"Education is the progressive realization of our own ignorance." -- Albert Einstein
IRA Standard 1
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Candidates
understand the theoretical and evidence-based foundations of reading and
writing process and instruction
It is imperative that a Reading Specialist understand theories of both reading and writing as these two tasks are essential for supporting student learning. The development of sound professional judgment can only be achieved through active study of theories and research. Additionally, teachers must be able to apply that research and their practical knowledge to create an environment in which students will be academically successful. To demonstrate my competency and growth in this standard I have selected two research papers. The first I created in one my first courses, Theories to Practice, to show my understanding of the role of professional judgment and practical knowledge for applying research to improve learning for all students. The second paper was created in one of my last courses, Research in Literacy: Analysis of Teaching and Mentoring, and is included to demonstrate my ability to interpret research and identify methods which contribute to students’ reading success.
Exemplar:
My first research paper in the Master’s program reflects the many opportunities I have had through my course work to read and understand the literature and research that contributes to reading success. My initial research question was based on professional experiences and the struggle I was facing in the classroom at the time. My campus was implementing the Daily 5 framework, so I based my research on incorporating small group instruction in an intermediate setting. Daily 5 is an instructional framework that allows students to rotate through 5 activities which includes reading to self, reading to someone, listening to reading, working on writing, and word work. While students are independently engaged in these activities, the teacher conferences with students and provides small group instruction based on student needs. Daily 5 incorporates a 120 minute block schedule while my campus uses a 50 minute rotation.
Application:
Therefore, I used my initial research to help me understand not only the value of small group instruction, but also how to implement best practices in my classroom with my time restrictions. Through this research, I was able to structure my classroom into an environment that allowed students to read, write, and work with words independently, in small groups, and with me on a regular basis. I continued my initial research in a later course in the Master’s program. This additional paper demonstrates my ability to analyze my classroom environment, read and understand research, and apply findings to foster reading success within my classroom. As I continued to wonder how to improve the use of small group instruction in my classroom, I identified the use of technology as a possible avenue for assisting in the delivery of differentiated instruction. The difference between the two papers shows my growth as both a researcher and a writer. Through this research I grew to understand the need for teachers to evaluate the purpose of technology before implementing it in the classroom. Although there are many benefits to using technology, its effectiveness is greatly determined by the knowledge of the teacher using the tool. What I am most proud of is the fact that my research allowed me to adapt my own teaching to better meet the needs of my diverse students. Research provided me an avenue to adapt my teaching methods, which showed me all students want to learn. All I have to do is provide a rich environment and guide them through the processes and components.
It is imperative that a Reading Specialist understand theories of both reading and writing as these two tasks are essential for supporting student learning. The development of sound professional judgment can only be achieved through active study of theories and research. Additionally, teachers must be able to apply that research and their practical knowledge to create an environment in which students will be academically successful. To demonstrate my competency and growth in this standard I have selected two research papers. The first I created in one my first courses, Theories to Practice, to show my understanding of the role of professional judgment and practical knowledge for applying research to improve learning for all students. The second paper was created in one of my last courses, Research in Literacy: Analysis of Teaching and Mentoring, and is included to demonstrate my ability to interpret research and identify methods which contribute to students’ reading success.
Exemplar:
My first research paper in the Master’s program reflects the many opportunities I have had through my course work to read and understand the literature and research that contributes to reading success. My initial research question was based on professional experiences and the struggle I was facing in the classroom at the time. My campus was implementing the Daily 5 framework, so I based my research on incorporating small group instruction in an intermediate setting. Daily 5 is an instructional framework that allows students to rotate through 5 activities which includes reading to self, reading to someone, listening to reading, working on writing, and word work. While students are independently engaged in these activities, the teacher conferences with students and provides small group instruction based on student needs. Daily 5 incorporates a 120 minute block schedule while my campus uses a 50 minute rotation.
Application:
Therefore, I used my initial research to help me understand not only the value of small group instruction, but also how to implement best practices in my classroom with my time restrictions. Through this research, I was able to structure my classroom into an environment that allowed students to read, write, and work with words independently, in small groups, and with me on a regular basis. I continued my initial research in a later course in the Master’s program. This additional paper demonstrates my ability to analyze my classroom environment, read and understand research, and apply findings to foster reading success within my classroom. As I continued to wonder how to improve the use of small group instruction in my classroom, I identified the use of technology as a possible avenue for assisting in the delivery of differentiated instruction. The difference between the two papers shows my growth as both a researcher and a writer. Through this research I grew to understand the need for teachers to evaluate the purpose of technology before implementing it in the classroom. Although there are many benefits to using technology, its effectiveness is greatly determined by the knowledge of the teacher using the tool. What I am most proud of is the fact that my research allowed me to adapt my own teaching to better meet the needs of my diverse students. Research provided me an avenue to adapt my teaching methods, which showed me all students want to learn. All I have to do is provide a rich environment and guide them through the processes and components.
differentiated_instruction_using_small_groups_in_intermediate_grade_classrooms.pdf | |
File Size: | 423 kb |
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hammonsresearchfinalmay2014.pdf | |
File Size: | 412 kb |
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