moncriefka-blog

[moncriefka-blog]

Blog 1

How will Module 1 prepare me to meet Standard Element 1.3:  Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement?

Lenses on Reading (Tracey, Morrow, 2017) challenges me as a teacher to take into account the value of multiple perspectives in improving literary education.  The authors stated that my view on educational theories has an impact on the instructional practice that I choose, and I did not know this. (Tracey, Morrow, 2017)

My school has been searching for a reading program that will teach our students to become successful readers and writers.  Even if we find and purchase the best program on the market, it will not make a bit of difference if we are not effective teachers.  In Classrooms That Work, the authors cite eight conclusions about practices found in effective classrooms. I find this practical knowledge valuable, especially the importance of having a balanced approach to teaching literacy.  Reading programs should not place too much emphasis on any one component. We have been looking for the “magic bullet” when it comes to reading programs, and I will be leary of any program that claims to be the “magic bullet.” I am encouraged that we are already integrating Science and Social Studies with Reading and Writing.  

Last year, our literacy coach provided us with a chart of John Hattie’s Visible Learning Effect Size and encouraged us to use this information to ensure effective teaching.  I am looking forward to learning how effect size is related to literacy in Visible Learning for Literacy (Fisher, Frey, Hattie, 2016).

I have always challenged myself to do everything in my power to make sure that my students meet all of the standards required in a year.  I am further challenged in Visible Learning for Literacy to increase that effort to beyond a school year (Fisher, Frey, Hattie, 2016, p. 12).

[moncriefka-blog]

Module 1 Blog Post How will Module 1 prepare me to meet Standard Element 1.3:  Candidates understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement? Lenses on Reading (Tracey, Morrow, 2017) challenges me as a teacher to take into account the value of multiple perspectives in improving literary education.  The authors stated that my view on educational theories has an impact on the instructional practice that I choose, and I did not know this. (Tracey, Morrow, 2017) My school has been searching for a reading program that will teach our students to become successful readers and writers.  Even if we find and purchase the best program on the market, it will not make a bit of difference if we are not effective teachers.  In Classrooms That Work, the authors cite eight conclusions about practices found in effective classrooms.  I find this practical knowledge valuable, especially the importance of having a balanced approach to teaching literacy.  Reading programs should not place too much emphasis on any one component.  We have been looking for the “magic bullet” when it comes to reading programs, and I will be leary of any program that claims to be the “magic bullet.”  I am encouraged that we are already integrating Science and Social Studies with Reading and Writing.   Last year, our literacy coach provided us with a chart of John Hattie’s Visible Learning Effect Size and encouraged us to use this information to ensure effective teaching.  I am looking forward to learning how effect size is related to literacy in Visible Learning for Literacy (FIsher, Frey, Hattie, 2016). I have always challenged myself to do everything in my power to make sure that my students meet all of the standards required in a year.  I am further challenged in Visible Learning for Literacy to increase that effort to beyond a school year (Fisher, Frey, Hattie, 2016, p. 12).