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Developing A Science Curriculum With The Focus On Belonging
Get PDFCuster, M. (2021). Developing a Science Curriculum with the Focus on Belonging The development of the year-long curriculum in this project is centered around the need for students to feel a true sense of belonging within their school and classroom. The project was developed using the learnings and literature of Gloria Ladson-Billings, Carol Goodenow, Nira Yuval-Davis, and many others who speak to the needs of students in having space and time for self-discovery within learning, and also feeling like an integral part of their own learning within the classroom. The specification to science curriculum within this project comes from the challenge that science in schools tends to be taught as a linear curriculum year in and year out, with very rigid parameters on how students should learn. Recognizing that inquiry is the base of science, this project allows students to choose their own research topics as they navigate scientific research and learn how to find valid sources while also choosing new topics to study throughout the year. As there are no limits on what can be studied, students maintain an interest, and also take ownership through leading lessons about their topics as a measurement of assessment. As students develop their own curriculum through their own interests during the year they see themselves reflected in their learning, and recognize that who they are belongs in the classroom
How Food Insecurity and Malnutrition Affect Academic Development and Success in School Aged Students
Get PDFDavis, Q. F. (2021). How Food Insecurity and Malnutrition Affect Academic Development and Success in School Aged Students. The question addressed in this Capstone is: How does food insecurity and malnutrition affect school success among elementary school students, and how can teachers combat food insecurity and malnutrition in schools with knowledge of community resources? This Capstone is the documentation of one educator’s exploration of the importance of food and nutrition during the COVID-19 pandemic. This Capstone explores effects of malnutrition and how it alters brain development, the importance of proper nutrition, and the importance of educator involvement in solving this issue. The author created a professional development for her peers to educate them about some risks of food insecurity and malnutrition, as well as to introduce them to resources offered throughout the city to provide food assistance, and how educators could connect families with these resources when necessary. This project includes journaling and reflection, gathering of resources, questionnaires, and implementation. The goal of this Capstone was to create an opportunity for educators to become inspired and equipped to better serve the whole student
Social Presence Theory: Creating Engaging and Strong Online Learning Communities at the K-12 Level
Get PDFSocial presence theory is “the degree to which a person is perceived as a real person in mediated communication” (Gunawardena, 1995). Enhancing student’s perception of social presence increases instructional effectiveness and learning in an online learning environment. To increase perceived social presence, teachers must use techniques and interaction skills to build an online classroom community. There is not a lot of research on social presence theory in K-12 online learning environments so the purpose of this study was to find tools and strategies that create a strong online learning environments and to find if there is a relation between social presence and academic achievement. The research questions being addressed are: How can K-12 teachers create a synchronous online environment where students have a social presence in the classroom? Did social presence in an online learning environment result in higher academic achievement? 78 teachers filled out a questionnaire in google forms measuring perceived social presence in the classroom and perceived learning. There were four open ended questions at the end where teachers answered questions about the highlights, lowlights, tools, and strategies in how the teachers created an online learning environment with a strong social presence in the classroom. It was found that there is a slight correlation between the perceived social presence and perceived learning questions. The more a teacher agreed that there is a social presence in their classroom, the more likely they would agree that students are learning and progressing academically in online settings. Also, the more a teacher disagreed that there is social presence in their online classroom, the more likely they would disagree that students are learning nor progressing academically. The open-ended questions found many tools and strategies to create a strong learning community that teachers can use for the following years
Bridging the Gap Between Language Learning, Technology & Community: The Importance and Viability of a Language Learning Mobile Application that will Connect Users to Each Other Based on Location to the English as a Second Language Community
Get PDFThe research question addressed in this study was: what is the importance and viability of a language-learning mobile application that will connect users to each other based on location to the English as a Second Language Community. The topics explored in the review of the literature include what a mobile application is, the current language learning applications that are available, the openness to technology in education, and the future of mobile apps. Six different adults who spoke more than one language took a short survey in which I collected some feedback on the perceived usefulness of having a language learning application that connects community members to each other available. Data revealed a strong consensus that language learners would indeed find an app such as this to be beneficial
How can Using Culturally Responsive Instruction in a Social Studies Classroom Contribute to Student Success?
Get PDFThe research question addressed in this study was, How can Using Culturally Responsive Instruction in a Social Studies Classroom Contribute to Student Success? Topics explored in this Capstone included using Culturally Relevant Pedagogy (CRP), teaching a student centered class, being aware of the economic and social inequalities some of your students may face, and utilizing other effective teaching practices. Part of the project consists of a two week unit on the American Civil War that is infused with Culturally Responsive teaching practices that the author learned about from an extensive literature review. The author was influenced by teaching experiences in many diverse schools where students of color often were taught lessons that they could not relate to. Over a few years, the author worked with students of color that did not feel that social studies classes acknowledged the history of people from a variety of racial backgrounds. As a result, the students often became disengaged and failed to reach their full potential. Oftentimes, the author did not see students of color fully engaged in the social studies classroom until the teacher took a chance and adopted CRP. This study finds that CRP needs to be used in the increasingly diverse nation that is 21st century America. It also concludes that students need to see and learn about people that look like them in the social studies classroom. Another key takeaway from this project is that social studies teachers need to lecture less and let students learn from one another through guided small group discussions. Due to this study, the author believes that there needs to be a radical change in how social studies is taught across the nation. If teachers, schools, and administrators fail to realize this, a troubling racial opportunity gap in America will continue to exist
How Can Restorative Justice Practices Be Utilized To Create A Positive Classroom Climate In A K-2 Setting?
Get PDFStudents have the right to feel safe, loved, and valued in every school. Schools worldwide are shifting their approaches to discipline and classroom management by forgoing zero-tolerance policies and exclusionary practices. Restorative Justice in Education (RJE) is a growing movement taking the place of traditional forms of discipline. Restorative justice is more than just a buzzword. It is a way to transform learning communities, relationships, and classrooms. From personal experiences in the classroom and throughout my research, the author was encouraged to provide more teachers with resources to implement restorative justice practices into their classrooms. The question, How can Restorative Justice practices be utilized to create a positive classroom climate in a K-2 setting? anchored my research and project. The website breaks down RJE into four areas of learning. History of RJE, Circle keeping, restorative language, and conflict resolution. The website guides teachers through each of the four sections by highlighting prominent voices, honoring personal reflection, and showing videos of practices in action. Through the use of this website, teachers have the opportunity to learn about RJE at their own pace and time. With more teachers implementing restorative practices, schools will begin to transform into positive learning communities where everyone feels valued and worthy
Combining Cognitively Guided Instruction With Required Mathematics Curriculum To Improve Overall Number Sense And Problem Solving Skill
Get PDFElementary school mathematics instruction often moves quickly from one to one correspondence to algorithms and rote exercises, leaving students with procedural knowledge but lacking in number sense and problem solving skills. Teachers follow the required curriculum to ensure success on assessments but skip over important instructional time that leads to number sense and a deeper understanding. Bringing Cognitively Guided Instruction into the classroom will improve students’ problem solving skills while also strengthening their number sense. This project provides educators with a full unit of detailed lesson plans for the kindergarten classroom. It also includes an outline of another unit with in the curriculum, providing teachers with the opportunity to gather activities and problem solving prompts. The lessons incorporate required mathematic curriculum and Cognitively Guided Instruction with a goal of improved number sense and problem solving skill. The project, along side Chapters One to Four seak to answer the question: How can teachers use Cognitive Guided Instruction in conjunction with current required curriculum to better understand student thinking and therefore improve overall number sense and problem solving skill
Promoting Early Literacy Learning
Get PDFThis capstone addresses the importance of early literacy exposure for later literacy development and academic achievement. Literacy levels when students enter school have been shown to be related to later reading achievement and academic success. Caregiver involvement is a significant part of early literacy development. The influence of caregiver involvement is the primary focus of the project. The website created for this project provides caregivers of children birth to age 5 with activities to facilitate the development of early literacy, and community resources dedicated to promoting early literacy. The project is intended for anyone who spends an extended amount of time with children in the target age range. Caregivers of young children typically do not have access to as many literacy resources as those of school aged children. This project is a resource caregivers can access before their child enters the formal educational setting. Research has shown that caregivers enjoy engaging in fun learning activities with children, and that they are more likely to engage in those activities if they know what skills they are helping their child develop. The goal of the project is to help caregivers have positive experiences with their children while providing a rich literacy environment
Enhancing Communicative Competence of Adult Korean EFLs
Get PDFThe objective of this extended literature review was to answer the questions: What obstacles may hinder adult Korean English as a foreign language (EFL) students from improving their communicative competence? and What are strategies to enhance English communicative competence of adult Korean EFLs? This study provides an in-depth look into research on the topic of Korean adults learning English as a foreign language. Many adult Korean EFL students have studied English from a young age but still face many difficulties when attempting to communicate with native English speakers. The literature suggests three major strategies teachers can use to assist students in improving their communication skills are implementing authentic materials in the classroom, teaching communicative strategies, and focusing on improving affective variables such as motivation and learning attitudes. Research concluded that the implementation of all three of these strategies in the classroom yields the best results in helping students improve their English communicative competence
Word Problem Wednesday
Get PDFMy research question for my capstone project is: How does incorporating real-world word problems into weekly math curriculum in middle school affect students\u27 learning, engagement, and understanding? I have created a math word problem curriculum, “Word Problem Wednesday”, to be used in my own math classroom to create real-world learning opportunities through problem-solving. I teach 5th-grade math, and I have noticed a lack of understanding of word problems related to problem-solving in the classroom. The curriculum I have developed is based on the need for a curriculum where word problems are purposefully incorporated weekly with meaning while creating understanding. Every week on Wednesdays, students will be given five word problems to solve and submit on the learning management system Schoology. These word problems will review previous math concepts and/or be based on the math we are currently studying. Word problems are most successfully used if they relate to students\u27 lives, the language is understood, and students are taught to think critically (Bates & Wiest, 2004, p. 18). This is why all of the problems in this curriculum are based on students\u27 hobbies and interests. Researcher Oritz highlights the importance of students understanding vocabulary and what the question is asking (Ortiz, 2016, p. 8). While completing/after completing the word problems, teachers will facilitate a class discussion and students will write down key words/vocabulary, steps and strategies to solve each word problem, connect to problems we have previously solved, and discuss the real-world connections. The implementation of my curriculum in my own classroom was successful. Over the six weeks we completed Word Problem Wednesday, my students\u27 scores on the word problems slowly increased. My students were pushed and challenged to think critically. I had many students struggle with solving the word problems to start, but I saw improvement each week as students began to learn the key words and how to analyze and find the important information. Students began to see the math we were doing in the classroom connect to their own lives and they showed excitement about it. My students began looking forward to Word Problem Wednesday because math started to have meaning