User:Mark Gillmeister

Return to: ETAP 623 Fall 2020 (Zhang) | Reaching and Teaching Learners in a Hybrid School Model


About Me

Exploring Chittenango Falls

I graduated from Le Moyne College in May of 2018 with a Bachelor of Arts degree in history with a concentration in adolescent and special education. Since I graduated in 2018, I have worked at two different schools as a special education teacher. First, I worked at Desert Sands Middle School in Phoenix, Arizona, and I currently work at Duanesburg High School in Delanson, New York. As a special education teacher, I see students encounter new challenges everyday. It is always the best part of my day when I am able to sit down and encourage struggling learners to go an extra step. It has been extremely powerful to see not only my colleagues, but also my students engage with me in developing plans to overcome those obstacles and challenges that students too often face in school.

Prior to my time as a special education teacher, I gained valuable experience mentoring students with visual impairments at the Strive Pre-College Program. The objective of the Strive Pre-College program is to work with local support agencies to assess the readiness of students with visual impairments to successfully transition to post-secondary life. While at Strive, I worked in conjunction with Aurora of CNY, Liberty Resources, and Le Moyne College to impart strategies to students that would enable them to be successful in the classroom and beyond.

While at Duanesburg, Desert Sands, and Strive I have not only worked with students from Albany, Syracuse, and Phoenix - but also students from across the world. I have had the pleasure of working with students from Buffalo, Rochester, Albany, New York City, Iraq, Sudan, India, Kenya, México, El Salvador, and Venezuela. From the time I have spent working with the diverse student body attending Strive, Duanesburg, and Desert Sands, I have developed the ability to adapt to the challenges associated with working with culturally as well as academically diverse students. As a result, I have had ample opportunities to hone my ability to relate to individuals no matter their background.

My Topic and Purpose

As of the Spring semester of 2020, K-12 education has changed dramatically. Once, our schools were alive and bustling with student activity - with children chattering happily on their way to class. However, that is no longer the case.Today, students are mostly stationary, remaining in one location as teachers rotate from room to room. Given social distancing guidelines, many teachers have had to restructure their instructional methods at the expense of those activities that engaged their students most. This mini-course is designed to show teachers how to engage students in modes of learning that will not only capture a student’s interest, but keep them invested in the learning process.

Scope of Learning Outcomes and Content

In this mini-course, we will discuss a variety of ways that we as educators can engage with our students and capture their attention.
By the end of this mini-course you will be able to:

Spark Excitement
  • Though student options
  • Though eliminating interruptions
Inspire Resiliency
  • Through collaboration
  • Though self-monitoring strategies

Needs Assessment

Problem

Teachers today face many unique challenges, a major issue being student engagement in online learning. Since March of 2020, schools in upstate New York have been forced to reimagine a school model that has remained relatively untouched for more than a century. Due to this dramatic shift in educational context, certain classroom practices that have been staples of high school instruction have been rendered ineffectual. In response to present challenges, teachers are seeking out the path of least resistance when implementing lesson plans. The collaborative practices that have been fostered in the last decade have been lost to online lectures and teacher centered instruction. As a result, students are slowly becoming more and more disenchanted with the learning process. One must only look at a hybrid classroom to see the “Matthew Effect” play out in real time. Therefore, it is critical to revisit and communicate best practices to ensure students remain invested in their own education.

What needs to be learned

- Methods of engaging learners
- Methods of facilitating communication
- Methods of Implementing activities across multiple settings

Goals

To communicate best practices that promote student engagement in a hybrid model of teaching.

Analysis of the Learner and Context

Learner Analysis

Many teachers have spent their lives working with children in some capacity. Some teachers began working as camp counselors, while others began as babysitters. However, most teachers have never had to rely so heavily on the use of technology as they have had to in recent months. Many teachers report a general ignorance of instructional technology and software as well as uncertainty regarding how to transfer effective strategies onto the online setting.

Context

Participants will achieve mastery in the content of this course through exploring readings, videos, and examples of best practices in an online setting.

Performance-Based Objectives

Objective 1

Given a series of articles and videos, participants will be able to describe 5 Reasons why offering students multiple ways of completing a learning objective has a positive impact on student engagement, and performance with 80% accuracy..

Objective 2

Given articles on minimizing distractions, participants will be able to construct in writing a learning environment (real or imagined) that incorporates 5 elements described in the texts with 80% accuracy.

Objective 3

Given a series of articles, participants will be able to identify what they feel is the most valuable benefit of student collaboration with 80% accuracy.

Objective 4

After reading a series of articles, Participants will be able to describe the impact of self-reflection on student engagement and success with 85% accuracy.

Task Analysis

Unit 1

Objective 1
Given a series of articles and videos, participants will be able to describe 5 Reasons why offering students multiple ways of completing a learning objective has a positive impact on student engagement, and performance with 80% accuracy.

  • Sub-objective 1.a Activate Prior Knowledge regarding student choice

  • Sub-objective 1.b Read/view materials to more fully understand best practices surrounding student choice

Unit 2

Objective 2
Given articles on minimizing distractions, participants will be able to construct in writing a learning environment (real or imagined) that incorporates 5 elements described in the texts with 80% accuracy.

  • Sub-objective 2.a Activate Prior Knowledge regarding minimizing distractions

  • Sub-objective 2.b Read/view materials to more fully understand best practices surrounding minimizing distractions

Unit 3

Objective 3
Given a series of articles, participants will be able to identify what they feel is the most valuable benefit of student collaboration with 80% accuracy.

  • Sub-objective 3.a Activate Prior Knowledge regarding the benefits of student collaboration

  • Sub-objective 3.b Read/view materials to more fully understand best practices surrounding collaborative learning

Unit 4

Objective 4
After reading a series of articles, participants will be able to describe the impact of self-reflection on student engagement and success with 85% accuracy.

  • Sub-objective 4.a Activate Prior Knowledge regarding self reflection

  • Sub-objective 4.b Read/view materials to more fully understand best practices surrounding self reflection

Curriculum Map

Reaching and Teaching Curriculum Map Resized.jpg

References and Resources

Burns, M. (2016) 5 Strategies to Deepen Student Collaboration. George Lucas Educational Foundation.

Cadwell, K. [Tedx Talks] (2018,April 26). Students need to lead the classroom, not teachers [VIDEO]. YOUTUBE https://www.youtube.com/watch?v=gzQhiB2EOVE&ab_channel=TEDxTalks

Dabrowski, J. & Marshall, T, J. (2018) Motivation and Engagement in Student Assignments.Edtrust.

Desautel, L. (2020).4 Strategies to Help Students Feel Calm During Distance Learning. George Lucas Educational Foundation

Elias, M, J. (2016) Student Autonomy, Compliance, and Intrinsic Motivation. George Lucas Educational Foundation.

Goldsberry, L. (2020) 12 Ways to Encourage Self-Regulated Learning. The Wiley Network.

Hellerich, K. (2020) Using Microsoft Teams in a Hybrid Classroom. George Lucas Educational Foundation

Hockett, J. & Boubet, K. (2017). 6 Strategies for Promoting Student Autonomy. George Lucas Educational Foundation.

Krulder, J. (2020). Supporting Choice Reading for Students in Distance Learning. George Lucas Educational Foundation.

Laal, M. & Ghodsi, S. (2011). Benefits of Collaborative Learning. Procedia - Social and Behavioral Sciences.

Parrish, N. (2018) How to Teach Self-Regulation George Lucas Educational Foundation

Parker, F., Novak, J. & Bartell, T. (2017). To Engage Students, Give Them Meaningful Choices in the Classroom. kappanonline.org

Reckdahl, K. (2020). 5 Ways to Support Kids With ADHD During Remote Learning. George Lucas Educational Foundation.

Scully, K. (2018) 15+ Strategies to Help Build Self-Regulation Skills. Pathway to Success

Zhang, C. [Tedx Talks] (2014, June 16). The Necessity of the Student Voice [VIDEO]. YOUTUBE https://www.youtube.com/watch?v=xHB4HCq-T_U&ab_channel=TEDxTalks