Jasmine Rojas's ID portfolio page

About Me

I was born in Manhattan and raised in Brooklyn and Queens, NY. I've been fortunate to travel to places like the Dominican Republic, the Bahamas, South Korea, and various parts of the U.S.

Currently, I’m in my second year at UAlbany, pursuing a master’s in educational psychology & methodology. I’m also exploring a potential switch to the Curriculum Development and Instructional Technology program, which led me to take this course.

Fun Facts:

💠I’ve read the entire Bible at least once.

💠I enjoy modern dance and have performed in the past.

💠My faith in God the Father and God the Mother is a central part of my life.

Born and raised in the heart of New York City, I’m always on the move—whether exploring new places or taking on new challenges in my studies and life🚕

Capturing the beauty of South Korea—nature’s serenity at its finest. 🌳

My Topic and Purpose

Mini-course Title:

💠"Bridging the Achievement Gap with SEL and Productive Struggle: A Holistic Approach to Supporting Below-Grade-Level Students,"

Main Focus:

💠Equipping educators with effective strategies to address and close the achievement gaps that often hinder student success, particularly among those performing below grade level.

💠Emphasizes the integration of Social and Emotional Learning (SEL) with productive struggle—a pedagogical approach that encourages students to embrace challenges and learn from their mistakes.

💠 Educators will learn how to create a supportive classroom environment that nurtures both personal growth and academic achievement.

My Why?

💠I chose this topic because, in my experience, I have witnessed firsthand the challenges that below-grade-level students face in traditional classroom settings.

💠I believe that by combining SEL principles with strategies that promote productive struggle, we can empower educators to provide holistic support that meets the diverse needs of all students, ultimately leading to more equitable learning outcomes.

Scope of Learning Outcomes and Content

The mini-course aims to cultivate essential knowledge, skills, and attitudes that will empower educators to effectively support below-grade-level students.

1. Knowledge

• The Principles of Social and Emotional Learning (SEL) focus on developing key competencies that help individuals manage emotions, build relationships, and make responsible decisions:
  1. Self-Awareness: Recognizing and understanding one's emotions and their influence on behavior.
  2. Self-Management: Regulating emotions and behaviors, setting and achieving goals.
  3. Social Awareness: Understanding others' perspectives, showing empathy, and respecting diversity.
  4. Relationship Skills: Building healthy relationships through communication, conflict resolution, and collaboration.
  5. Responsible Decision-Making: Making constructive, ethical choices based on consequences and social norms.
  6. Growth Mindset: Believing that abilities can be developed through effort and perseverance.
  7. Empathy: Understanding and sharing others' feelings to build connections.
  8. Resilience: Bouncing back from setbacks and adapting to challenges. These principles foster emotional intelligence and help students thrive academically and socially.

• Productive Struggle:
  • Definition & Significance: Productive struggle is when students face challenging tasks that push their abilities, fostering deep learning. It promotes critical thinking, retention, perseverance, and a growth mindset by encouraging students to embrace challenges as opportunities to grow.
  • Methods to Encourage Productive Struggle:
    1. Scaffolded Learning: Provide support that gradually decreases as students gain confidence.
    2. Real-World Problems: Use complex, relevant tasks to encourage critical thinking.
    3. Peer Collaboration: Let students work together to share ideas and challenge each other.
    4. Reflection: Have students reflect on their problem-solving process and mistakes.
    5. Growth Mindset Language: Emphasize effort and learning from challenges.
    6. Gradual Difficulty: Start with simpler tasks and increase complexity.
    7. Model Problem-Solving: Demonstrate how to approach and solve problems step-by-step.

• Achievement Gaps:
  • Formative assessments help identify student weaknesses by providing ongoing feedback, allowing teachers to pinpoint specific learning gaps.
  • Using assessment data, teachers can adjust instruction to meet student needs, ensuring more targeted and effective teaching strategies.

2. Skills

• Differentiated Instruction:
  • Techniques for tailoring instruction to meet diverse learning needs
    • Differentiation: Adjust content, process, or product based on student readiness, interests, and learning profiles.
    • Flexible Grouping: Rotate students through various group structures (e.g., pairs, small groups, or individually) to support diverse learning needs.
    • Scaffolding: Provide temporary supports to help students achieve learning goals, gradually removing these supports as they become more independent.
  • Practical strategies to engage students at varying levels.
    • Use of Multiple Modalities: Incorporate visual, auditory, and kinesthetic activities to engage different learners.
    • Choice-Based Activities: Allow students to select from a range of tasks or projects to increase motivation and ownership of their learning.
    • Personalized Feedback: Offer individualized feedback that acknowledges each student's strengths and areas for growth, making learning more relevant to them.

• Scaffolded Learning:
  • Designing learning experiences that gradually lead students to achieve grade-level expectations.
  • Balancing support and challenge to promote student perseverance.

• Collaboration:
  • Effective communication with parents to create a unified support system.
  • Working collaboratively with colleagues to enhance SEL and academic support.

3. Attitudes

• Embracing Challenges:
  • Fostering a mindset that views challenges as opportunities for growth.
  • Encouraging persistence and problem-solving among students.

• Belief in Student Potential:
  • Reinforcing the idea that all students can succeed with the right support and encouragement.
  • Creating an inclusive and nurturing learning environment that addresses diverse student needs

Needs Assessment

• The Educational Problem or Opportunity

In today's diverse classroom settings, several students perform below grade level, leading to persistent achievement gaps. This educational problem is particularly challenging for K-12 teachers and educators, who struggle to effectively support their students. According to ReadTheory statistics "in 2021, 37 percent of high school students reported poor mental health during the pandemic, and 44 percent said they persistently felt sad or hopeless during the past year."  The opportunity lies in equipping educators with strategies that integrate SEL and productive struggle, which can foster academic resilience and emotional well-being. By addressing these areas, educators can create inclusive classrooms that promote equitable learning outcomes for all students. There has been an uptick in research, "schools are increasingly turning to Social and Emotional Learning (SEL) programs to help both students and teachers cope, with spending on SEL instructional materials reaching $1.725 billion for the 2021-2022 school year" (ReadTheory, 2022)

• The Learners/Participants Involved

The participants in this mini-course are primarily K-12 educators who work with students from various backgrounds and academic levels. Many of us educators have experience in the classroom but may lack specific training in SEL principles and strategies for promoting productive struggle. We are seeking practical tools to help them better support below-grade-level students while also enhancing their overall teaching practices. The following are statistics shared by ReadTheory in 2022:

• 63% of teachers believe that mental wellness throughout the pandemic has impacted instruction
• 53% of teachers stated that they did not receive any SEL training
• 34% of teachers indicate that they rarely or never teach SEL skills
• 47% of teachers feel that families do not have the resources to teach SEL at home
• Analysis of Gaps in Terms of Know vs. Need to Know (Reality vs. Ideal)

Current Reality:

• Many educators are aware of SEL but lack the skills to implement it consistently in their teaching
  • 53% of survey respondents have not received training to teach SEL (ReadTheory, 2022).
• Teachers often find it challenging to balance support with the need for students to engage in productive struggle, leading to frustration and disengagement.
  • 63% of survey participants stated that their mental wellness throughout the pandemic has impacted instruction some, a lot, or quite a lot  
  • 11% of survey participants indicated that their mental wellness had impacted their instruction quite a lo
• There is a lack of training and resources focused on differentiated instruction and scaffolded learning tailored to the needs of below-grade-level students.
  • The survey findings show that lack of time is what is preventing 50% of teachers from this population from teaching SEL skills. Thirty-four percent of the respondents " indicated that they “rarely” or “never” teach SEL skills" (ReadTheory, 2022).

Ideal Scenario:

• Educators would possess a thorough understanding of SEL principles and be adept at integrating them into their daily practices.
  • Around 70-80% of educators believe ongoing PD is crucial for successful SEL integration, with the need for mid-year follow-up training.
• Teachers would effectively promote productive struggle by encouraging students to embrace challenges while providing appropriate support.
• There would be a robust system for identifying achievement gaps and employing differentiated instructional strategies that cater to individual learning needs.
  • Surveys often show 60-70% of teachers desire more training to teach SEL skills effectively, highlighting a gap in preparation.

• Existing Efforts to Address This Gap

Several initiatives have been created to address the achievement gap among K-12 students. Professional development workshops often focus on SEL and differentiated instruction; however, these are typically offered in isolation rather than as integrated approaches. Some schools have adopted SEL programs, yet 70% of educators report insufficient training and ongoing support to effectively implement these initiatives. Additionally, while 60% of teachers use available educational resources, many note they do not align with the specific needs of students performing below grade level. (ReadTheory, 2022)

• Intent Statement

This mini-course, "Bridging the Achievement Gap with SEL and Productive Struggle," aims to bridge the identified gap by providing educators with the knowledge, skills, and attitudes necessary to support below-grade-level students effectively. By integrating SEL principles with productive struggle strategies, the course will equip participants with practical tools to create a nurturing classroom environment. This approach will empower educators to foster academic resilience and emotional well-being in their students, ultimately leading to improved educational outcomes and a more inclusive learning experience.

Analysis of the Learner and Context

• Who Are the Participants (Learners)?

The learners of this mini-course are K-12 educators, specifically those working with students who perform below grade level. These educators span various subject areas and bring a range of teaching backgrounds and years of experience. While they are not required to have prior expertise in social and emotional learning (SEL) or productive struggle, they share a common commitment to closing achievement gaps and improving their students' academic and emotional growth.

• Prior Personal/Cultural Experiences, Knowledge, and Skills

Educators enrolling in this mini-course likely have experience working with diverse groups of students from varying cultural and socioeconomic backgrounds. Many may already use some form of differentiated instruction or have general knowledge of SEL. They may also be familiar with culturally responsive teaching practices, especially as it relates to creating inclusive classroom environments. Their interests are rooted in developing effective, evidence-based strategies that can help them address the academic and behavioral challenges their students face.

• Settings in Which They Will Use This Mini-Course

This mini-course is designed to be flexible and accessible, allowing educators to complete it within their own schedules, either individually or as part of professional development. They will engage with the material primarily online, whether at school, home, or other convenient locations. Educators will have the opportunity to apply course content directly in their classrooms, enabling immediate integration of strategies and tools learned into their daily practice.

• Time Commitment

Participants are expected to spend approximately 4–6 hours completing the course, which is divided into four modules. Each module will take about 1 to 1.5 hours, allowing educators to pace themselves over a few days or weeks, depending on their availability. This structure supports gradual learning and practical application in their classroom settings as they progress through the content.

• Resources Needed: To successfully complete the mini-course, participants will need the following resources:
  • Reliable Internet Access: for accessing course materials, videos, and downloadable resources.
  • Access to Classroom Assessment Data: to practice identifying learning gaps and assessing the impact of strategies on their students.
  • Course Materials and Activities: including reflective journals, case studies, and peer discussion boards.
  • Basic Technology: a laptop or tablet, as well as software for creating lesson plans (e.g., Microsoft Word, Google Docs).

Performance-Based Objectives

• After completing this mini-course, learners will be able to:
  1. Identify and Address Learning Gaps Aanlyze and utilize formative assessment data to identify specific academic gaps among below-grade-level students and develop strategies to bridge these gaps using differentiated instruction and scaffolded learning techniques.
  2. Promote Productive Struggle in the Classroom Design and implement lesson plans that encourage productive struggle, fostering resilience and a growth mindset by balancing instructional support with challenges that empower students to embrace and persevere through academic difficulties.
  3. Integrate SEL for Academic and Behavioral Support Apply the five core competencies of Social and Emotional Learning (SEL) to manage classroom behavior and support students' emotional development, ensuring that students experience a supportive and constructive learning environment.
  4. Engage in Reflective Practice to Foster Lifelong Learning Reflect on and document classroom experiences, assessing the impact of SEL and productive struggle strategies on student progress, emotional growth, and academic resilience, and identify areas for further instructional improvement.
  5. Collaborate with Colleagues and Parents to Support Student Development Create a communication plan to effectively engage with parents and colleagues in supporting both the academic and emotional growth of students, fostering a collaborative community committed to closing the achievement gap.

Task and Content Analysis

By structuring the content into specific learning units that address both the prerequisites and objectives, the mini- course will guide participants through a logical sequence of understanding and applying concepts to close achievement gaps effectively.

Objective 1: Identify and Address Academic Gaps in Students Performing Below Grade Level

• Prerequisites Needed:
  • Understanding of formative assessments and data analysis
  • Basic knowledge of academic standards and learning expectations for various grade levels
• Learning Content and Activities:
  • Content: Introduction to formative assessments, using data to inform instruction, and overview of common academic gaps for below-grade-level students.
  • Activities:
    • Case Study Analysis: Review case studies on student assessment data to identify gaps.
    • Data Interpretation Exercise: Practice interpreting student data and creating a plan to address gaps.
• Learning Unit Organization:
  • Unit 1: Introduction to Formative Assessment
  • Unit 2: Analyzing and Interpreting Student Data
  • Unit 3: Planning Interventions for Learning Gaps

Objective 2: Encourage Productive Struggle to Build Resilience and Independence

• Prerequisites Needed:
  • Knowledge of growth mindset principles
  • Understanding of productive struggle and its role in learning
• Learning Content and Activities:
  • Content: Overview of productive struggle, benefits of resilience in learning, and techniques to balance challenge and support.
  • Activities:
    • Growth Mindset Workshop: Reflect on and discuss the role of productive struggle in learning.
    • Lesson Planning: Design a lesson that incorporates productive struggle strategies, such as scaffolding challenges.
• Learning Unit Organization:
  • Unit 4: Introduction to Productive Struggle
  • Unit 5: Growth Mindset and Resilience
  • Unit 6: Designing Lessons with Productive Struggle

Objective 3: Use SEL Principles to Manage Behavior and Foster Emotional Growth

• Prerequisites Needed:
  • Knowledge of SEL competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making)
  • Basic classroom management skills
• Learning Content and Activities:
  • Content: Overview of SEL and its role in classroom management, strategies to integrate SEL in daily interactions, and conflict resolution techniques.
  • Activities:
    • Role-Play Scenarios: Practice SEL techniques for managing common classroom challenges.
    • Reflection Journals: Reflect on using SEL strategies and their impact on student behavior.
• Learning Unit Organization:
  • Unit 7: Introduction to SEL Competencies
  • Unit 8: Classroom Management with SEL
  • Unit 9: Implementing SEL for Emotional Growth

Objective 4: Develop a Comprehensive Support System Integrating Academic and Emotional Development

• Prerequisites Needed:
  • Understanding of the importance of combining academic and emotional support
  • Familiarity with school/community resources available for student support
• Learning Content and Activities:
  • Content: Overview of support systems, creating individualized learning plans, and collaborating with school/community resources.
  • Activities:
    • Resource Mapping: Identify and explore local support resources.
    • Parent Communication Plan: Develop a strategy to engage families in supporting both academic and emotional growth.
• Learning Unit Organization:
  • Unit 10: Building Comprehensive Support Systems
  • Unit 11: Engaging Families and Communities
  • Unit 12: Developing Individualized Learning Plans

Curriculum Map

The curriculum map for Bridging the Achievement Gap with S.E.L. & Productive Struggle is designed to equip educators with the tools to close achievement gaps by integrating Social-Emotional Learning (SEL) principles and promoting productive struggle in the classroom. The map outlines four key objectives, each focused on developing essential skills such as differentiated instruction, scaffolded learning, and collaboration with parents and colleagues. The units are strategically sequenced to address foundational concepts before advancing to more complex topics, ensuring learners build a strong understanding of SEL, growth mindset, classroom management, and family engagement. This course aims to foster a supportive learning environment where both academic and emotional support are emphasized to empower students and improve their educational outcomes.

References and Resources

References:

1. Shambaugh, R., & Magliaro, S. G. (2007). Mastering the Possibilities: A Process Approach to Instructional Design. Pearson.
   • Relevant to understanding task analysis, instructional design processes, and mapping content to learning outcomes.
2. Larson, M. B., & Lockee, B. B. (2009). Designing and Developing Training Programs: A Comprehensive Guide. Pearson Education.
   • Focuses on instructional design, including content analysis, task analysis, and curriculum sequencing.
3. Krajcik, J., & Shin, N. (2022). Project-Based Learning in Science Education. Routledge.
   • Discusses project-based learning and inquiry-based instruction, which could inform your mini-course on engaging students and productive struggle.
4. Chen, Z., & Hong, J. C. (2016). Building Knowledge Communities through Collaborative Learning. Educational Technology & Society.
   • Offers insights into restructuring classrooms into collaborative learning communities, applicable to your focus on SEL and collaboration.
5. Tao, H., & Zhang, J. (2018). Fostering Collaborative Learning Environments: Approaches and Strategies. Springer.
   • Provides strategies for designing collaborative and supportive learning environments, aligning with your focus on SEL and engagement.
6. Darling-Hammond, L., Ancess, J., & Falk, B. (2008). Authentic Assessment for Education Reform. The National Education Association.
   • Provides strategies for authentic assessment and teacher learning, which can support your focus on assessment and learning outcomes.
7. Resnick, M. (2024). Generative AI and Creative Learning. MIT Press.
   • Explores how generative AI tools can be used to enhance creative learning, particularly in the design of interactive and engaging educational environments.
8. Zhang, H., et al. (2022). Science Case Studies for Project-Based Learning: A Review of Research and Practices. Educational Researcher.
   • Offers examples of project-based learning in science, which can inform your strategies for using productive struggle and inquiry-based learning.
9. Garrison, D. R., & Vaughan, N. D. (2008). Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass.
   • Discusses how to integrate blended learning models, which might be useful for structuring the online portions of your course.
10. Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential through Creative Math. Jossey-Bass.
    • Focuses on growth mindset and its application in educational settings, which directly relates to your course's focus on productive struggle and student empowerment.

Resources

1. SEL Frameworks and Guidelines
   • Collaborative for Academic, Social, and Emotional Learning (CASEL): Offers resources on integrating SEL into classrooms. CASEL Website
2. Growth Mindset Resources
   • Mindset Works: Provides resources and materials for implementing growth mindset practices. Mindset Works
3. Differentiated Instruction
   • Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
   • Provides insights on differentiation strategies, relevant to Objective 1 of your curriculum map.
4. Productive Struggle Strategies
   • Boaler, J. (2015). The Importance of Productive Struggle in Mathematics. The Stanford Center for Opportunity Policy in Education (SCOPE).
5. Family Engagement Tools
   • The National PTA’s Family Engagement Framework: A set of strategies and resources to foster collaboration with parents. National PTA
6. Instructional Design Resources
   • The Learning Design and Technology Program at the University of Hawaii: Offers articles and guides on instructional design practices, particularly in online and blended learning environments.
   • Learning Design at UH
7. Scaffolded Learning and Classroom Management
   • Classroom Management for Middle and High School Teachers by Edmund T. Emmer and Carol M. Sabornie: This book provides strategies for managing the classroom while integrating scaffolded learning techniques.
8. Instructional Technology Tools
   • Edutopia: Offers tools, case studies, and best practices on integrating instructional technology into classrooms.
   • Edutopia

Suggested Activities/Tools for Learners

1. SEL Competency Framework
   • A detailed framework on SEL competencies, which you can use in the curriculum to integrate emotional intelligence skills in teaching.
2. Google Classroom
   • An easy-to-use platform that can help organize the course materials, activities, and collaborative assignments with your students. Google Classroom
3. Quizlet for Vocabulary and Definitions
   • Use Quizlet to create flashcards and other review activities that reinforce SEL concepts and teaching strategies. Quizlet
4. Padlet for Collaborative Brainstorming
   • A virtual wall that allows students to collaborate, brainstorm, and share their thoughts on various SEL and instructional topics. Padlet
5. Edpuzzle for Video Engagement
   • Incorporate videos that prompt students to interact, answer questions, and reflect, reinforcing key learning objectives about SEL and productive struggle. Edpuzzle