Step by Step With Teacher Zee: Lesson Sampler on Tech Integration, Collaborative Teaching & Learning and Direct & Explicit Instruction

This is part 1 of my answers to the interview questions of the Music teacher in the family, also known as Teacher Val.

a.       Can you describe a lesson or unit where you effectively integrated technology to enhance student learning, and what impact did it have on student engagement and achievement?

Go to these links

-> https://lovealibrarian.blogspot.com/2017/05/teacher-and-school-librarian.html

-> https://lovealibrarian.blogspot.com/2017/05/teacher-and-school-librarian_24.html

b.       b. How do you handle diverse learning needs and abilities within your high school classroom, ensuring that all students are challenged and supported appropriately?

Addressing diverse learning needs begin with assessment – both clinical and pedagogical.

 Clinical assessments can inform teachers of students’ special and unique learning modalities. However, even without a formal and clinical assessment, classroom teachers can use strategies and approaches that foster inclusion, accommodation and diverse learning. Teaching methods are employed with the principle of meeting learning objectives as evidenced in formative and summative assessments, as well as aptitude tests. Another way to look at teaching that is proactive is to consider methods as on-going assessments of current progress.

 The Collaborative Teaching and Learning Approach is one approach that can address inclusion, accommodation and diverse learning needs. Strategies and techniques specific to collaborative learning can be deigned.

 To structure a collaborative learning activity, here are some recommendations.

Set roles before or after presenting a task, a problem or a project.  Roles can be: facilitator, scribe, reporter, gopher, time-keeper, devil's advocate, cheer leader, researcher, and analyst. These roles may change depending on the collaborative task or project. Identifying each role and the contribution he or she can bring to the table help facilitate the process of completing the project.

Think-Pair-Share is a strategy for collaborative learning. Students think through on their own the task or the project assigned to them. Working individually in gathering data to solve a problem or initially identifying steps to complete the project. A student finds a partner or work with one as assigned by the teacher. They share their data, findings, discuss the better course of action, plan and then solve the problem or perform the task.

Another strategy is the Jigsaw Puzzle. More cooperative learning in approach, but can be adapted into a collaborative learning experience, the Jigsaw Puzzle is aimed at allowing students to work on tasks and projects from their context and cultural backgrounds. These students are then grouped together to share and partake in a discussion of their output and how it fits in a bigger piece. The literary circles are one example of a Jigsaw Puzzle, I think.

The Fish Bowl technique can be used as well but for a specific task like discussions on topics of ethical and moral issues. A group inside the fishbowl discuss the topics. A group outside of it records the discussion and take notes of the dynamics in the smaller group. It can be a pre-writing activity that allow students to think in a group. Both groups, the one in the fishbowl and the one outside of it will benefit from the discussion. This technique can be a research strategy as well. Good to use in gathering of data, documentation, valuation and evaluation of information generated in the discussion groups.

Direct and Explicit Instruction

 As teacher use these widely popular strategies, it is important to note that collaboration takes     time especially in building trust with the teacher and among students. It is highly likely that teachers establish rapport at the beginning of the school year and build on this as the days progress.

 Another strategy that is proven to be effective is the Direct and Explicit Instruction (DEI) and the Gradual Release of Responsibility (GPR).  DEI works well with students who are in the spectrum and those who have ADHD. DEI is focused on a specific skill for mastery wherein the teacher models, directs and explains the content and the skills to be learned. The teacher then guides the student/s in the process of applying the skills with an awareness of criteria or guides, standards and progress charts. Once the skills are completed showing a level of competence and the content is understood as reflected in the output, the teacher allows the student/s for independent practice. Here is where the GPR is applied. To close the teaching and learning experience, student/s and teacher discuss the experience and the process before formal or summative assessments.