Memory and creating patterns of meaning 2

By Nikki Skroch
Saint Mary’s University of Minnesota
WTS 7 & 8
EDUW 693
Jeanine Gelhaus
February 19, 2012

Standard 7:
Teachers are able to plan different kinds of lessons. The teacher organizes and plans
systematic instruction based upon knowledge of subject matter, students, the community, and
curriculum goals.

Knowledge: The teacher understands learning theory, subject matter, curriculum development,
and student development and knows how to use this knowledge in planning instruction to meet
curriculum goals. The teacher knows how to take contextual considerations (instructional
materials, individual student interests, needs and aptitudes, and community resources) into
account in planning instruction that creates an effective bridge between curriculum goals and
students' experiences. The teacher knows when and how to adjust plans based on student
responses and other contingencies.
Dispositions: The teacher values both long-term and short-term planning. The teacher believes
that plans must always be open to adjustment and revision based on student needs and
changing circumstances. The teacher values planning as a collegial activity.
Performances: As an individual and a member of a team, the teacher selects and creates
learning experiences that are appropriate for curriculum goals, relevant to learners, and based
upon principles of effective instruction (e. g. that activate students’ prior knowledge, anticipate
preconceptions, encourage exploration and problem-solving, and build new skills on those
previously acquired). The teacher plans for learning opportunities that recognize and address
variation in learning styles, learning differences, and performance modes. The teacher creates
lessons and activities that operate at multiple levels to meet the developmental and individual
needs of diverse learners and help each progress. The teacher creates short-range and long-
term plans that are linked to student needs and performance, and adapts the plans to ensure
and capitalize on student progress and motivation. The teacher responds to unanticipated
sources of input, evaluates plans in relation to short- and long-range goals, and systematically
adjusts plans to meet student needs and enhance learning.

Standard 8:
Teachers know how to test for student progress. The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the
learner

Knowledge: The teacher understands the characteristics, uses, advantages, and limitations of different types of
assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and
performance-based tests, observation systems, and assessments of student work) for evaluating how students
learn, what they know and are able to do, and what kinds of experiences will support their further growth and
development. The teacher knows how to select, construct, and use assessment strategies and instruments
appropriate to the learning outcomes being evaluated and to other diagnostic purposes. The teacher understands
measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.

Dispositions: The teacher values ongoing assessments as essential to the instructional process and recognizes
that many different assessment strategies, accurately and systematically used, are necessary for monitoring and
promoting student learning. The teacher is committed to using assessment to identify student strengths and
promote student growth rather than to deny students access to learning opportunities.

Performances: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g.
observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-
assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate
students’ progress and performances, and modify teaching and learning strategies. The teacher solicits and uses
information about students' experiences learning behavior, needs, and progress from parents, other colleagues,
and the students themselves. The teacher uses assessment strategies to involve learners in self-assessment
activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals
for learning. The teacher evaluates the effect of class activities on both individuals and the class as a whole,
collecting information through observation of classroom interactions, questioning, and analysis of student work.
The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying
plans and instructional approaches accordingly. The teacher maintains useful records of student work and
performance and can communicate student progress knowledgeably and responsibly, based on appropriate
indicators, to students, parents, and other colleagues.

Does the way a teacher present his
or her subject matter impact the
way a student will retain that
information; how do assessments
relate to the learning process?

 We experience life. (Sensory stimulation)
 Memories are stored in the brain
 Our brain prioritizes our memories
 Neurons are activated
 Neurons transmit information (electrical
and chemical reactions)
 This is strengthened by repetition, rest,
and emotion. (Memories formed)

 Use all 5 senses
 Use new ideas in
Bodily
your everyday life
Interpersonal Linguistic Logical
Kinesthetic

 Use storyboards
 Make a video
 Link numbers and
words in order to Visual
Musical Intrapersonal
remember them Spatial

 Sing a song!

If you study in a calm location…you should take
the test in a calm location

This is true of the opposite
 Grading can be subjective
 Offer more opportunities for grades
 Quizzes
 Portfolios
 Projects
 Presentations

 Is removing all sugar a good idea?

 Can glucose help in learning and memory?

 Isthere an alternate approach if students
cannot snack?

 Reduction of sleep will affect your day’s learning
pattern
 Brain can sleep and regenerate like a computer
and cleaning the desktop
 Sleep removes unneeded information and allows
brain to remember the important events and
information of the day.
 Encourage students to have quality sleep
 Allow for classroom downtime
 Stretch
 Drink of water
 Move around

 Students remember topics taught in a
specific way…the way we teach it to them

 BEM principal
 Beginning (excitement of new idea)
 End (excitement of challenge)
 Middle (boredom sets in)

Learning
Beginning
End
Middle

 Post summary of lesson ahead of time
 Ask students to listen to the news about the
summary
 Allow them to ask questions
 The more they already know the more fun it
will be for them!
 AH HA!! Moments…

 “You think about it first, you have a theory about what you want
those performances to measure. You then begin to develop ways
of capturing information about that skill. But the data
themselves give you information about the definition, and you
refine the definition. This is the important point of pilot work
with these assessment devices. And not just giving the tests to
students, but giving them to students and seeing what their
responses are, and discovering why they gave that response. And
not just in the case where it is the wrong response but in the
case where it is the correct response, so that you get a better
sense of the cognitive processes underlying the solution to the
task.”

 In other words, why do we have one
group define what the standards of
everyone should be?

 Mathematics:
 Based on real-life situations appropriate to student age-level
 Assess higher-order thinking skills, such as application of
concepts
 Use clear sentence structure and appropriate vocabulary

 Reading/English Language Arts Items
 Selections reflect a wide variety of reading types
 Interesting to read
 Important and meaningful to students
 Appropriate for grade level
 Free of bias and sensitive topics

 Really! Have only one correct or best option and avoid
plausible distractors.

4: Response demonstrates an in-depth understanding of how human beings can impact an
environmental system. Student correctly explains the impact of new construction on the life
cycle of frogs in a nearby pond.

3: Response demonstrates a general understanding of how human beings can impact an
environmental system. Student broadly explains the impact of new construction on the life cycle
of frogs in a nearby pond.

2: Response demonstrates a simplistic understanding of how human beings can impact an
environmental system. Student partially explains the impact of new construction on the life cycle
of frogs in a nearby pond.

1: Response demonstrates a minimal understanding of how human beings can impact an
environmental system. Student minimally explains the impact of new construction on the life
cycle of frogs in a nearby pond.

0: Response is incorrect or contains some correct work that is irrelevant to the skill or concept
being measured.

Blank: No response.

Research Study Recommendations Reading A-Z Recommendations
Words Per Minute (WPM) Words Per Minute (WPM)

Harris &
Grade Rasinski Manzo Early Rate End Rate
Sipay

1 80 (1.8) 30-54 60-90 50 70

2 90 (2.8) 66-104 85-120 70 100

3 110 (3.8) 86-124 115-140 100 130

4 140 (4.8) 95-130 140-170 130 140

5 150 (5.8) 108-140 170-195 140 160

6 180 (6.8) 112-145 195-220 160 170

100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00% Grade 4
30.00% Grade 8
20.00% Grade 10
10.00%
0.00%

Enjoyment of the research!
Snacks
Exercise
Brain breaks
BEM
Assessment tools

 Cown, Wendy. (2004). Focus on the student: how to use learning objectives to
improve learning. Retrieved from Http://www.boxesandarrows.
com/view/focus_on_the_student_how_to_use_learning_objectives_to_improv
e_learning.
 Hickey, D. T. . (2010, March 9). Re-mediating assessment. Retrieved from
Http://remediatingassessment.blogspot.com/2010/03/video-of-barry-mcgaw-
on-assessment.
 Holl, Bob. (2012). Fluency standards table. Retrieved from Http://www.
readinga-z.com/fluency/standard.html.
 Hougan, Eric. (2008). Teaching community. Retrieved from Http://teaching.
Monster.com/benefits/articles/9441-5-ways-to-teach-with-learning-objectives.
 Islas, Dana. How to assess while you teach math: formative assessment
practices and lessons. Retrieved from http://mathsolutions.com/index.cfm?
Page=wp18&contentid=1389&crid=96&mcrid=107#demo.
 Jensen, Eric. (2008). Brain-based learning the new paradigm of teaching.
Thousand Oaks, CA: Corwin press.
 Measured Progress, Inc. (2012). Measured progress. Retrieved from Html.
Http://www.measuredprogress.org.
 Polloway, E. A., Patton, J.R., Serna, L. (2008). Strategies for teaching learners
with special needs. Columbus, OH: Pearson.

Memory and creating patterns of meaning 2

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