Module 5 Blog Post

While working as a SLP I plan to use motivation to encourage my patients to want to learn and get better. A while back it was brought to my attention that often times working with a child who has a speech issue it is difficult to gain their attention and willingness to learn because it most likely isn’t their decision to be there. What I mean by this is, due to a parent placing their child in therapy it tends to be more of the parents want for them to get better and not so much the child. Because of this issue I will need to find ways to motivate the child into learning and cooperating in order for them to succeed. I think it would be effective to use positive and negative reinforcement toward the child to either motivate them to do things the right way or to discourage them to do the wrong thing. I will assess them in ways that show progression with their speech and language development by using charts to track where they first began to where they are now. I will also give them one on one verbal tests and verbal instruction to complete a task. This will help me to understand what level they are learning at. I will set goals without the child around in order for me to have an idea of where they should be after a certain amount of sessions and then I will also set goals with the child in order for them to see what they need to work on and what they are doing better at. Learning centered methods will be very helpful in one on one therapy because I will be sure to engage the child the entire time and not just stand in front of them preaching at them. The session will be completely based on the child and involving child interaction. I can use backward design when helping my patient by accommodating to the different patient interests that I will encounter and also to help me have an idea of what to go over during certain sessions. I think it is important that backward design reinforces that “the challenge is to focus first on the desired learnings from which appropriate teachings will follow” (Grant Wiggins). I will avoid using only textbooks and time-honored activities while teaching and instead focus on the learning aspect of teaching.

Here is my lesson plan using backward design:

STAGE 1 – DESIRED RESULTS

Unit Title:  Students will be able to function in classroom settings while learning Spanish                                                                   

Established Goals: Students will be able to independently use their learning to function in school and classroom settings in the target language. This will serve as an introduction to language learning, provides the necessary skills to begin communication in the target language, and encourages curiosity and interest in language learning.

 

 

 

Understandings: Students will understand that-Languages cannot be translated on a word-to-word basis

-Spanish has its own unique alphabet, similar to English

-Spanish nouns have gender

-Greetings change based on time of day and the person who you are talking to

-Proper communication is important to effective communication

-Spanish has its own unique punctuation and accent marks

 

 

 

 

 

Essential Questions:How do I greet people appropriate to the time of day?

-How do I talk about the day, date and time?

-How do I say what the weather is like?

-How do I ask how someone is feeling?

-How do I say how I am feeling?

-How do I respond to my teachers directions?

-How do I spell in Spanish?

-How do I talk about things in a classroom?

 

 

Students will know:• Basic classroom vocabulary

-Greetings and good byes

-Introductions

-Forms of addresses

-Spanish alphabet

-Classroom commands

-Numbers 1-100

-Nouns

-Gender of nouns

 

 

 

Students will be able to:-Greeting people at different times of the day

-Introducing themselves

-Telling time

-Asking questions about new words and phrases

-Talking about a calendar

-Describing weather and seasons

-Comparing weather in different parts of the world

 

 

 

 

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:Students will show that they really understand by evidence of

-Interpretive task- be able to incorporate reading and listening

-Interpersonal speaking (greetings, introducing self, say the date, the time and weather)

-Interpersonal writing that includes emails and proper use of weather and birthday

-Theme project- students write a video script with a picture for a weather forecast for 2 different locations. They will use an iPad to record a screenshot of their forecast and show the class

-Integrated Performance Assessment that includes watching a video and discussing what they learned in the video and then presenting to the class.

 

 

Other Evidence:Students will show that they have achieved Stage 1 goals by

-Formative assessments

-Practice activities online

-Formative speaking and writing activities

-Summative Exam

Key Criteria:-Are all three types of goals addressed in the learning plan? (Acquisition, meaning and transfer)

-Does the learning plan reflect principles of learning and best practice?

-Is it effective in engaging all students?

 

 

 

 

 

 

STAGE 3 – LEARNING PLAN

Summary of Learning Activities: 

Begin with a hook- (Show a “YouTube” video “Why study Spanish in the 21st Century?”)

-Introduce questions- (have students brainstorm and then go over as a class while presenting the questions to the class)

-Preview the performance task- (Project done on iPad)

-Provide direct instruction- (Vocabulary phrases)

-Provide practice on the basics- (Listening, partner speaking tasks, in class activities, iPad activities)

-Provide opportunities for further discussion

-Provide an application task

-Lead a class discussion and provide small group application

-Assign the final performance

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This lesson plan uses the backward design learning plan by first considering the learner and establishing goals and then considering how to teach them in an effective way that will help them to fully learn. This also helps demonstrate engaging the students in activities that will assess their learning in a way that portrays the larger purposes of the activities and tests. It helped me in designing my plan because I could fully understand what goals were to be accomplished and how the student will learn from the material given to them. It also helped me to be organized and ready for my patients.

 

Module 4 Blog Post

The cognitive perspective focuses its attention on achievement of facts, concepts, skills, and strategies in order to succeed in learning. They believe that learning happens through applying strategies in effective ways. The behaviorist perspective focuses more on “acquisition of facts, skills, [and] concepts [that] occur through drill, guided practice” (Educational Psychology p. 468).  It is important for us to apply these perspectives of learning to instruction in order to practice different theories and what works best. It is also important because these theories have been tested and proven to work while teaching children, although, all children learn differently. Applying both methods to your teaching will help you to find which strategy works best for different age groups and learning styles. Instructing these theories correctly will give you as a teacher a better understanding of the theory and also help the children to learn accurately. The limitations of the cognitive theory include that “behaviorists see this theory as weak due to the abstract nature of thoughts and the difficulty in defining them. What may be seen as self-critical by one researcher may look like a rational remark by another” (Heffner). Another limitation is that prior knowledge must be at hand in order to apply specific strategies. The behaviorist perspective limitation would be that there must be someone to guide the student in order for them to learn, and it is more teacher involvement. The transmission presentation technique is also used by behaviorist theorists which is more of telling rather than guiding students through teaching. Another weakness is that “many critics argue that behaviorism is a one-dimensional approach to understanding human behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts and feelings” (Rhed). It is also said that the behavioral approach is limited to one type of learning and tends to be superficial. I agree more with the cognitive approach in terms of the role of the teacher, peers, and students. I will apply the things I have learned in this module by teaching my patients in speech pathology by guiding them and not just telling them while I am teaching them. I will also be sure to take into account teach and model effective strategies and ensuring that each patient has accurate and complete knowledge of the material. I will be sure to avoid keeping my work one sided and I will take into account of different factors in the children’s lives and home life.

 

 

Links to my websites:

http://allpsych.com/personalitysynopsis/cognitive_application/

https://reynaldojrflores.wordpress.com/2013/06/23/224/