Kye Lopez

@TheReal_IzPiz I agree; I think an assessment that has students interpret and apply what they have learned is more useful than a MP test. Also, it is important to really pay attention to our students and ask them. Their input can be very helpful, as we have learned from the text

#TCH219Sum19Wk6 Q2 I believe that testing/assessments as a whole have merit. Not every student is the same and trying to find common ground is hard, so finding intuitive ways to assess your students that is more than just a MP choice test, like short answers or creating a model.

@ThomasScottJack This is so true. I really enjoyed the video of the math teacher explaining how he was changing his classroom to make the content relevant and applicable. It was showing the students how to use what they were learning, and being able to apply what is learned is critical.

ever use it for and my teacher didn't have an answer for me either other than it would help on standardized tests. I think we as teachers need to find a way to hit the standards while making connections to how the content relevant to their lives whenever possible.

#TCH219Sum19Wk6 Q3 I do think there needs to be some restructuring in our school's curriculum. I don't think there is enough emphasis on making connections between the content taught and what it can be used for. When I was in high school calculus I didn't know what I would-

@l_dwatters I think this was well-said. As teachers, it is not only our job to get the students interested in our content area, but also to find interests and passions in general. We want to fuel that.

better human beings and know that they have the ability and potential to change the world around them.

#TCH219Sum19Wk6 Q4: My goal as a future teacher is for my students to have confidence in their abilities and to encourage them to follow their passions and interests, wherever that may lead. I hope that they will see my passion for science while I’m teaching it and that it will

@mlfran20 I agree; testing stresses the wrong things. Oftentimes students receive study guides and focus on learning only that material to do well on the test. Test grades mean more to them than understanding the material, and testing encourages students to do the bare minimum.

@mlfran20 I agree; testing stresses the wrong things. Oftentimes students receive study guides and focus on learning only that material to do well on the test. Test grades mean more to them than understanding the material, and testing encourages students to do the bare minimum.

responsibility, and self-awareness. I want my students to feel powerful regarding their future, not discouraged or unworthy. I want to teach them how to strive physically and mentally and how to apply what I teach them in my class to their lives even when older.

Q4 In addition to teaching my future students P.E. I want to teach them how to become better versions of themselves. I want to teach them skills that they will be able to use throughout their lives to help get them further such as perseverance, kindness, ambition #TCH219Sum19Wk6

content with "real life" and to make it interesting for the students. More emphasis has to be put on looking from the students' perspectives rather than that of a teacher. By taking these steps, we should see higher levels of engagement, relevancy, literacy, and authenticity.

Q3 Yes I think there needs to be changes. Our focus should switch from tests scores to ability, improvement, and applying what is learned. We need focus on connecting the students with the content rather than just presenting it. We have to find ways to connect the #TCH219Sum19Wk6

throughout the semester, students learn differently. No two students are the same. We should try to have the same outlook on assessing and measuring. What works for the students? Maybe some work better with paper/pencil tests, maybe some with verbal questions, or maybe hands-on.

Q2 I don't know how much I agree with it being "punitive," but I do think there have to be changes. There are issues with tests, and I believe there must be another way to effectively measure students' ability and improvement. Just as it has been discussed #TCH219Sum19Wk6

naturally start critically thinking. I plan on developing literacy through practical use in addition to speaking. Since P.E. is hands-on, it is important that students are participating in what we are discussing and with the literacy.

Q1 I think the biggest thing I can do to foster critical thinking is by connecting the content with something that the students really enjoy, which stems back to the video earlier in the course. If I can ignite a real interest within the students, they will #TCH219Sum19Wk6

@ThomasScottJack I think these are all great ideas. I think giving students a choice and some control over what they do would really help implement UDL into the classroom. The assignments that I remember most from high school were the ones where I had a choice so I think this will reach more kids

#TCH219Sum19 Q3 Some ways I could implement UDL in the classroom is by providing different kinds of examples. When introducing a new medium I would do a teacher demonstration, and then could provide a handout that outlines the steps and also provide video demonstrations as well.

@wilder_savanna I agree that this would be a good strategy for vocab and language functions. I think being able to see from new perspectives is a powerful thing, so this would be great.

#TCH219Sum19 Q. 4 One strategy I really liked was the reading/interpreting from diverse texts. One great way to get students brains moving and to open up their vocabulary and language functions is through providing them with new opportunities and ideas and different perspectives

@mlfran20 After thinking about discourse in classrooms, I think that it is particularly interesting within a science classroom. There is both abstract and concrete thinking within the classroom, and in addition to completing labs students are contemplating and questioning concepts as well.

@l_dwatters I enjoyed your thread and agree about how important it is. In order to create an equitable environment, we have to make sure that all students understand the academic language. I had no idea how important it was until this chapter; it was really insightful.

#TCH219Sum19 Q1 In BLL Ch 5, it really stuck out to me when the author explained how important academic language is and that it can create inequality in the classroom if not everyone understands the language. I’ve never thought about this before, but it makes a lot of sense.

@kati_winkle I think finding ways to connect math to the real world would bee very helpful in these as well. This would show students why it is relevant and useful, which would help in sparking interest.

@TheReal_IzPiz This is true, even for different classrooms. The discourse for an English class would be different compared to that in a P.E. class. Not knowing the academic language can really hinder the learning process.

Q1-#TCH219Sum19 I feel that one of the biggest takeaways from this chapter is teaching us how to support academic language. most scenarios need different language in order to be successful. You don't want to talk to your boss the same way you talk with "the boys" on a night out

When going over the muscles and the weight machines used, I could use this strategy for students to better understand the syntax, vocabulary, and discourse.

could use the SPAWN strategy to have my students create a new game as a class, in teams, or individually. This would help incorporate UDL by giving the students choice and control over what they do. I could also use the semantic feature analysis for academic language as well.

Q4 I could use plain English to help my students understand the academic language better, mainly for vocabulary/symbols and syntax. This would help my students have a better understanding of the foundation of the content to build on. At the end of a semester, I #TCH219sum19