Running head: YOUNGMAN LEARNING STATEMENT

Learning Statement

Anita Youngman

Dr. Katy Spangler & Dr. Beth Hartley

University of Alaska Southeast

ED 698

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Learning

Learning effectively takes place when teachers plan and implement instruction based on

knowledge of students, learning theory, connections across the curriculum, curricular goals and

community. Understanding and using formal and informal assessment strategies to plan, evaluate

and strengthen instruction promotes continuous intellectual, social, emotional and physical

development of each elementary student. In this teacher work sample a thorough representation

of the student environment is understood along with standards for math, and the ability to meet a

variety of student needs by letting students work at their own pace and diverse teaching styles.

Use of formative mastery drills for math fact fluency and pre and post assessments of math fact

families allowed for teacher understanding of student strengths and weaknesses.

The teacher work sample (TWS) begins with a profile of the environment and climate of

the classroom. A first step for learning is understanding student backgrounds and building caring

relationships. Building connections with students to facilitate an atmosphere of “a classroom

family” is one of the biggest factors in the creation of a positive learning environment. No

matter what our day is like, good or frustrating, students are greeted and sent home warmly,

knowing that I am happy that we shared our day together. In an article about “warm

demanders” (firm teachers with caring dispositions and high expectations), Bondy & Ross

(2008) stated, “Warm demanders do so by approaching their students with unconditional positive

regard, knowing students and their cultures well, and insisting that students perform to a high

standard.” (p.58) In addition to the unconditional warm regard, high expectations are another

make up of the learning culture promoted in my classroom. In the TWS, parts of the math

program allow students to gain fluency at their own pace. However, higher level math concepts
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are studied within a “whole group” setting which enables students to cooperatively learn,

explore, and accelerate their learning.

The students’ understanding of the mathematical concepts and their resultant

mathematical fluency increased through the implementation of new and exciting methods of

engagement which were part of the TWS. The reflection portion of the TWS pointed out more

use of a variety of teaching methods, along with a deeper understanding of student learning

styles, would have increased the success and interest in the math lessons presented. According to

Kaplan & Kies, (1995):

Assessing learning styles and teaching styles provides today’s classroom teacher with a

new direction to take toward developing a more personalized form of instruction. This

assessment coupled with an appropriate teaching style repertoire [i.e. questioning, group

discussions, simulations, demonstrations, instructional technology, audio/visual) provides

the basis for greater improvement in student learning. (p. 9)

I still use a variation of the drill lesson when I teach math today, but additionally I include a

variety of teaching styles that directly benefits a diverse group of learning styles. For instance,

when teaching subtraction I include math bowling. For math bowling, we sit in a semi circle and

every student has a white board and waits for their turn to bowl a math subtraction problem, over

and over while learning fluency. Using a variety of learning modalities allows students more

opportunities to demonstrate understanding and I am able to assess and provide interventions as I

watch the students engaged in a math game.

Formative and summative data help the teacher design strategies for learning. An

abundance of opportunities for formative assessments are present in the TWS with the math
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drills and fact family work. Formative assessments allow moments for feedback that guide the

students and the teacher in understanding of standards and skills. Continuous opportunities for

teacher development exist as a result of practice and utilization of the TWS. For example, in the

TWS, students along with the teacher can monitor progress daily with the formative assessment

opportunities that the drills provide. These assessments allow the teacher to understand who

might need more attention, or maybe a student might just need multiple opportunities to practice

a concept. Nicol & Macfarlane (2006) state:

In order to produce feedback that is relevant and informative and meets students’

needs, teachers themselves need good data about how students are progressing. They

also need to be involved in reviewing and reflecting on this data, and in taking action to

help support the development of self-regulation in their students. (p. 214)

When students are engaged in their learning and assessments, they are able to self-regulate and

be in control of their progress as seen in the example with the math drills.

Implementation of effective classroom management is a critical factor in the facilitation

of a positive learning environment for students. Having a classroom with structure and built in

opportunities to assess and utilize interventions is necessary for effective learning and teaching

opportunities. Although it is not explicitly expressed in the TWS, the lessons on drills and math

fact families were preceded by demonstration and reinforced by reward of classroom “treasures”

and encouraging words. Everstson and Weinstein (2006), as cited by Garrett (2008), mentions

“classroom management has two purposes-(1) the development of an orderly environment so

that academic learning can take place (2) the promotion of students’ social-emotional
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learning.” (p.43) Teacher pacing, clear expectations, engaging activities, and reinforced

activities all contribute significantly to the success of student learning.

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References

Bondy, E., & Ross, D.D. (2008). The teacher as a warm demander. Educational Leadership,

66(1), 54. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=f6h&AN=34061021&site+eds-live

Garrett, T. (2008). Student-centered and teacher-centered classroom management: A case study

of three elementary teachers. Journal of Classroom Interaction, 43(1), 34-47. Retrieved

from

http://search.ebscohost.com/login.aspx?direct=ture&db=eric&AN=EJ82908&site=eds=live

Kaplan, E.J., & Kies, D.A. (1995). Teaching styles and learning styles: Which came first?

Journal of Instructional Psychology, 22(1), 29. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=f6h&AN=9505042095&site=eds-live

Nicol, D., & Macfarlane, D.D. (2006). Formative assessment and self-regulated learning: A

model and seven principles of good feedback practice. Studies in Higher Education, 31(2),

199-218. https://doi.org/10.1080/03075070600572090.