Monday, July 30, 2018

My School Assessment of Social Studies unit...Matthew (Matt) Key, Georgia





            In a social studies unit that begins to discuss the division beginning to develop in the United States in the 1850’s, students show an understanding of how the differences in the economy, agriculture and industrial, lead to a problem in politics.  There were two different sections in the country that felt their way of life and economy was better than the other and Congress had a difficult time handling the situation.  As a result, this caused the Civil War.  The students are divided into six major contingents that were represented during the Civil War.  These contingents represent various views on the issues that started the war (states rights, slavery, and economy).  The students take part in an interactive unit role playing people on the battlefield and home front depicting these differences throughout the unit.  As students go through this unit they gain a grasp of the horrific 5 year catastrophe that our country experienced during the 1860’s and learn how these differences shaped our country.  In addition, students further their research by selecting a topic on the subject matter and present it as an archive display for the school.

Matthew (Matt) Key, Georgia

Friday, July 27, 2018

Tutoring...by Matthew (Matt) Key, Georgia




“I just can’t seem to understand the information.”  “Why do I keep getting the same grades regardless of how hard I study?”  Are these some of the questions you hear from your students during the school year?  If you hear these questions in the frequency that I have heard over the years, you begin to question what can be done to help your child overcome the stress they feel to make the grades that they are looking for.  With academic pressure at an all-time high; many parents and schools are looking for ways to support the students that may be struggling. 

A recent blog that Matthew (Matt) Key from Georgia read suggested that parents and schools think about a few ways that they could being to help the struggling students.  The one common aspect that parents and schools turn to is in tutoring.  Although tutoring is a good method, it does give mixed results.  There are many times when tutors try to cram as much information into one session causing a lack of retention.  In the blog, “Tutoring:  How We Learn and How Study Sessions Can Be Helpful for Teachers, Parents, and Students” Stephanie Toro suggest 4 ways that could help increase retention and grades for these students.  Getting students to prepare themselves before they go into a tutoring session, ask student’s was is not clear, get the students to talk more (teach the lesson to tutor), try to get them to journal.

Although this does put some ownership on the parents and students for the preparation work before going into tutoring, Matthew (Matt) Key from Georgia agrees with the statements in the blog.  These suggestions can help increase the retention of the material and get students to increase their success rates in school.

Thursday, July 19, 2018

Educational Leader Matthew (Matt) Key from Georgia observes accommodations in Kindergarten

Matthew Key observed a Kindergarten class at his school and witnessed how the teacher provided accommodations for her students . She stated, "Our special education teacher is in our classroom for 40 minutes daily.  She and I collaborate informally often on each student in the classroom and in particular the students with IEPs and 504 plans every other Monday to discuss appropriate interventions for each student." 
The learners in our classroom do not know who has special accommodations as the special education teacher works with all of the students each and every school day.  She is an important member of our classroom.  All of the learners consider her their teacher.  They have established a wonderful relationship. 
To accommodate learners, I put into practice the method that is established in the individual plan for each of the learners.  Some of them spend time on the computer, some are being trained on bathroom etiquette, others are learning how to interact socially with the rest of the students, still others represent those that need remediation to learn how to write their name or numbers.
Matthew Key in Georgia witness the use of small groups, large groups, parent helpers, myself, and the special education teacher’s services are employed to provide specific instruction for a given student.  Differentiated instruction is pivotal to the success of the students in my classroom.  Being so fortunate with so many different avenues to pursue for help in providing differentiated instruction, the learner is unaware if he is being remediated or moved on to a higher level of learning.  Each learner in the classroom is considered to have an individual learning style, mode, and pace.
My kindergarten team and I collaborate formally each Friday for one hour.  During that hour we discuss results from data and reflect on how the results will effect our teaching style and our learners.  IEPs, 504s, and data analysis determine how we will carry forth our plans for the upcoming weeks.  We may establish small groups where one teacher takes a group that needs work on a specific skill, we may work in large or small groups to facilitate socialization, or one teacher may choose to take a number of students that have been identified as needing proper toilet training.
Our purpose, through collaboration, individual planning, and meetings with special education teachers and specialists is bring our focus on how we can best meet the individual needs of each and every learner.
No accommodation or special need is treated as frivolous or unimportant.  Every aspect of each IEP and 504 is met with respect by every member of the teaching team.