Category: Student-Centered Learning

      Assessment and EvaluationCourseworkInstructional StrategiesITL528 Single Subject Integrated Design IINational UniversityStudent-Centered Learning

      Knowing Your Learners

      It may go without saying, but it is worth emphasizing regularly that the students we teach are people: people with diverse backgrounds, experiences, identities, capabilities, interests, challenges, and limitations. And at the secondary level especially, students develop and express themselves in real-time as we teach them. As we learned in the discussion this week, when we take deliberate action to understand, value, and build upon our students’ unique attributes, we create an environment that is more conducive to learning. It also gives us the ability to know what students need so we can meet students where they are in their...
      Frank Jamison
      CourseworkEducation and Teaching StrategiesITL526 Single Subject Integrated Design ILesson Planning and AssessmentNational UniversityStudent-Centered Learning

      Knowing Your Learners

      Knowing your students and their needs is crucial in developing your lesson plans.  Knowing students’ prior knowledge and their specific learning needs:  For the CalTPA, you will be expected to create a class profile that outlines the assets, funds of knowledge, special programs, students needing specific accommodations or modifications, and other important information and describe how that informs your lesson planning and teaching. This discussion will help you identify methods you could use to collect data for that class profile while also collecting the content knowledge needed to inform your lesson planning.   You will be encouraged to incorporate these...
      Frank Jamison
      Assessment and FeedbackCourseworkEducational StrategiesITL522 Content Area LiteracyNational UniversityStudent-Centered Learning

      Learning Map – Stage 3 Analyzing Student Work Reflection on Instruction and Learning

      Essential Question How does the candidate analyze and describe (citing evidence from Steps 1 & 2, the impact of their asset and needs based lesson planning, teaching and assessment of student learning and explain how the lesson supports the whole class and the three focus students? Redundancy of Stage 1 and 2 is an expectation! Analyze prior knowledge of students to planning, instruction and learning…reflection! Describe the connection “between the importance of knowing students’ assessment and learning needs to student learning”in relation to the evidence and analysis of student work and learning of your instruction. As I reflect on my...
      Frank Jamison
      CourseworkITL520 Academic Language & LiteracyLiteracy EducationNational UniversitySpecialized Instructional StrategiesStudent-Centered Learning

      Individualizing the Learning Experience

      One of the skillsets that content area literacy teachers can cultivate is the ability to differentiate and individualize a learning experience for a specific student. Teachers carry out this process when a student does not grasp a concept when first introduced to it. Maybe the concept was too abstract for the student to understand the first time, maybe they were absent for a part of the class period, maybe they did not understand the vocabulary terms being applied, maybe the pace of the learning experience was too fast, or maybe – something else. Knowing why a student had a tough...
      Frank Jamison
      CourseworkEducational StrategiesITL520 Academic Language & LiteracyNational UniversityStudent-Centered LearningTeaching Reflections

      Learning Map Stage 3: Analyzing Student Work ~ Reflection on Instruction and Learning

      This week we are teaching! We were first to spend time analyzing prior knowledge on the part of our students – especially keeping in mind our three focus students before, during, and after the lesson. We were to develop our instructional strategies to carry out our lesson and would have an opportunity after teaching to think critically about how the students did in relation to the learning outcomes that we planned. Some of the questions to help guide our critical thinking were: How did learning about your students’ assets and learning needs help to shape your lesson for the class?...
      Frank Jamison
      Differentiated InstructionITL520 Academic Language & LiteracyNational UniversitySpecial Education and InclusivityStudent-Centered Learning

      Learning Map Stage 2: Multi-Step Inequalities

      This week we thought about the funds of knowledge our students bring into the classroom based on their experiences. What do we mean by funds of knowledge? All of the knowledge and experiences that they have before they enter our classroom! As teachers, we utilize cultural identities, language/linguistic assets, interests, and experiences when planning literacy activities for our students. When we learn and embed our students’ funds of knowledge into our learning activities, we understand more about how they learn, how they implement ideas, how they share their comprehension, and how to support them best. Dr. Yosso’s Cultural Wealth Model...
      Frank Jamison
      CourseworkEducational StrategiesITL608 Design and Process of TeachingMathematics EducationNational UniversityStudent-Centered Learning

      Signature Assignment (Learning Map Stages One and Two)

      We finished and submitted a Learning Map addressing Stages One and Two in this assignment.  We used content from Assignments 1A, 1B, and 2A to complete this assignment. While we could integrate our previous work into this assignment, we were made aware that we would also be completing part two of Stage Two for the first time in this assignment. Stage One – Planning Your Instruction Identify your Lesson Standard(s) CA Content Standard(s) List the Standard(s) ELD Standard List English Learning Development Standard(s) Unpacking the Standard Before beginning this section, please navigate to this video that describes how to unpack...
      Frank Jamison
      CourseworkEducational TechnologyITL608 Design and Process of TeachingMathematics EducationNational UniversityStudent-Centered Learning

      Educational Tools

      Before writing our discussion posts, we were asked to take a moment to review the PPT file linked below (which I did not do, and thus my two entries). There are several assistive resources highlighted in the PPT that can be used in and outside the classroom. We were to take some time to get acquainted with each of the tools. If needed, we were to create a login and spend some time navigating each resource. Finally, we were to consider the following questions for each tool: These are important questions to consider. While we didn’t need to provide answers...
      Frank Jamison
      CourseworkEducational StrategiesITL608 Design and Process of TeachingMulticultural EducationNational UniversityStudent-Centered Learning

      Learning Map Stage Two: Getting to Know Your Students

      For the second of this week’s assignments, we were to complete the “Getting to Know Your Students” section of Stage Two of the Learning Map. Stage Two – Instructional Approach: Teaching We were advised to consult with our master, mentor, or supervisory teacher; with additional school personnel; and with families, as needed, to develop our understanding of students’ assets and learning needs. We were to review student work and available assessment or survey data and talk with and/or observe students to learn about the class’s range of assets, including academic strengths, and learning needs. We were to use this information...
      Frank Jamison