HLP # Questions/Future Connections Common Other things I dont want to
Learning Characteristics forget
7 How can the Procedures and Students need
administration work routines need to more than just “This cannot be accomplished
with teachers to be gone over yes or good job merely in one or two lessons at the
throughout the start of the year. Instead, teachers
ensure these HLPS as feedback,
whole school should review and reteach
are being year to help they need more expectations regularly throughout
implemented students which specific the year.(6:26)
properly. reminded me of feedback in
personal order to help the “Many experts argue that praise
experience in specificity and and other feedback to students
my elementary explicitly. should be more specific than
How to maintain a school when we saying “yes” or “good job.” It is
organized learning went over class Students need a important to provide specific and
environment that expectations contingent feedback”(11:20)
lot of different
fits my students once a week as
a weekly ways to show “In sum, this component of
needs while also success and
reminder to all of establishing a consistent,
my own as a learning respectful, organized learning
us of the
teacher. expectations environment is part of several
that are HLPs, and is thus one of the most
expected. important practices in a teachers’
Students need repertoire. “16.33)
In high school level, an organized
learning how to learning
implement these Teachers
throughout my environment that
procedures in an has explicit
experience did
age appropriate not really have expectations
level that makes organized and procedures
sense to the learning that are retold
students maturity environments throughout the
and education which caused
entire school
levels set backs for
students in the year. m
classroom who
had harder times
self- regulating.
In a lot of my
readings
throughout
college,
feedback
besides a good
job and yes
have been key
concepts in
learning and
helping students
grow holistically.
8 and 22 As a teacher, I want In the feedback Feedback from “. Providing feedback that is
to focus on form, I had teachers goal-directed is an iterative,
feedback that is classes in increases ongoing process. Having a strong
meaningful to college motivation and goal orientation can increase
students as that specifically first effort in students’ motivation and
can affect them semester that students. The engagement.”
beyond the the professor feedback,
classroom. focused on however, needs “An example of immediate
Students that relate giving us to be explicit and feedback would be monitoring a
their selves to their positive timely. student as they work and providing
grades rely on feedback that feedback at critical stages.”
feedback as well as was explicit and Students need
students that are direct. It was feedback that is “In sum, when providing
struggling can use also timely and timely, explicit constructive feedback to students,
feedback as made me feel and respectful in teachers should include
motivation. more motivated order to help information that will help the
to complete benefit students. students identify their specific
- Working on authentic and mistake and next steps to fix it. “
ways to find meaningful
critical work.
feedback “Providing positive, respectful
that is Feedback has feedback does not mean that
impactful to always been teachers should not point out
students something that i students’ errors or mistakes; in
and helps struggle with in fact, the opposite is true. Feedback
scaffolding my classes in that is corrective, but still positive
high school as I and goal-directed, will help
used it to students address their
determine my misconceptions”
self worth.
18 In my class, The more that I Students who “Engagement is a relevant
providing times for engage in class engage more in construct for all teachers and
students to actively in colleges the class are less to students. Students who report
engage and more that I like drop out higher engagement within
participate is very the class school are less likely to drop
important. because i put Teachers out, or get in other trouble in
something into it building positive and out of school.”
I want to keep and feel apart of relationships
organized learning the with students is “Teachers can leverage entry
environments using conversation. fundamental to points into student’s lives at
procedures and their learning. numerous junctures including
explicit information When college academics, sports, pop culture,
to help. classes enter Students need and of course by considering
culturally organized and attending to students’
responsive learning and cultural and familial
assignments it teachers that backgrounds”
makes the class create organized
more excited learning “Special educators should strive
and interested in environment. for a balance of direct
the material. instruction, multiple
opportunities for students to
respond with high rates of
feedback, and high rates of
success (defined as 80% or
better proficiency on tasks). “
17 There are different In my high Students need “. Groups should be deployed with
ways to school classes, flexible to help foresight and careful planning to
differentiate groups were differentiate address individual students’ needs
grouping in my mixed in my instruction and given the complexities of the
classroom using english classes to put different curriculum.”
popsicle sticks or in order to level students
deck of cards. provide deeper together. “Simply using groups of various
thinking about sizes and structures without regard
Flexible grouping texts and ideas. Students need a for how instruction will be
helps with In my high mix of levels in provided to the groups will not
community building school classes, learning in result in desired learning gains. “
within the being labeled groups in order
classroom ann gifted or bright, I to help them to “We as educators should not take
build the was placed with critically learn. for granted that students know how
environment. a different group to act and function within groups
of students of all Students know of various sizes and structures. “
In the future as a levels and it was how to act with
teacher, good to learn different people
recognizing the fact from each other. and the
that students are circumstances
adaptable in social into which they
circumstances and are put into.
can work together
in different group
settings.
14 Teachers help Teachers gave Strategies help “Cognitive strategies address
students with us cognitive students the application of an approach,
strategies in my strategies of become better whereas metacognitive
future classroom evaluation in problem solvers. strategies focus on students’
finding order to help us self-evaluation of the
solve problems Students can effectiveness of the strategy.”
Providing and to self-monitor
instructions as well self-evaluate. themselves “Both types of strategies are
as cognitive and through used to support student
meganitive questions and memory, attention, and
strategies int he Teachers in my strategie self-regulation of learning and
classroom will classes often behavior, and simultaneously
increase students had us do Students need help them keep one eye
support context clues strategies towards how well everything is
questions in working.”
order to find out
the meaning of ”Using the principles of explicit
unfamiliar words instruction, including clear
language, modeling, guided
practice, providing feedback,
and independent practice,
teachers should help students
understand what cognitive and
metacognitive strategies are, as
well as how and when to use
them effectively. Please see
video #16 in this series for more
information on explicit
instruction. “
12 As a teacher, I I have had Many students “In order for students to see the
need to keep track teachers in the with disabilities purpose and the application of a
of pacing guides past who move struggle to learn strategy, the teacher should
and how my on from topics content, provide models.”
students are doing really fast in especially when
with the lessons order to keep up the new “. Teachers should provide
before moving on with the pacing information students with guided and
from the lesson. guide even holds little, if any independent practice
though students relevance to opportunities for each
There are different in the class their life. component of the strategy (or,
ways to model where struggling in other words, scaffold the
information to on topics. This Students need learning of the approach). In
students and therefore models and addition, students need
therefore finding affected the examples in opportunities to apply the
appropriate models scaffolding for their learning in overall strategy that includes all
is necessary for the rest of the order to help components”
teaching. class. scaffolding.
“Cognitive and metacognitive
Teachers that strategies are designed to help
give models and students become more
examples helps self-directed and independent
me to learn learners.”
better in my
classes
throughout
college and high
school.
16 In my teaching, As a student, I Explicit “Explicit instruction is really a
words and needed explicit instruction is set of teacher behaviors that
instruction needs to instricton in necessary for are individually and collectively
be clearly chosen in order to help me students and in effective and efficient for
order to help the understand the lessons. supporting student outcomes.
students to learn lesson and to Put simply, explicit instruction
the best. understand what Students need helps teachers design and
was expected of carefully chosen deliver effective instruction for a
In my class, I need me. words and range of student learning
to create guided sequences of needs.”
practice and find I had teachers logic that makes
the best wordage to that provided sense in the “It is important that teachers be
format the very clear and formatting of the unambiguous in terms of how
questions of my specific wordage material. information is provided, which
material. which helped means each word should be
the content form carefully chosen... And content
in a logical should be sequenced in a
manner. logical format to go from easiest
to understand to most
complex.”
“Once the teacher models, it is
the students’ turn to have
guided and supported practice
opportunities with the teacher
monitoring performance and
systematically fading supports
until students have reached
mastery. “
20 In my teaching, I I had teachers Students with “there is a need for intensive
want to establish use goals in disabilites take intervention due to the large
clear goals for order to see if longer to master number of students who need
students in order the curriculum skills. more than standard remediation
for them to have was being to succeed. “
goals and work to progressed and Students with
attain them. They to make intensive needs “Once a student is identified for
are also a reasonable need intensive intervention, teachers
measurement for goals to help supplemental utilize a validated intervention
progress in the with learning intervention and package, which functions as the
curriculum. and growth in goals to platform where high quality
general. measure supplemental intervention is
progress. provided with fidelity. The
intervention package can be for
academics or behavior. “
“Because it is possible that
students may or may not
adequately respond to the
standard protocol intervention
being provided, progress
monitoring data allow
professionals to assess the
extent to which the intervention
is having the intended impact”.
15 As a teacher, I Teachers and Students need “Scaffolded supports are
need to work with parents scaffolding provided to students that are
my team in order to throughout my supports in all either pre-planned or provided
provide proper life have done aread of life. “on the spot” and then faded
scaffolding for my scaffolding and/or removed once they are
students in order to especially in Students need
not needed”
help them gain sports in order to aids that are
success in the help me to learn both visible,
classroom. best. audible and “Scaffolded supports are
hands on in flexible and numerous, with
There are many In my high order to help options ranging from the simple
ways to find school classes them best to implement, including visual
scaffolding, and as teachers had aids such as anchor charts,
a teacher it is a different forms of Students know checklists, and graphic
goal to work to find scaffolding in how to use a organizers, as well as more
the best forms of order to help scaffold even complex and longer-term
scaffolding for my their students though they instructional supports such as
students. beest. need to have
reciprocal teaching or
clear
connections and self-regulated strategy
explicit development”
instruction.
“Scaffolded supports should
clearly connect to the content
that is being taught, and
teachers should make this
connection explicit. However,
teachers should not take for
granted that students know how
to use a scaffold”
11 Need to work In my classroom Students need “. Most educators are familiar
together on goals teachers had goals in their with long-term goals required as
for students that explicit goals curriculum, both part of the IEP, referred to as
can help them to written on the long and short measurable annual goals.”
attain the best board in order to term goals.
progress and reach show the class
“Educators will also use state
the states what we were Having written
benchmarks working for in and explicit standards and grade level
the lesson. lesson plans can benchmarks or expectations that
I want to create help are necessary for students to
personalized goals foundational progress in the general
for my students as We had skills and education curriculum to develop
well as creating benchmarks progress. long-term instructional goals”
class wide lessons announced to us
to help create and posted in “. Short-term goals help
foundational skills. order to give us teachers develop weekly and
something to daily lesson plans and
work towards in
individualize instruction for
the class,
however, we students. These differ from
also had long-term goals in that they
individualized generally focus on more
plans in order to targeted skills, sometimes
help us achieve foundational skills, necessary
personalized for the students to progress
goals. toward and achieve the
long-term learning goals”
19 We need to find Technology can Technolgogy is “Because the right technology
ways to use help with very useful to [00:02:00] solutions can
technology in the equitability in the students and is alleviate barriers in learning
classroom in ways classroom as we important in environments, HLP 19 is all
that are appropriate used in it my lessons even about helping teachers be more
for students in cost college though it can be conscientious and planful about
and in experience. classrooms in expensive for matching assistive technology
order to help us. students. or AT with students individual
In my teaching Our professors needs and selecting
experience, I want made sure that Instructional instructional technology or IT
to help my students we all had technolgy is solutions that are accessible for
that have AT with equitable access essential to students with and without
students to help to help us. students as disabilities. Assistive
them have aides and as technology, a device and a
equitability in the instructional service”
classroom. tools.
“A key element of AT is that it is
Some students related to function rather than
need AT in order any disability category. And as
to help them such, addresses the entire
gain equitable range of what students may
access to need to succeed in school and
material and beyond”
education.
They are perceivable, operable,
understandable, and robust.
Perceivable means that
students can use multiple
senses to access the
information, whether [00:07:30]
through sight, sound, or tactile
means. Examples include
digital books that students can
customize by adjusting the
display, activating text to
speech, or converting to digital
braille
