Further, she scaffolds each individual aspect of the day, setting up the activity and then checking in with each group to assess understanding and challenge the group to think about the activity from a higher level, which is assessment as well.

A. This provides students with an easy-to-identify task

B. Students are working collaboratively, first in small groups and then progressing to larger discussions. This enables all students to have personal input, to posit opinions and have a voice in crafting the opinions of the smaller group.

C. In the larger discussion, GNA scaffolded the discussion by asking directed questions and requesting direct feedback on specific aspects of a student's answer. This sets up a clear framework of the discussion and allows students to understand the issues from various perspectives. Also, the act of having students build on each other's answers allows students to validate each other's ideas and learning. Further, the instructor can use this time to assess both understanding and critical analysis as the students attempt to develop ideas as a group, not just as individuals. The students are motivated by the directed nature of the discussion to stay on topic as well as the direct validating of their peer group.

Context is a factor here in that the instructor uses what she knows about students and/or what she is learning about the individual students through their responses to create follow-up questions and questions that challenge the student to reconsider the issue from a point of high understanding or analysis. Of course, this is also a form of assessment.

Further, each lesson or activity is tied to the readings and/or to other lessons so that all learning is reinforced with discussion, group work, lesson planning, directed questions, concept mapping or all of the above. Reviewing material from multiple directions is a type of differentiated instruction that provides a structure wherein students of various learning types and strengths can be supported while receiving feedback from both the instructor and peers.

Finally, finishing the lesson with direct peer feedback enables direct validating from peers regarding the task. Having students encourage each others' efforts to the task supports the group and furthers any future tasks.

The learning environment is supported from bell to bell and assessment is not formal but serves to accurately assess the understanding of students. The scaffolding encourages higher understanding and success.