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attached are the IIP project assignments that have been done this term and the discussion instructions
Reply to these two people below:
Megan:
For my IIP project, I used a fifth grade social studies standard of learning, that was heavily based on writing standards as well. The students were learning about historical figures at the time of the revolutionary war, and for a summative project wrote a five paragraph essay on their chosen historical figure. This standard led way to a Wax Museum presentation for parents to attend. Over the course of my IIP Project, I read a plethora of professional articles. Six pages worth of referenced articles, to be exact. That being said, the two that stand out to me in terms of usefulness (and repeated mention), are the articles, “Impacts of teacher-written corrective feedback with teacher-student conference on students’ revision” and “Teaching writing in primary education.”
The first article, “Impacts of teacher-written corrective feedback with teacher-student conference on students’ revision” was important to me, as I wanted to find information on the writing process and oral feedback. The authors, Isnawati et al., say that even with written feedback, “students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary” (Isnawati et al., 2019, p. 669). This article really dived into how a teacher should conduct conferences in the classroom, which was valuable to me as I want to provide an environment that’s open for communication.
My second article, “Teaching writing in primary education: classroom practice, time, teachers’ beliefs and skills” was another article I cited frequently. The aim of this research covered communicative writing, process writing, and writing strategies. For a student to be successful in the writing process, the authors suggest that teachers need to often evaluate their writing plans and promote active learning as much as possible (Reitdijk et al., 2018, p. 640). This article was valuable to me, as I am always learning from others, and learning new writing strategies is always a good thing to add to the tool belt.
This project in a whole has prepared me very well for lesson plans in the classroom. I learned quite a bit from the numerous research articles and am proud to say as of this Friday I have completed my 120/120 undergraduate credits before student teaching. I wish you all the best of luck on your endeavors!
Meg
(Word count: 384)
References:
Isnawati, I., Sulistyo, G. H., Widiati, U., & Suryati, N. (2019). Impacts of teacher-written corrective feedback with teacher-student conference on students’ revision. International Journal of Instruction., 12(1),669–684. https://doi.org/10.29333/iji.2019.12143aLinks to an external site.
Rietdijk, S., van Weijen, D., Janssen, T., van den Bergh, H., & Rijlaarsdam, G. (2018). Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills. Journal of Educational Psychology., 110(5),https://doi.org/10.1037/edu0000237
Elizabeth:
There are two professional articles that I found to be valuable. Let’s begin with the article “Smart Teachers, Successful Students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness.” This article really made me think critically about what the outcomes are if teachers are teaching students material that they are not familiar with. How can you teach students information, but know the information well enough that your students are successfully learning in the classroom. I believe that teachers should feel comfortable teaching all instruction material and should know the skills 100% before teaching it to students and expecting them to successfully master the lesson. The second article is “The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities.” This article is very helpful for all teachers, especially beginner teachers like I will be. It is so important to learn how to identify those with learning disabilities or dyslexia. Dyslexia is very common in the world of struggling readers. Dyslexia is where students get letters mixed up like B and D, and M and W. Other learning disabilities may include students that have a cognitive impairment. Once these disabilities have been identified the teacher can make modifications for these students, in order for the student to become confident in their education journey. All of these tips that were included in these two articles will definitely go with me into my own classroom soon, and will help me become the best teacher I can possibly be. Being able to be confident in what I teach and providing support to those that need it, will create a successful learning environment and successful students. God has truly blessed me in becoming a teacher and I cannot wait to train these children in the way they are meant to be trained. Proverbs 22:6 says “Train up a child in the way he should go: and when he is old, he will not depart from it”(Bure & DaySpring, 2021)
References
Bardach, L. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 21. https://www.sciencedirect.com/science/article/pii/S1747938X19302714Links to an external site.
Bure, C., & DaySpring. (2021). One Step Closer Bible. DaySpring.
Miciak, J., & Fletcher, J. (2020). The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities. Journal of Learning Disabilities, 53(5). https://journals.sagepub.com/doi/abs/10.1177/0022219420906801Links to an external site.
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