Chapter 15: Parents as Partners in Twenty-First-Century Learning

Abstract

This chapter focuses on staying in contact with parents. Wormeli provides both a technological side and also more physical approaches. For technology, Wormeli explains how online teacher sites work and all the different ways they can be used (schedules, reminders, homework, quizzes, contact information, student samples, etc. There are a variety of them out there, and they all serve the same basic function: keeping parents up-to-date with what their child is doing in the classroom. Of course, not all parents are going to have internet in their homes. If that is the case, Wormeli suggests the following: sending postcards with a positive note about their child, inviting parents in the classroom, visit parents at home, send out quarterly newsletters, send out teacher report cards and surveys, and having both parents and students fill out index card inquiries.

Reflection

I really like the ideas in this chapter. I look forward to experimenting with a number of different sites that are out there. I want to make sure the parents of my students know what is going on at all times. I like the idea of parents and teachers working as a team instead of competing against one another. I also like the ideas that Wormeli gives for parents who may not have technology at home. My two favorite ones are postcards and quarterly newsletters. When you take the time to send a positive note to a parent, it shows them that you see their child as an individual, and not as part of a group. Newsletters are also important in keeping parents up-to-date. They are also tangible and can be hung up on refrigerators or cork boards.

Chapter 9: Involving Parents and Communities

Abstract

Parent involvement is a good way to improve student learning. When a student's family can meet certain criteria (comfortable home environment, high expectations, involvement in school), students are more likely to have higher grades, attend school regularly, have positive attitudes, and more likely to graduate high school and go on to college. Unfortunately, most parents think that taking a step back and letting their children do their own thing promotes maturity and responsibility. Others may feel intimidated by teachers because of their own bad experiences with school. Some may not be proficient in English. Some families just don't have the time. It is important to keep the school as open as possible to the parents. It can sometimes be helpful to create School-Family-Community Partnerships. These teams work together to make decisions, while regarding all opinions. The authors also discuss the key aspects of effective parent-school relations: establishing continuity between home and school, monitoring students' work, out-of-school learning, and on-site involvement. Finally, the authors provide ways to link adolescent learning to community resources. There can be service learning or career education programs. There are also certain after-school programs that students can join.

Reflection

I really enjoyed this chapter. I like how the authors provide a number of different ways to involve both the parents and the community. I fully support the idea of parents getting more involved with their students' school lives. They may see them in a whole new light. They may realize that their child has a talent for writing or mathematics or chemistry. If parents just let their child run free in order to "promote maturity," they may miss out on a lot of important happenings in their child's life. In my own classroom, I plan on reaching parents in any way that I can. I want to make sure that the parents of my students get to know me on a good note before I start calling them about how Sally hasn't passed in any of her homework.

Boys and Girls Learn Differently

I just want to start off by saying that you guys rocked my friggin' socks off today! Your presentation was extremely interactive and fun. I like how you constantly kept us guessing about what to expect next. I really liked how you had us rate ourselves on the brain spectrum and then had us follow it with the online quiz. I really would have considered myself to have a more masculine brain, but I guess not! The agenda was also very helpful because I like to know what's happening and when. I enjoyed the group dynamic because it got us interacting with people we don't normally sit with. The rotation station method was also very cool. Each table focused on a different aspect in different ways, so I definitely got a lot out of it.

I am really impressed with how much work you guys put into the presentation. The presentation of the material at the table groups was very fun and helpful. The brain cut-outs with our names made me feel connected to the presentation right away. I also really enjoyed the "Rite of Passage" note card with stickers. I liked walking out of there with something tangible to represent the work I had done. I also enjoyed how excited you all were and how you participated in some of the activities.

Great job everyone, I really feel like I learned a lot!

Chapter 8: A Safe and Healthy School Environment

Abstract

This chapter discusses the importance of keeping a safe and healthy school environment. In order to have a safe and healthy school environment, it's important to start with a healthy learning environment. This means keeping the classroom managed and the students disciplined. Students should know how they are expected to behave and know what will happen if they don't. Next, the authors give a six-step process for peer mediation and conflict resolution. They also highlight the importance of peer support groups. The next step in a healthy school is promoting healthy behaviors. This means knowing what risky behaviors are happening and knowing how to prevent them and having an effective health and physical education program. It is also important to have a health services program. This program helps the school develop a plan for its students.

Reflection

Though this chapter is mostly a review, I do like how the authors break it down. There are several aspects of providing a safe and healthy school environment. If all student needs aren't being met, then they will have a harder time focusing and learning. If they don't feel safe in the classroom, they won't be engaged. If they don't learn how to take care of their own bodies, they will have a harder time focusing. Keeping a school safe isn't just one person's job. It is a team effort and sometimes involves professionals in certain fields who can enlighten teachers and students alike about topics they know little about.

Chapter 4: Designing Instruction to Improve Teaching and Learning

Abstract

This chapter is about designing instruction. It provides three models for organizing instruction: authentic instruction (giving students worthwhile goals), WHERE (backward design model that explains where students are headed, hooks students, explores the subject and equip the students, encourages students to rethink their ideas, and evaluate results), and differentiated instruction (instruction based on the levels that students are at, their interests, and their learning profiles). Next, the authors provide their own recommendations for organizing instruction. They believe that educators should provide connections for students, give students some control, organize content around concepts, challenge students, stress experiential learning, provide collaboration opportunities, collaborate with colleagues and specialists, and many more tips. Finally, the authors discuss the use of technology in instruction and teaching reading.

Reflection

A lot of this chapter is a review from Practicum. However, I did enjoy the section about teaching reading. I like the section of tips for how to teach reading. One-to-one tutoring is extremely important when it comes to learning how to read. I currently do this in a second grade class, working with students one-on-one as they read "just right" books for their levels. I encourage them to think about what they've read and also help them pronounce words that they have trouble with. I think it's great when schools have a program that allows for one-on-one instruction.

Chapter 8: Effective Assessment

Abstract

According to this chapter, a lot goes into designing good assessments. First, the goals need to be clearly defined from the beginning. Let students know ahead of time what you expect for a test or performance task. Second, the assessment needs to be rigorous and motivating. Students need to feel connected to what they are doing and they need to know they are doing it for a real audience (other than the teacher). They need to be given choice and ownership in what they are doing. All of these things motivate students. Third, the assessment needs to focus on essential knowledge. What is it that we truly want our students to take away from this unit? Lessons need to be designed in a way that will help students reach the goals we have set for them. Fourth, the assessment should involve multiple disciplines. Include art, music, history, and science. Find a way to integrate current world issues. Fifth, good assessment is a valid indicator of what students know. Is the assessment congruent with the instruction that preceded it? Because it should be. Sixth, the assessment should produce reliable information about student learning. Seventh, good assessment includes a variety of formats. Don't limit students to writing the traditional essay. Get them excited about the other kinds of genres out there. There are multiple ways to share the same information and some ways are more effective than others. Finally, the assessment should be easy to grade.

Reflection

I really like the way Wormeli sets up this chapter. I like how he describes the characteristics and provides ways of going about it. I particularly liked the section on using various formats. It gets really boring having to write in the same way every time. It's important to teach students that there are other ways to share the same information. When students are allowed to choose from a list of formats, it creates a sense of ownership. They can do it in a way that makes sense to them. For example, I really liked the story that he opened the chapter with. The student succeeded once he was put into his own element. By allowing students to show what they know in ways that they understand, the success rate is going to soar.

Chapter 7: Differentiated Instruction - Fitting the Lesson to the Learner

Abstract
In this chapter, Wormeli discusses the essential features of differentiated instruction: early and frequent evaluations of students' understanding, adjusting the complexity or range of assignments, orchestrating the learning experience, varying instructional approaches over time, and differentiating content and skills, process and products. He also provides a list of characteristics of successful teachers of differentiated instruction. These characteristics include willing to take risks, empathetic, organized, flexible, tenacious, resourceful, able to collaborate, and having a good sense of humor. Next, he shows us how to design a differentiated lesson. At the end, he throws in a section about "gifted students" and how instruction should be differentiated for them.

Reflection
I really like his section on characteristics of teachers who have success with differentiation in the classroom. It's nice to be reminded of these things. I like that he also gives advice on how to better yourself in these areas. It's interesting to reflect on the skills I already have, and the skills that I need to develop further. I definitely feel like I have a pretty good sense of humor. I enjoy laughing at myself and awkward situations. Laughing just makes life easier. I also agree that it is important to collaborate with other teachers, so I don't think I will have a problem with that. When it comes to being resourceful, I feel like this is something that I will develop over time. It's all about being exposed to different situations and knowing what to do when they occur. It's hard to prepare for something when you don't know that it's going to happen.