Sample Education Essay Paper on Content Learning Reflection

Content Learning Reflection

This is a reflective essay that majors on learning activities the teacher engaged elementary students in order to evaluate the capability of the students. These activities were mathematics and language activities where the students had to solve mathematical problem and read a passage. These activities were MATH 6561) on January- February 2014, while the other activity was EDUC 6709, Literacy Development in an Academically Diverse Classroom, on October 2015. The mathematical problem given to students was to evaluate their ability to solve arithmetic and evaluate their understanding of the mathematical concept previously taught.

            Engaging the students in discussion as an approach of introducing a mathematical concept is essential to the elementary students. The main mathematical concept introduced was the calculation of the elapsed time, which is a requirement to clear the main curriculum. The spelling inventory was carried out to determine the unique challenges with word sounds. The basis of the word recognition inventory was to identify word sound problems students had. Oral and silent reading examinations were carried out to identify their level of language frustrations, independency, and instructional levels.

            Numerous formal evaluations can be carried out but will rarely give the actual picture of the students’ capabilities, thus depicting informal learning as more efficient and precise (Fuson, Kalchman,  & Bransford, 2005). In carrying out word recognition, cueing approaches are best applied in identifying the ability of the student in applying phonic generalizations. In mathematics, discussions are effective strategies as they enable students to solve mathematical problems rather than learning mathematics. Students can share their ideas, compare, and connect to create claims which are essential as mathematical solutions. Other than engaging the students, it is an exciting mode of learning where students are additionally able to correct their misconceptions (Hufferd-Ackles, Fuson, &Sherin, 2004). Instructors likewise are able to relate the ideas with classroom practices as they learn about their students rather than imparting knowledge.

            According to Borja, (2006), instructors are able to identify the relationship between poor reading and poor writing in a student. From this connection, the instructor is able to determine the common causes of the problems and possible strategies to assist the students read effectively. Thus by allowing the students to read loudly and silently, the instructor is able to guide the student after identifying areas of weakness. In these activities, the instructor was able to carry out observations by allowing the students to read, speak, listen, and write. The applied tools are thus effective in guiding the students towards writing well, because of reading well. Thereafter the student is able to identify meaning within a context.

            From EDUC 6709, the instructor is able to apply informal reading examinations for deeper student understanding as a crucial tool in gaining better understanding of their ability. Through this practice, the instructor is able to improve on phonic skills. EDU6707 involved further research on online resources within the classroom, which facilitated study on rainbow reading and on planets. For the struggling students, adopt data-driven practices were essential as it enhanced further identification of the specific phonics and group the students. This course is practical as the instructor is able to detect the level of students in terms of their learning abilities. As an instructor, it is advisable to assist the students acquire better reading skills according to their levels, which have been effectively applied in the named courses (Hillsdale, Erlbaum & Perkins, 2005).

            Core units in mathematics demand students to reason mathematically. The applied strategies in this study were effective in allowing the students graphically represent the problem and reason out. For every student to have competently solved the sum, the instructor managed to create mathematical roles on real world problems as an approach to connect with reality. Discussion of learners’ thought increases their understanding. This was evident in the first activity where the students could relate the reality with the problem. The instructor likewise was able to work with the students to anticipate problems and misconceptions in class. Additionally, the instructor was able to explore critical perspectives together with the students while leading EDU 6707 course. The class was thus able to substantiate their actions by giving evidence through their actions.

Problem solving skills and math talk had vastly increased teacher to student and student-to-student interaction within the classroom set-up. The students finally were able to provide mathematical discourses whereas I was able to carry on mathematical discussions through interactions that further enabled me to assume leadership positions within institution. Math talk is therefore essential in communication between the teachers and the students. As a tool for instructional conversations, math talk develops understanding of the students within the class and hence enables everyone to be a participant in the learning path. To increase the phonic skills, word sorts was implemented alongside reading level to determine the reading level.

In carrying out the activities, students were divided into groups where they were able to solve the given real life mathematical problem. The second activity was on evaluation of reading deficiencies among the elementary students. Another inventory was prepared to identify the level of every student in identifying sight words. The students were taken through oral and silent reading examinations to identify their level of language frustrations, independency, and instructional levels. The acquired information was essential in determining the fluency deficiency in phonics in every student (Willingham, 2007).

References

Borja, R. R. “Work Skills of Graduates Seen Lacking,” Education Week. 2006.

Fuson, K. C., Kalchman, M. & Bransford. J. D. “Mathematical understanding.” How

Students Learn: Mathematics in the Classroom. 2005.

Hillsdale, N. J., Erlbaum, E. R. & Perkins, D. N. (2005), “Learning to think: The challenges of

teaching thinking,” The Cambridge Handbook of Thinking and Reasoning, Cambridge,

UK: Cambridge University Press.

Hufferd-Ackles, K., Fuson, K. C. & Sherin, M. G. “Describing levels and components of a math-

Talk community.” Journal for Research in Mathematics Education. 2004. 35 (2): 81–116.

Willingham, T. D. “Critical Thinking: Why is it so Hard to Teach?” American Educator. 2007:

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