Happy Tuesday ladies!
This week’s reading was so
informative! A lot of the stuff connected to things my school already does or
is trying to do, and made me see the research behind it. Chapter 11 in B&D
was all about differentiation, which is something I know that all of you
already utilize in your classrooms. B&D described their “four pillars” of
differentiated instruction: knowledge of literacy development, use of literacy
assessments, creation of small groups, and use of classroom models. Knowledge
of literacy development stresses the importance of teachers being knowledgeable
about the different stages of development, so that they are better able to help
their students. Using data to inform instruction allows teachers to see where
the gaps are, and what growth is (or isn’t) being made. This is one area in
particular that I have always struggled with. I feel that I am capable of
administering the assessments, but don’t have strong knowledge base in how to
utilize those results to inform my instruction. This chapter does a great job
are describing how it is done in other schools. B&D stressed the importance
of flexible groups, and using
assessments and data as one way to change them. Classroom organization is one
key to success in differentiation. B&D provide multiple examples of models
to use in the classroom. B&D provide a four-step differentiation cycle. The
cycle starts with assessment, moves to analyzing data, continues on to forming
groups, and then moves to teaching using a differentiation model. The cycle is
continuous because in-depth assessment should occur at least three times a
year.
Reflection:
What do you think of the
steps for differentiation discussed in this chapter?
Chapter 2 in Bean talks
about the role of reading specialist in working with students. Bean talks about
the important factors that a reading specialist needs to consider when they are
working in an instructional role: collaboration (and communication) and clear
procedures. Collaboration is something that we’ve read about almost every week.
It is an important part of working with another teacher, especially when you,
as the reading specialist, are only coming in for a short amount of time.
Administration has to support the idea of reading specialists working directly
with students in the classroom. Bean writes about research findings that
specifically support the notion that a lack of support from administration can
have a negative effect on the collaboration between teachers and the reading
specialist. The chapter also discusses the idea of clear procedures. This is so
that you (the reading specialist) and the classroom teacher are on the same
page for what your role is. Bean provides different examples throughout the chapter
of how different teachers and reading specialists have worked together. In the
section following, Bean provides five different examples of ways to
collaborate: station or center teaching, targeted teaching, parallel
instruction, teach and monitor, and team teaching. Each different model of
collaboration has those clear procedures established. Each provides a different
way for both the reading specialist and classroom teacher to be involved in the
lesson. This chapter also discusses the concept of Response to Intervention.
Many schools in Norman follow RTI. I know that my school does. RTI is an
approach to reducing the number of students being identified as needed special
education services. It aims at providing intervention early enough to meet the
needs of the student before testing them becomes necessary. It is based on a
tier model and allows students to move through the tiers throughout the year.
The final discussion piece in the chapter is pullout programs versus push-in
programs. Bean discusses the potential gains and problems associated with both.
Reflection:
1. What do you think about
push in programs versus pullout programs for struggling readers?
2. What do you think are the
skills and abilities that reading specialists need if they are to work
effectively in the classroom? In pullout settings? Both?
Chapter 3 further discussed
what was talked about in Chapter 2. Chapter 3 focuses on a reading specialist
creating a program with teachers, implementing it into the classroom, and
deciding the effectiveness of the program. Bean states that “in order to
develop and implement an effective program, reading specialists need to
understand the culture of the school, the importance of congruence between
their instruction and that of the classroom teacher, and approaches to
scheduling that permit effective use of their time” (p. 55). Bean discusses
each component stated above at length. The culture of the school is something
important for a reading specialist who is new to the school to understand.
Teachers who are transitioning from a classroom teacher position to a reading
specialist position may understand the culture of their school, but some
elements can be specific to the classroom teachers you are working with. The
most important piece that Bean discussed, in my opinion, was making sure that
your teaching beliefs align with the classroom teacher you are working with. If
the teacher you are working with has much different views than you do, it can
make the transition to working together much more difficult. Scheduling is
always the hardest part when working with teachers, but as the reading
specialist, there are many factors to consider. Bean mentions not wanting to
pull students out during their specials time, and not being able to pull them
during lunch and recess. The reading specialist and classroom teachers need to
collaborate to find times that work to pull the students out of the classroom.
Reflection
1. Read activity 2 and see
what you would do as the reading specialist working with “Frank”.
Have a great rest of the
week girls!
The steps for differentiation that are mentioned in B&D chapter 11 are assess, analyze, group, and teach/reteach. I really appreciated Linda's case example on pg. 215. Although it is suggested that there need to be at least three assessments each year, and I can fully understand the value in the results, I feel like there also needs to be some sort of cap. We make it a point in my school to reassess once a semester. This is the only school I have ever taught at that requires so few opportunities to assess the students. Let me just say, it has made a huge difference in the way I view my teaching career. I spent my early years in the public-school system completing endless individual assessments. We were even provided substitutes in order to assess-seems like a fantastic idea until you realize that your substitute knows your students better than you do. Now that I have read this chapter, I understand that I must have been going through this process all wrong. Nevertheless, this was really difficult for me because my heart was in teaching. I felt as though I was rarely in front of my students as a whole. I left every day feeling I was never really delivering new information to these babies. They really were not being taught…and at the end of the year, I was frustrated that the students seemed to have figured out how to "do" the assessment but they truly did not grow academically at all. Just call me Linda, I suppose. I sure wish I had figured out how to make instructional activities more meaningful for the kids who I was not directly in front of. Perhaps this would have been the exact time a literacy leader would have served me well. I know I couldn't have been alone since I was not the only one who felt the "assessment flu" on a regular basis.
ReplyDeleteI was so excited reading the Bean scenario, pg. 28-30, where the reading specialist and the 3rd grade teacher work together in a "push-in" framework while also grouping students so that their individual needs are met. For this framework to be most successful, I believe the reading specialist need to be willing to work right alongside the classroom teacher, learn her role within the classroom setting, and be flexible. Again, confidentiality and communication must be at the for front of this working relationship. (I know I would feel much more confident having another educator in my classroom if I knew she could share ideas, tips, and tricks without feeling as though my shortcomings were going to be presented daily to my principal and other teacher friends.) Yes, this framework has the potential to be noise inducing when compared to pull-out examples. However, I feel like this cut down of the children feeling ashamed when they are called out from the regular classroom setting and also gives the teacher some much needed classroom support so that she can have a moment to observe the progress of the other students. I also feel like the idea of having a set schedule, place, and lesson for the specialist creates less of a feeling of being a guest in the classroom.
Similarly, the station teaching model seems like it would be hugely beneficial to the classroom teacher and all of the students. Especially because writing sometimes gets passed by due to time restraints, I really feel like this would be an engaging, effective way to really cover academic content without students and their teachers feeling overwhelmed.
I COMPLETELY agree with you Paige!!! There is a limit on assessments. It is so important to assess our students to see where they are but at the same time you need to be able to teach them and be with them as their teacher, not their assessor. If that makes sense :)
DeletePaige, I completely agree with what you said about confidentiality! I think that a lot of times teachers feel that they are being judged or criticized whenever others are in their classrooms, I know that I do! But I think that by knowing that isn't their role, and feeling comfortable after establishing what both of you feel that their role is, it can make that transition easier.
DeleteI love what you said about station teaching being a way to attend to all of the content demands without overwhelming the students and teachers. I feel like there is just not enough time in the day to cover all of the things I want sometimes, but feel like this could be a really great way to do it. Both the classroom teacher and reading specialist could be covering two different concepts (writing and fluency) while the other students are in different centers. If only there could be two teachers in every classroom!
Two teachers in every classroom would be great. So would having an aid. We have an aid who floats between four classrooms and helps as needed, but she helps more with the classroom management side versus instruction. I wish I could clone myself to be able to meet all of my student's needs at once. However, the station model does work and although without a reading specialist, the fact that students are learning in stations and also with me is a start. Also the confidentiality issue with having a reading specialist in the classroom I feel continues to be an issue with many teachers. Many are hesitant to work with others. Reading specialists must build relationships early on to build trust and ultimately work together for student achievement.
DeleteI completely agree Michelle, I hate that confidentiality seems to be one hurdle that is really hard to get past. I'm wondering if it is an issue of teacher nerves? Are they just imagining that if there is another adult in the room, they must be judging their abilities as a teacher and sharing all the possible shortcomings in the teachers lounge? Or is there really a problem? This takes me back to several weeks back. Reading specialist need to write down for the teachers exactly what their role is for teachers; that is to be a collaborator, supporter, and resource. Again, just like with my friend Frank, if there is a problem with the effectiveness of his teaching, the principal is responsible for picking up on that and dealing with the situation appropriately.
DeleteContinued:)
ReplyDeleteAh Frank! Who doesn't have one or two of those guys in their school. Come to think of it, I might really relate to Frank. In any case, I truly believe it is the job of the reading specialist to respect the rules and classroom expectations of the teacher, particularly since you are going to be working in very close proximity. I suspect as time goes along, the relationship between the teacher and the specialist will grow and there may be some room for more creative, collaborative type activities. However, as a new reading specialist I think it may be best to also tow the line. If it becomes a problem with Frank's teaching, that might be something that is best handled by the principal.
I agree with you Paige! The reading specialist needs to be respectful at first and grow that relationship first. You can't get anything really done unless you have a good bond! :)
DeleteI agree building relationships is first and foremost. I suggested having a conversation with him about his philosophical and theoreticfal approaches to reading instruction. This conversation is too heavy to begin a relationship with. I would like you and Bre said, build the relationship, ease into a conversation about his theory of his teaching practices. And if I can't get anywhere with that, yes, it may be time to conversate with the principal making sure confidentiality is maintained.
DeleteI really agree with the steps for differentiation. The picture of the four steps is posted in our school all over the place! We frequently review the process at staff meetings. We always have a big talk about this four step process at the beginning of the year as well as a refresher. I do this process for my instruction all the time! For example I taught a couple days on addition last week. I then had them complete some addition problems by themselves so I could see how they did on their own. I took that assessment and took a hard look. From there I could see who is grasping the concept and who isn’t. I was able to take a few kiddos and review addition again who weren’t grasping the concept. I was also able to see that single digit addition was too easy for a few students and started them on double digit addition to suit their needs. This progress is integral for seeing how the students are doing and what you can do to help them.
ReplyDeleteI think that in the younger grade the type of program doesn’t matter. For older grades I think the push in would be best because if the reading specialist is co-teaching the students who need help are less likely to be singled out by their peers and made fun of. Both programs have their benefits. For example both programs allow the struggling readers to be exposed to another type of teaching. Everyone teaches different so to have another teacher help could really help the struggling reader. The push in program allows for the two teachers to co-teach and help lots of students. It also allows for the reading specialist to form bonds with the teachers and students of the school. The two teachers would be able to learn from each other as well. The reading specialist will also be able to see the student working in every environment. A pullout program allows for a small group to get undivided attention in a quiet, undistracted environment. It would allow for the reading specialist to specifically target what the students need. A problem with a push in program would be conflicts between teachers. A problem with pullout is the distraction it causes when students are taken out of the classroom.
I agree that the pullout versus push in issue may be more common in older grades, mainly because my kids love going to see our reading specialist and other great resource teachers. I think that push ins could also be beneficial because it gives the reading specialist an opportunity to work with the kids they wouldn't see normally too. If you are working in a station style, or even in teach and monitor, the reading specialist is working with all of the students. Pull outs, like you said, give the reading specialist an opportunity to really target and meet struggling students needs, but I think that it can be important for them to work with all of the students if the opportunity presents itself.
DeleteKaitlyn,
DeleteAll grades at my school have pullout. In the upper grades, it is a hassle to get students to go to meet with the special education teacher (we don't have a reading specialist). After reading this chapter, I have heard of specialists coming to the room for instruction but never gave it much more thought. I appreciate the chapter discussing the pros and cons. I am going to pick the special education teacher thoughts to see how she would feel about a pushin? We would definitely have to have common planning. I do stations in class so maybe pushin would be the perfect opportunity for us to try it...Humm...
Michelle,
DeleteThat's the time of day that our resource teacher pushes in to work with all of our students that go see her. She pulls them all into one classroom and has all of them work with her in there. Stations time seems to be the best time for her to do it because we're all working on similar things, and the students are already working pretty independently. The only downside is that you are unable to do intervention and small group time with those students then, but at the very least they are still getting targeted instruction during that time.
In the lower grades, we have both; one resource teacher who pull-out and one who is utilized by most teachers as a push in. As far as scheduling goes, I always felt like the time utilized with the push-in worked more effectively. I'm sure there is a better way to structure the pick up and drop off for the pull-out, but I just feel like there is so much time waisted going between classes for students to be picked up and dropped back off. I personally really like the push-in resource because I learn so much from her. I have the opportunity to hear her "verbage" when teaching/reteaching lessons. Sometimes it's a bit different from how I teach, but just hearing it a different way is just what my struggling students need. Now, I can better reach those children because I saw and heard how effective a different teaching strategy was for some children. Win, win I say!
DeleteReading specialists need to have lots of skills and abilities to work effectively in the classroom. They need to be able to work well with another teacher, be able to communicate with that other teacher while also being flexible. Co teaching takes work! It is not always easy to work with another teacher especially when they are completely different from you. To effectively teach in a pullout setting a reading specialist needs to be able to group students effectively so their small groups can be grouped right and effectively. From both settings a reading specialist needs to be able to differentiate well.
ReplyDeleteFirst when working with Frank I would get to know him on a personal level. I would try to relate to him and bond. Nothing can be done unless you get to know someone. I would then do things the way Frank would do to see how it works and get to know how he does things. After that I would have Frank shadow teachers who are completely different from him and have him reflect on those experiences. He might like what they do and incorporate more “fun” things into his classroom. He would be more willing to listen with someone who he has a close relationship to. Seeing other new ways to do classroom things first hand would be a great way to introduce him into it without throwing him in the deep end. I would have him see if he would like to incorporate anything he learned into his own classroom and support him either way.
I love the idea of asking Frank to go into other classrooms to shadow...However, I think this would have to be done very stealthily so as not to offend. Let me just say, one of the best things that ever happened to me was to work in an open concept school. NO walls! As a beginning teacher, I could hear how each teacher interacted with their students and conducted their classrooms. At the same time, I was witness to senior teachers who had just transferred to our school. This was the first time they had taught in an open concept building. You could hear the progression of collaborative learning activities unfold as the year went on. They were hearing what other seasoned teachers were doing to make their students learning more engaging, and seeing that seemed to flip a switch. I can tell you, seasoned teachers want to see another experienced teacher, and if what they see seems to be working, then the idea of changing things up a bit seems much more manageable. We need to move Frank to an open concept school with great seasoned teachers for a little bit. :)
DeleteBre I love that you suggested having him shadow other teachers and Paige your anecdote about having a similar experience in your open concept school really connects. I think that sometimes fear is a big part of why teachers choose not to change their teaching style. It can be scary to go from doing something one way for 15 years and having someone come in and ask you to change all of it. As you said Bre, giving him the opportunity to view it firsthand may make the transition easier.
DeletePaige, you taught in an open concept classroom?? I have never met someone who has ever taught in one of those :) it sounds awesome!
DeleteWell...it had it's good and bad points. It was definitely not conducive to student learning for those who struggle with ADD or ADHD. But I learned LOADS from those other classroom! I also once taught 2nd grade in shared large classroom (divided only with a bookshelf and faux trees) with an AMAZING seasoned teacher. I mean, talk about fast track learning for effective classroom management. That was a fantastic experience.
DeleteI agree with the steps for differentiation. In order to determine a starting point for determining what the student knows and does not know assessments must be done. I feel that assessments are not a one size fits all therefore a variety of assessments, not just district mandated, are needed to have a bigger picture of the ability levels of the student. Bean states in the assessment stage that there should be diagnostic assessments for concepts of print, letters, phonemic awareness, comprehension, spelling, fluency etc., utilizing a variety of areas to have an overall picture of where the student stands in their developmental stages. I never thought about how assessments given in a school could be redundant. The assessments at my school that we administer, are top-down assessments – we assess according to what the district tells us to use. I would be interested in using the Figure 11.2 to sit down and focus on what exactly we are assessing. I agree with establishing three specific times per school to assess students and also include on-going, but informative, and not as extensive assessments throughout the year so students can be adjusted to meet their current needs. This is a tricky line because teachers can be burned out from all of the testing. The first sentence of Step 2: Analyzing data is a feeling that I also share. I feel a big part of assessments never being accessed again comes from teachers who are overwhelmed with so much testing, especially with overcrowded classrooms. Secondly I feel teachers honestly do not know what to do with the data. I have felt this way about the spelling inventory for years – I do the spelling tests but am unclear about what to do with the results.
ReplyDeleteIn Bean Chapter 2, communication and collaboration rank most importantly to contributing to an effective collaboration between the teacher and a reading specialist. This is easiest done when the school creates a climate and culture that allows and supports collaboration between teachers and reading specialists. Also, reading specialists must recognize the teacher’s teaching style and differentiate working with teachers. One point that stuck out to me was on page 32, “…also preventing students from thinking the reading specialist works with “struggling” readers only. On page 20, Bean states that the responsibility “most often associated with the role of the reading specialist is teaching students, especially those experiencing difficulties learning to read.” It is interesting to see adults have this perception of what a reading specialist is but trying to vary the responsibilities so that students won’t think the same. I have to admit, this is the perception I came into this program with. However, Bean’s book has definitely opened up my eyes to how varied the role of a reading specialist can be.
I love how you pointed out that it may take more than district mandated assessments to get a clear and full picture of our students as readers. I find myself using the DRA as the end all, be all for assessments, when in reality it is just one snap shot of what the student can do, and I don't even particularly like how it makes me score the test. That is a great reminder that other assessments will help paint a bigger and much clearer picture of my students.
DeleteI completely agree with you about analyzing data. After we complete assessments, I can look at the data, but am not entirely sure what to do with it. I need someone to walk me through what each part means for the student, and what it means for me as the teacher.
What do you think about push in vs. pull out programs for struggling readers? I agree that the traditionalist mindset remains of many teachers in which many feel that they are responsible for their own students. I do see however, a shift occurring with more collaboration but many times met with hesitation. I feel that my school administration supports the collaboration, but it is the mindset of some teachers that do not. As a teacher, in my building, I have students pulled out several times a day for various destinations. It is frustrating and disruptive. Bean states on page 44, “…classroom teachers have been critical of the pullout model, feeling that students are missing important instruction, or disliking the disruption that occurs when students leave or enter the classroom.” At the same time, once students are dismissed, my class size decreases and I have time for in-depth instruction with other students who may need some type of support. I also notice that some of the pulled out students work better in a smaller, quieter environment and receive targeted instruction to meet their needs. I have had special education teachers (my school has never had a reading specialist) peak into my classroom to see what I am teaching, but I have never had one to co teach with or stay long enough to help their students in my classroom as I am teaching. I agree with Bean that a successful in class program with teachers and reading specialists together, co-teaching a lesson or as a support for students would be beneficial. The teacher and reading specialist would have to agree to communicate expectations and procedures, have common planning time and be respectful outside of class so they would know their role and be able to help each other and focus on all students.
ReplyDeleteReflection #1 – The skills and abilities that reading specialists need to effectively work in the classroom or in pullout settings or both are to be able to collaborate with teachers, try to maintain common planning time, communicate: roles, responsibilities, progress of students, procedures and expectations, be flexible, offer help – be a resource, and be respectful of the teacher’s beliefs and practices.
Reflection #3 – I feel like the guided reading model would work best towards collaborative teaching. By planning ahead, teachers and reading specialists can collaborate to ensure that students receive targeted small group and individual instruction.
Activity 3 – WOW! Mr. Beck sounds like the model reading specialist that every school hopes to acquire. I have more than three take-aways so I will put them together as characteristics that he possesses that are critical to being an effective reading specialist. Mr. Beck is observant, understands his role, he helps to create a school-wide culture of collaboration, uses research based practices, is data driven, uses on-going assessments, communicates with others, is respectful of other’s time, builds relationships, is committed and dedicated. Whew!!!
Bean Activity #2 – In the situation with the teacher Frank, I would try the approach Bean talks about on page 61-62, “The key to effective congruence may be the ability of the teacher and specialist to discuss and share knowledge about their philosophical or theoretical approaches to reading instruction and why certain approaches to reading instruction may differ, depending on students’ needs and abilities.” So I as the reading specialist would approach frank with conversation to gain understanding why he makes his students “toe the line.”