Praxis

After reading and researching about vocabulary instruction, I have learned a lot about best practices in teaching vocabulary.  One of the articles that sparked my attention was by Robert Marzano entitled The Art and Science of Teaching/Six Steps to Better Vocabulary Instruction.  Marzano describes six steps that can be used to increase vocabulary achievement.  His six steps include:

1.  Provide an explanation of the new term.
2.  Students write their own definition for the word.
3.  Students create a picture for the word.
4.  Engage students in vocabulary activities.
5.  Engage students in conversations with the words.
6.  Involve students with games.

Using the six steps with vocabulary instruction has changed the way I teach vocabulary.  Marzano states that it is important that all six steps are completed to see an increase in achievement.  Next year, I plan to continue using the six steps in my vocabulary instruction.

Another article I read was by Kimberly Tyson entitled Vocabulary Instructional Strategies: Marzano’s Six Step Process.  She discusses the importance of having effective vocabulary instruction and learning the words in multiple contexts.  Tyson also suggests using Robert Marzano’s six step process to teach vocabulary because it offers students the opportunity to experience the words in multiple contexts.  She also states the importance of being intentional when it comes to vocabulary instruction.  I truly believe that when teachers are intentional with vocabulary instruction, students will work to their potential and vocabulary achievement will increase.

This action research has helped me to see the benefits of using Marzano’s six step vocabulary process.  It has truly changed the way I teach vocabulary and has made a difference in my students’ understanding of vocabulary.

AGAPE: IDEA

Instruction
This year, I have been working on becoming more of a constructivist teacher.  I have especially focused on the language I am using such as “we will learn.”  I am also focusing on letting students discover things on their own rather than me telling them.  This is something I want to incorporate more into my classroom next year.  I want my students to be able to think critically and be discovery learners.

Discipline/Content Area
This year in math, my students became problem solvers.  Within our new math curriculum, students experienced multiple ways to solve problems.  They were given the choice of which method they preferred.  Students were engaged in “math talk” and encouraged one another to prove and justify their answers.  Students were often challenged to create their own problems for others to solve.  I look forward to teaching this math curriculum again next year so that I can help my students think critically as they solve problems.

Environment
Building classroom community is so important to me.  I want my students to feel welcomed and safe when they come into my classroom.  I want my students to feel that it is a positive learning environment where it is okay to be different and make mistakes.  I work very hard to create this environment.  Each year the dynamics of the classroom are different so I know I have to be flexible in how I help build community.  I know the importance of creating a positive safe learning environment and want all my students to feel this when they are in our classroom.

Assessment
Adaption is present in my classroom when it comes to assessment.  I use assessment to guide my teaching.  In my grade level, we use test data to decide how we can best meet the needs of our students.  This is different each year because the students are different from year to year.  We make adaptations to our plans so we can meet all students’ needs.  This is something that we will continue to do in the future.

Change and Growth

Yesterday, I locked up my classroom and walked out of school and drove home for the summer.  As I began driving home, I immediately began reflecting on my year.  This has been one of my most challenging years, but one that I have probably learned the most about myself as a teacher.

Teaching with intention has been my focus this year.  I have been trying to be very meaningful in forming relationships with my students and coworkers.  I have implemented more choice for my students and gave them a voice to share how they wanted to learn.  I have worked very hard to build a relationship with all my students, but especially with my “cliffs.”  I have also worked very hard to become more of a constructivist teacher.

This year, I have tried a variety of new instructional strategies that I had never tried in the past.  One of my favorite new strategies is the choice board that I implemented with Daily 5.  This is something I plan on using beginning of next year.  Offering choice to my students was very valuable as it gave my students a voice.  This year, I planned and taught a unit with Backwards Design.  I taught with the end in mind and now have a new way of thinking when it comes to planning.

I have learned and grown a lot this year.  After reflecting on my change and growth this year, I am already feeling exciting about the next school year.

Backwards Design

Using Backwards Design was a new way of planning for me.  This year, we have a new math curriculum and I feel that I have not been able to fully grasp each unit as much as this one.  Before teaching this unit, I spent a lot of time planning and thinking about the end in mind.  Thinking about the end result helped me to teach with intention.  Before teaching the unit each day, I looked at the enduring understandings and essential questions that I wrote.  I had the essential questions posted and referred to them before each lesson.  Using the essential questions helped students make connections and have meaningful discussions.  Planning the assessments prior to teaching the unit was very beneficial.  It was a way for me to see what I wanted students to truly understand at the end of the unit.  This helped me to see what I really needed to teach for understanding and not just for exposure.  Prior to planning with Backwards Design, I did not think as much about the end in mind.  This way of planning helped me to teach with intention.   Backwards Design was a positive experience for me because it gave me a new perspective on planning and teaching.  This way of planning was positive for my students because it helped create meaningful connections.