Course Reflection: EDU-6235

Embracing Diversity and Inclusion on the Court and in the Classroom

This semester challenged me to find different ways to analyze how the students that I work with across environments differ in their development and how their experiences have shaped them into the student that they have become. In this course, we addressed the guiding question: how can a characteristics approach promote inclusive environments? I was surprised to see how easy it was to apply my new learning to not only my work in developmental services, but also with collegiate student-athletes. Regardless of ability, every individual has characteristics that make them a unique learner and affect their experiences in the classroom.  

Early in the course, we studied theories of human development. Through the lens of cognitive, social, and identity development, I considered role conflict for student-athletes and how this demographic struggled with balancing academics and athletics. This connects with Erikson’s theory of development as teenagers and young adults’ ability to explore different roles impacts them during the period labeled identity versus identity confusion. For student-athletes, I analyzed how managing these two different roles caused strain and the stigma of being an athlete has caused some educators to set low expectations for them in the classroom. Circling back to our studies of students with disabilities, these learners also often face low expectations and have been stigmatized due to their diagnoses. A study of Vygotsky’s theory demonstrated the importance of high expectations and the importance of learning from peers at higher levels (Santrock, 2007). Despite having different experiences and facing barriers unique to their situation, the students in both demographics were impacted during this stage of development when low expectations are set. 

I also began to connect characteristics associated with identified disabilities to the struggles that some student-athletes face in the classroom. For students with disabilities such as ADHD or an intellectual disability, the ability to maintain to a task can be difficult without supports. But, “regardless of the presence or absence of a disability, physiological factors such as hunger, fatigue, and pain will adversely affect attention, whereas good physical health, nutrition, and rest will tend to enhance the ability to attend” (Raymond, 2012, p. 210). While the barriers to paying attention and succeeding may be larger and require more direct support for a student with a diagnosed disability, any learner would struggle academically when their needs are not being met. In my work with student-athletes and in my research of athletes playing at higher levels, I have identified that many struggle with balancing their roles in order to allow them to get adequate rest and time to relax while still meeting all academic and athletic obligations. These connections demonstrate that although they may have different causes, the impact on student learning and success may be the same if left without intervention.  

As a whole, this course made me analyze the impact that positive experiences and being made to feel productive and included has on learners at all levels of ability. When provided with adequate support, praise, and opportunities to learn with peers at and above their level, all students can experience success in the classroom. I found my learning influencing my own practice as I helped student-athletes and children with disabilities identify what was holding them back in the classroom in order to determine if they needed more structure to manage their time, if they needed more one-on-one support from tutors and teachers, or with building social skills such as how to communicate with classmates or professors to assist with having more positive interactions in class. This semester helped me to understand that there are barriers for every student and it may take some time and persistence to build their confidence, but being a welcome participant in an inclusive and diverse setting is achievable for the vast majority of learners.  

References 

Raymond, E. (2012). Learners with Mild Disabilities: A Characteristics Approach. New York: Pearson. 

Santrock, J. (2007). Adolescence. New York: McGraw-Hill 

Reflective Teaching - Makeup Assignment

1. How do each of the following qualities contribute to reflective teaching? 

Openmindedness is the willingness of an individual to assess what they are doing and decide if it is most effective and if it is fair for their students. Zeichner and Liston urge that "reflective teachers are continually asking themselves why they are doing what they are doing" (Loc. 461). Reflective teachers are willing to assess their teaching to find evidence that what they are doing is working in addition to finding evidence of where their teaching may miss the mark. If they cannot answer the question as to why they are doing something a certain way or why they're teaching it, that practice is reflective of their teaching as a whole and they can adjust or make major changes as a result of that reflection. Openmindedness is entirely about the willingness to recognize that our practices may not be working, or that there are options that are better.

Responsibility is somewhat connected to the quality of openmindedness, in my understanding. When I discussed that openmindedness relates to questioning why we have certain practices and we must be able to really answer that question in order to be reflective, responsibility takes that one step further. Zeichner and Liston say that "responsible teachers ask themselves why they are doing what they are doing in a way that goes beyond questions of immediate utility (i.e., does it work) to consider the ways in which it is working, why it is working, and for whom it is working" (Loc. 484). I don't fully understand the concept of responsibility in detail, but I do understand that teachers that are reflective will understand some of what we expect students to get out of our lessons and teaching and some of the unintended things that students learn from us along the way. My understanding is that a reflective teacher would be able to consider why some students accessed the content and were more successful in their learning than some of their classmates may have been. They would understand what about the lesson was geared toward students that made it work better for them than for others.

Wholeheartedness really seems to me to be a full commitment on the part of the educator to examine their attitudes, understandings, and perceptions as a bit of a self-assessment as a way to grow as an educator. As Zeichner and Liston put it, "As teachers, they continually strive to understand their own teaching and the way in which it impacts their students, and they make deliberate efforts to see situations from different perspectives" (Loc. 495). This contributes to reflective teaching because seeing situations from all manner of perspectives gives the educator insight into how a lesson might be perceived by different members of their class and help to inform them of changes that might be more advantageous for their students.

Collaboration helps to bring this all together in my mind.  Collaborating with other educators will help to give an individual insight into those other perspectives they may struggle to see. Simply having another voice or multiple voices in one conversation will bring more perspectives and understandings to the table. As a result, we're bound to see our own ideas, beliefs, and attitudes in a different light because of the conversations we have with other educators. Also, seeing how other people operate in their classrooms and the beliefs that they have will help to inform us. Through collaboration, I believe we will naturally work on the other three qualities that contribute to reflective teaching.


2. Re-read Teresa's "teacher as technician" and "teacher as reflective practitioner" responses on pages 2-3 in Chapter 1. What is "technical" about the first response, and what is "reflective" about the second response? What does this tell you about reflective teaching?

The first response was technical because it was entirely student focused. There was no consideration for what was being taught, how the lesson was being taught, if students needs were met, etc. All of the focus was placed upon changing student behavior and using consequences and a specific system in order to do so. In comparison, the second response is reflective because she began to consider the "why" for the behavior. Why might students be disruptive or off-task? How might she make alterations to the content or the delivery in order to reduce the likelihood of such behaviors? She began to think about her students and how they may learn most effectively and let that guide the content rather than have the content and then have consequences if they didn't meet some arbitrary expectation.

Understanding Inclusion: Foundations of Inclusive Practice Reflection

Before I took Foundations of Inclusive Practice, I never really considered inclusion and just thought that students with disabilities were included when the special educator thought it was appropriate. After taking this course, I see the role of an educator a bit differently. Some of the aspects that allow us to be more inclusive make us better educators as a whole for all students, not just students with disabilities.

One of my most profound learning experiences came through the study of Universal Design for Learning. I realized that it will help me be a more effective and more inclusive teacher in the future. My thinking around how I will plan my lessons and my units in the future has shifted as a result of our class discussions and course reading. The UDL guidelines wrap everything that students need into one area, which is helpful. I like how if it is done correctly, supports like scaffolding, external supports such as checklists and graphic organizers, and more challenging material can all be incorporated into one plan naturally. In one single space, we can account for the differences in all of our students and meet all of their needs. This is a change in my thinking as I always had just thought that we would focus on adapting the lesson to meet the needs of students with disabilities. I now believe that the UDL guidelines make the least restrictive environment and inclusion more possible and an easier transition because the curriculum is guided by the students and their needs.

In one of our course readings, it was urged that the curriculum should be guided around differences and planned around those rather than planning for them after the curriculum is already in place. This is an area where I think I currently struggle because my understanding of inclusion was so off before beginning this class. I have identified this as an area where I really need to develop and grow so that my curriculum is accessible for all of my students rather than just for a few. Universal Design for Learning is the best way to design for inclusion in our classrooms.

 

Beyond Universal Design, just understanding how students in our classrooms learn best is important so that we can make sure every student has the greatest opportunity for success in our class. Before taking Foundations of Inclusive Practice, I never could have told you what the characteristics of disabilities were or how I would adjust my teaching strategies to best fit individual differences. As a result of my learning, I now have an emerging understanding of how I can help students with ADHD work on their executive functions so that they may meet a goal of being more on task in my class. Furthermore, I now know that if I have a student who has a learning disability, they are really only going to be able to learn the content if I provide them with direct instruction. Additionally, I see the importance of assisting students with autism spectrum disorders with breaking down tasks and help them with their organizational skills.

By making all of these adjustments and being aware of them before I plan my curriculum, I can integrate these pieces into my curriculum from the start. This means I will be more likely to meet the needs of every student. It also means that by including these aspects, students with individual needs are going to be more likely to succeed in my classroom. By finding ways to work in practice in skills around organization, I can assist all students and it would directly address an area where some of my students with disabilities need extra assistance. It means that students with disabilities are singled out less and can be included in classroom activities more often.

I recognize that there is still a lot for me to learn, but I am confident that I have a much better understanding of the importance of inclusion and how crucial it is to know all of our students and know what they need before we design our curriculum. Through practice and experience, I believe that I will be able to meet the needs of all of my students and create a classroom environment that will allow all students to meet their goals, whatever those goals or long term learning outcomes may be.

Chains - A Reflection on Lesson Three

An element of my teaching that I notice needs improvement is my movement around the classroom. In seeing film of my teaching Lesson Three - where I read two chapters of the novel Chains to students and had them respond to questions - this was clearly reflected. I stayed at the front of the classroom for nearly the entire 45 minute class session. Until I saw myself this way, I didn’t notice that two boys on the left side of the room weren’t at all engaged in the lesson. They were flipping aimlessly through the pages and having what appears to be a nudging war throughout the class session. I didn’t notice this at the time, in part because my face was buried in the book reading to them, but also because I stayed at the front. Had I walked around the room as I read, perhaps the students would have been more on task. Maybe they wouldn’t have, but it probably would have been more effective in helping them focus. Aside from this, I think I created a classroom climate that was positive overall. I think stopping and explaining certain vocabulary terms in the reading that they were unfamiliar with helped create that climate. In the section of the class that was filmed, it didn’t happen but later in the class, a student spoke up and asked what a specific vocabulary term meant. I think because I stopped myself and explained vocabulary terms or aspects of the book that I knew they might not understand, it helped students feel more comfortable speaking up and asking questions when they didn’t quite catch something or didn’t know what it meant.

I have to be critical of my instructional strategy. Even before seeing my teaching, I didn’t really like just reading directly to them. But, I also didn’t want to popcorn read, because I know that can lead to anxiety for a lot of students. Upon watching my teaching, I felt bored. If I feel bored by watching it, I can guarantee that there were students who shared my boredom. I don’t know right now what the best way to complete the reading would have been. Perhaps small groups? I need to come up with better strategies for having students read the same text and start and end in the same spot without me having to stand at the front of the class and read the chapter to them. There were aspects of the story that were better because I read to them and could stop and discuss or explain the section, but it’s not the greatest option for engagement purposes.

As a whole, the lesson was decent it just wasn’t particularly interesting. Maybe I would feel differently if the chapter was action-packed and the students were really excited about the reading - but that wasn’t the case this day. My take-away from this exercise is to make a conscious effort to really move around the room more rather than stay at the front of the room. Also, I need to be more aware of my students in the room if I am forced to be at the front. Finally, I need to research reading strategies to try out in my classroom.

A Semester of Growth & Progress

To be completely honest, I don't even know where to begin in trying to wrap up my thinking around everything I have learned and experienced this semester. Despite having a rough semester in terms of the amount of work I had to complete and how mentally and emotionally demanding it has been, I recognize such a shift within myself and my understanding.

For starters, I am much more successful in reflecting. This is relevant to my teaching as I was able to immediately recognize aspects of my lessons that were not working and I was able to adjust on the spot. I was able to reflect after each individual group of students and make necessary adjustments based upon the things I noticed that worked well and what fell apart immediately. After teaching, my reflections were incredible. I recognized what I did well, where I could improve, and over time I began to make those adjustments. This process was SO clear in my lessons by the end of the semester as I feel like my final lesson is one I could actually teach again in the future with only a few tweaks and adjustments. I noticed aspects that worked well and where I needed to improve and I was able to actually do that. It was really rewarding for me to have that experience.

My ideas about teaching social studies have also changed dramatically. I always thought that social studies courses that are rooted in history have to be taught chronologically. That aspect always terrified me because I'm not a linear thinker and I would rather make connections over time than go through an entire school year only moving forward event by event. To learn that we can create thematic units that don't even necessarily have to focus only on world history or only on American history was such a relief. And you know, I've realized that it's probably a million times more interesting for students if it is planned out thematically (when it's done well, anyway). I feel so much better about becoming a social studies teacher after learning about thematic units and then getting real practice with creating one.

Regarding my unit plan, I feel really proud. My first draft of the unit plan feels like garbage compared to what it is now, but I can only imagine what my first unit plan would have looked like next year as a first-year teacher if I hadn't gone through this process now. There is still so much that I really need to hone in on and practice - I'm not even going to pretend that I'm good at assessments yet, that's a real area of struggle for me - but at least I know the starting point. I know that if I am asked to complete it, which I will be, then I know where to begin. I can also recognize in my unit plans where I need to improve, so I can always turn to my coworkers or other mentors to help me in that area if it's something that they really do well with. I've gotten better about asking for assistance and being okay with feedback, even if it's not something that I want to change.

A big part of me still really fears the thought of having my own classroom in eight months. Part of me still feels like I should be a middle school student again so I can redo everything, be a better and less strategically compliant student, and have a clearer vision of where I was going in life. Regardless of this feeling, I know that I'm ready. Every choice I've made in the last six years has brought me here and I wouldn't change it for the world. Now more than ever, I know that I should be a teacher. Within a few years, I'm sure I will become a good teacher. Mostly because I've had a ton of guidance and I have the skills that will make me always strive to work harder and be a better teacher because my students deserve it.

Student teaching: ready or not, here I come.

Protecting the Government in Textbooks

Lies My Teacher Told Me by James W. Loewen, Chapter Eight (Watching Big Brother: What Textbooks Teach About the Federal Government).

Reading this chapter was odd to me. I have studied governments and governmental actions in my political science courses for years now and yet I never considered how traditional high school history textbooks treat the government in their analyses. I have to agree with Loewen after reading this chapter that textbooks are doing Americans a disservice by understating the actions of the US government.

To pretend that our government and our society is all flowers and happiness and that we are 100% committed to helping other nations is not a fair representation. To teach this to students is misleading and makes it impossible to have an informed citizenry - something that is necessary in a democracy. Loewen asserts that "in short, textbook authors portray a heroic state, and like their other heroes, this one is pretty much without blemishes" (210). In simpler terms, textbook authors are giving a picture-perfect perspective of the government that is not representative of reality. They also try to protect the government from looking like they are doing anything wrong. When they do portray this type of view in textbooks and admit that something wrong happened they portray it is as if "others misunderstood us, or perhaps because we misunderstood the situation. But always our motives were good" and he continues that they portray the United States government as the "'international good guy'" (211).

Loewen provides multiple examples where it is illustrated that this is simply not the case. Textbooks repeatedly try to rationalize U.S. foreign policy to be about humanitarianism, but it tends to rely more upon our self-interests. Throughout history, the United States and US agencies have made attempts to bring down the leaders of other states, such as the case of Fidel Castro in Cuba. The US has also taken elected leaders out of power in their nations and replaced them with leaders that we agree with, with no regard for the fact that many individuals in these nations will not support the new leader (214). When any of these actions are mentioned, they are always put into a context of not knowing why something happened the way it did or that the US was looking to help the other nation, even though that is not reality. "Since textbook authors are unwilling to criticize the US government, they present opponents of the United States that are not intelligible. Only by disclosing our actions can textbooks provide readers with rational accounts of our adversaries" (217). But this cannot be done because textbook authors do not want to present the real situation because it does not shed favorable light upon the government.

The only real controversy that textbooks tend to cover is the Watergate scandal, but they don't delve deep into that either. Loewen spends a great deal of time outlining the actions that the FBI took against Dr. Martin Luther King Jr. during the Civil Rights movement, and yet there are still textbooks out there that "actually credit the government, almost single-handedly, for the advances made during the period" when we know that they were trying to make King disappear or let go of the Civil Rights movement altogether (227).

After reading so many chapters of Loewen's text, I have to question why textbooks have been able to get away with these false portrayals for so many years? If textbooks continue to be this way, then we need to really make a point to show perspectives that aren't in the textbook during out class sessions until we can really push textbook companies to be reality-based rather than only covering content that makes the United States look favorable. History isn't perfect and our actions aren't always the most honorable or with the best intentions, but that does not mean that it did not happen. I would rather know the nasty truth than be stuck believing in a false reality for my whole life. I hope that my students feel the same way too.

Project-Based Learning; The Ultimate Personalized Learning Model

Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach by Alan J. Singer: Chapter 11 ("What is a Project Approach to Social Studies?").

Make Learning Personal: The What, Who, WOW, Where, and Why by Barbara Bray and Kathleen McClaskey: Chapter 4 ("Where is Personalized Learning Happening?")


To add to the learning process I went through with chapter 10, I saw another direct application of how a project-based learning approach is a personalized learning opportunity. For starters, project-based learning is listed as one of the characteristics of personalized learning models by Bray and McClaskey (121). With project-based learning, students "are required to organize themselves and each other, think critically about difficult topics, and may actually use more demanding reading material and produce more sophisticated writing" than they would in a classroom that was simply content driven (Singer, 182). Singer emphasizes that this way of learning focuses on the skills that students need and learning as if they were actual historians or social scientists rather than trying to drive the content that historians and social scientists "need to know". I argue that Singer's approach is a better one because it is so easy to look information up on Google or through web research in an instant, but skills take a long time to develop. We can find the right answer to a question anywhere, but can we always have the skills to complete a task if we don't practice them for a significant amount of time first? I would rather focus on the skills rather than the content for that very reason.

In a project-based approach to learning, it can be tailored to student needs. "Students can work as individuals or in learning teams. Projects can originate from student discussions or teachers can present previously developed ideas to their classes. The focus ... can be on academic skill development, the research process, the product created by individuals or groups, or on student presentations in class. It can also be a combination of all of these" (182). The possibilities seem to be endless.

The possibilities are also endless on how these can be completed, and all work in a personalized way. There are examples of flexible pathways through an internship "at historic sites, government offices, with economic development agencies, or with community-based organizations" (182). Those are important community partnerships that provide new learning opportunities for students outside of the traditional classroom setting.

Voice and choice is also at the heart of a project-based approach. If we allow students to come up with any representation of what they know, that provides choice. Or, we can give them a number of options to choose from. Another example of voice and choice in one school was a "'project menu'" where "students select both the type of individual and group projects they want to complete and the topics they wish to explore so that the total value of all their projects is equal to 100 points" (183). Students get the opportunity to say what they want to learn, how they want to represent that learning, and how they will complete it. That is the ultimate voice and choice!

There is a component of the teacher just guiding learning and being a coach rather than spending all of their time at the front of the classroom lecturing and forcing students to take notes. There is opportunity for UDL as there is now flexibility in time for the teacher to have the opportunity to spend more time with students with needs and who really benefit from extra time with the teacher. Learning is self-directed as "students need to take responsibility for their learning" (184). We still guide our students but they need to be reflective and be able to monitor themselves for progress. Furthermore, there is room for flexible learning spaces. The classroom should have spaces that work for every type of project - grouped desks, desks on their own, spaces for movement and to create reenactments, technology areas if there is not 1:1 tech., etc. Additionally, not all learning has to come from the "typical" classroom; learning can take place in museums, historical societies, government buildings, etc.

This chapter really added to my understanding of personalized learning opportunities. Can this project-based learning approach be combined with a thematic unit? This is a question I really seek an answer to.