616 final thoughts

Introduction

     For 616 we looked at adult learning and how it differs from teaching youth. It is not surprising that many of the principles that work for students do not work for adults. Pedagogy refers to teaching younger students, while androgyny is the study of working with adult learners. One of the pioneers of androgyny is Malcolm Knowles, whose principles have created the foundation for adult learning. This foundation was predicated on five characteristics associated with adult learners. First, adults already have a sense of self-concept (Pullagurla, 2014). Second, adult learners have a wealth of experiences that they draw from when learning new things (Pullagurla, 2014). Third, the readiness to learn is increasingly geared towards the social roles of each individual as time progresses (Pullagurla, 2014). Fourth, as a person matures the orientation of learning shifts from postponed application to the need for immediate application (Pullagurla, 2014). Fifth, the motivation to learn becomes more internal over time (Pullagurla, 2014). These five characteristics are still the guiding force behind adult education today.

Five Characteristics

     Adult learners contain many past experiences which have allowed them to develop an independent identity. Adult learners do not necessitate the same level, or style, of motivation as younger learners. These older individuals have their own sense of self-directed values which they will be drawn from when learning new material (The Adult Learning Theory - Andragogy, 2014). An adult learner also has a wealth of prior experiences in which they draw from when learning new material. An adult teacher should allow for their adult learners to bring in their own experiences to the educational realm. Furthermore,  Adult learners need material to be directly related to their social lives or their jobs. Due to this it is of extreme importance that the adult facilitator is well organized. The goals and objectives of the meeting should be clear, concise and stated at the beginning of a meeting. Next it is important for learners to have an immediate application for their learning. The idea of learning being useful in the future no longer works for adult learners. Everything they learn should be applicable immediately within their work, their personal life, or some specific aspect of their existence. Lastly, adult learners are not nearly as likely to work hard for small extrinsic rewards. The motivation to learn most come internally, as adults are unlikely to be motivated by a small tangible item.

Badges and Training

     Although Knowles states that adult learners are not motivated generally by extrinsic rewards, it is important to build positive feedback into the system. Badges may provide a meaningful way to give feedback to someone in a positive way. These things are important and although they might not work for all learners it may motivate some. When designing a training I used many of Knowles characteristics and also created badges to assist as well. Using a flipped classroom allowed me to maximize time and effort from my staff so they felt their presence was being appreciated and respected. It is important to always keep these ideas close by when working with adults to help ensure that working with adults will be a success.

Conclusion
     It is important to know the differences between best practices for students compared to best practices for adults. Malcolm Knowles extensively researched this area and his principles are still extremely useful today. I think that looking for new technologies to assist in creating reward systems is important as administrators progress. 

References

Pullagurla, A. (2014, January 20). 6 Top Facts About Adult Learning Theory. Retrieved May 15, 2017, from eLearning Industry: https://elearningindustry.com/6-top-facts-about-adult-learning-theory-every-educator-should-know

The Adult Learning Theory - Andragogy. (2014, April 2). Retrieved April 5, 2017, from eLearning Industry: http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/?utm_campaign=elearningindustry.com&utm_source=%2Fthe-adult-learning-theory-andragogy-of-malcolm-knowles&utm_medium=link

612 Final Thoughts

Introduction
As I complete my course regarding working with diverse populations I am left with a few takeaways that will stick with me throughout my career. There is a moral obligation to do our best to continue to improve in meeting the needs of each learner. Past programs such as RTI2 have made strides in improving education for all, however, they have proven to be insufficient. There is a new intervention system known as MTSS, or Multi-Tiered System of Supports, that tries to further meet the needs of all learners. The end goal is to create a system predicated on equity as opposed to equality.
MTSS and Equity
     MTSS focuses on creating equity in the school system while assisting in implementation of the new Common Core State Standards. It really emphasizes how to implement CCSS using research based strategies. Some of the strategies supported through MTSS include: early intervention, differentiated learning, integrated intervention and instructional supports. This is where MTSS distinguishes itself from RTI2; first, that it focuses on all learners not just those who are struggling. Second, it addressed the need to integrate intervention strategies. For instance a student may need both behavioral interventions as well as academic assistance in order to be successful. MTSS establishes a system that looks at behavior and academics in conjunction with one another.
     MTSS also does a good job of providing a data driven vision for education. The program suggests that before implementing that a school site begins to research and collect data. Based on that data collection the school should decide where it would be best to allocate resources based on educational trends. Ideally this data should be collected from the classroom, the school, and the district level. This way the resources can be allocated based on the individual need. For instance, district administrators can provide more resources to a particular school that may be under performing. A Principal may choose to provide a training for the entire staff if there is a school wide issue. Lastly, after implementing a new strategy data should be collected to ensure that it is yielding the desired outcome. This proactive approach leads to assisting all learners instead of only those who are already struggling.
     Student centered learning is also at the forefront of MTSS and also an integral part of CCSS. Student centered learning focuses on meeting the needs of the individual learner. This helps bring forth equity, by allowing each student to have access to the things they need. This would be done through things such as allowing students different mediums of accessing the same lesson. This individualized approach to learning is imperative to a modern educational system. This has changed my approach as a teacher and will continue to influence my view if I become an administrator.
Conclusion
     Equity is providing students with the tools necessary for them to access the curriculum. If each student has different skills, then there must in turn be different ways for the students to utilize those skills to access the curriculum. Looking at each student as an individual and then creating an educational system based around them is the best way to move the educational system forward. MTSS provides a framework to accomplish this very goal and is applicable to anyone in the educational field. I have begun to look at various ways of allowing students access to lessons in order to meet their individual needs. My hope is to convince my administration to support me in my endeavors, although that remains to be seen. I will continue to try and make progress in assisting all learners in whatever role I am currently in.
   

608 Final Thoughts

Introduction

         

          As a future administrator the importance of understanding the legalities of the education system cannot be overstated. This course has allowed for an in depth look at the educational code. This includes looking at the complex situations in which legal code was unclear. This is where the role of an administrator becomes far more difficult: when the legal code does not specifically address the issue at hand. It is imperative that an administrator familiarizes themselves with these cases as they are the ones in which the law will not provide a clear expectation. The area which I feel will be the most difficult for future administrators will be working with students with disabilities. This group makes up many of the legal cases in our school district and the laws are often open to interpretation. For this reason I have chosen this group as the primary focus of my blog entry.

Special Education Law

          

          The individuals with disabilities education act is the most important legislation to be familiar with when working with students with disabilities. The act was first passed in 1975 and is aimed at guaranteeing students with disabilities access to government programs such as public education (U.S. Department of Education). There are some areas of ambiguity when looking at I.D.E.A which I think are important to be familiar with. First, the idea of placing a student in the least restrictive environment, or L.R.E, is vague and therefore potentially problematic (Placement, Short and Sweet, 2016). Second, the idea that instruction is "reasonably calculated to enable the child to receive educational benefit" is unclear and also potentially problematic. Third, the new S.S.T. process makes it unclear when a student should be considered for an I.E.P.

          First, students are supposed to be placed in the least restrictive environment when placed in special education and during triennial reviews. The least restrictive environment means that the child will be placed in an environment with students who are not disabled when possible (Placement, Short and Sweet, 2016). This ensures that students with disabilities are not immediately placed together and the standards are not lowered in turn. However, the concept is vague and therefore open to possible lawsuits and litigation. It is important that the I.E.P. team work with the parents and find common ground to avoid possible litigation. 

          Second, the idea of enabling a child to receive educational benefit is also unclear. Specifically, the level of educational benefit necessary for a child is not clear. Chief Justice William Rehnquist wrote that, "{the} courts must be careful to avoid imposing their view of preferable educational methods upon the states" (Samuels, 2016). The question then becomes whether the schools need to provide meaningful educational progress or just some educational progress. This question has allowed for parents to pursue litigation against school districts in demanding more educational benefit. It is important that administrators keep up with upcoming court cases in order to stay up to date with the legal expectations for students with disabilities.

          Third, the process for identifying disabled students known as S.S.T, Student Study Team, has changed over time. Currently, the state is allowing any accommodation to be granted by a teacher to a student without any legal documentation. An accommodation is any alteration that allows a student better access to the curriculum, however, the same standards of learning must be kept intact. Students identified with a learning disability may be placed on an I.E.P, individualized education plan, which generally contains various accommodations (Placement, Short and Sweet, 2016). Only a small percentage of students on an I.E.P receive a modified grade. This means that a general education student can receive the same level of accommodations as a student on an I.E.P without any documentation. This seems highly problematic and will most likely need to be litigated further by the court system. Until then it is important for administrators to keep track of the current status of legal precedence when it comes to students on an I.E.P or being looked at through the S.S.T process.

Conclusion

The areas in which the law is unclear are those that create the greatest possibility of litigation. It is important that an administrator constantly keep track of the ever changing laws in California. By staying on top of these changes an administrator can guarantee their students are receiving their rights by law and avoid legal consequences.

Works Cited

(n.d.). Retrieved OCtober 23, 2016, from U.S. Department of Education: http://idea.ed.gov/

Placement, Short and Sweet. (2016). Retrieved October 02, 2016, from Center for Parent Information and Resources: http://www.parentcenterhub.org/repository/placement-overview/

Samuels, C. A. (2016). Level of Benefits At Issue In Special Ed. Case . Education Week.

YLMS Blog

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Thank you to parents and students for another wonderful school year, it truly was an excellent one! Good luck to our eighth graders moving on to high school next year we have no do doubt that you are adequately prepared. For returning students registration will be August 24, 25 and 26. Sixth graders will be on the 24th, Seventh graders the 25th and Eighth graders the 27th. We will be handing out information regarding our various extra curricular groups and looking for volunteers for our PTSA. Have a wonderful summer and we look forward to seeing you all in August!