Chapters 10 and 11

Chapter 10 discusses how teachers could incorporate technology into instruction to help meet the needs of diverse learners. Through technology, there are multiple ways to teach the different learner types. I have recently started to use the SmartBoard into my instruction. Unfortunately, I do not have the updated software on my laptop, so I have just been using PowerPoint. It has definitely made a difference with my students in terms of student engagement. There are many opportunities for the students to come up to the board and actually solve the math problems themselves, for example. I can also include visual pictures to help with any unfamiliar terms or concepts. I have also been playing many videos particularly in social studies and science. This addresses the visual and auditory learners in my class. The videos and images also allows the content to reach any ELLs in a classroom. If they are still learning the vocabulary, the images allow the students to make those connections.

Chapter 11 talks about the importance of assessment in teaching and learning. Yes, it is extremely important to base instruction on your students needs and abilities. That information comes from assessment and teacher observation. I remember in undergrad, one professor I had kept reinforcing the phrase "assessment drives instruction". I didn't realize how true that was until I was actually in the classroom. Although, I believe my school does formal assessments way too often. I think it is about every other month there is a formal assessment in the form of the ELA and Math state tests. Yes, that means over other month there are six days that my students are just being assessed. The information tells a lot in terms of what we still need to teach for the state tests, but in my opinion I think the students are just tired of the tests when it comes to the actual time students have to take the state tests.

Chapters 7 & 8

In chapter 7, there is a whole section devoted to higher order and lower thinking related to Bloom's Taxonomy. This section is directly correlated to the component of Danielson Framework evaluating questioning and discussion techniques. This section discusses how teachers can create these higher order thinking prompts through various ways. One way is by asking those questions that force students to dig deeper and to really think about their answers. Another way is to ask open ended questions where there is multiple correct answers. This chapter also offers suggestions to include open-ended activities and games.

Electronic communication does provide teachers and parents to be in almost constant contact. It allows parents to reach out to their children's teachers whenever they have an issue or concern or any questions they may have. It also provides teachers opportunities to convey any important messages or announcements that they want to make sure the parents are aware of.