Reflection for Standard 4: Student Learning

In this data driven and high-stakes testing era, it is important for teachers to base
their teaching practices on evidence-based practices that are backed up with research. It is
also important for teachers to analyze student performance to help them determine
student needs and plan instruction that can be individualized based on the particular
student need. I have been given several opportunities in this masters program to gather
research on school practices that effect student learning.
During the fall semester of 2013, I participated in RES 5040 (Teacher as
Researcher). During that class I was asked to complete an Action Research Project. The
project focused on the High/Scope curriculum with an emphasis on the Plan, Do, and
Review method. I was able to find research articles that supported the High/Scope
curriculum and I was able to conduct my own research by observing a classroom that
implemented High/Scope and interviewing a High/Scope trainer in my community.
I used the information gained from this assignment and continued this topic during
my internship, Internship Reflective Paper. The existing research that I found during my
action research project helped to inform my school practices. Since completing my
internship, I can now understand the impact that the Plan, Do, Review method has on the
classroom and on the individual child. I understand how the planning time is used to help
the child express themselves and do what intrinsically motivates them. Plan, Do, Review
helps them to realize that they are decision makers and problem solvers as well as deep
thinkers.
Taking what I have learned from the Plan, Do, and Review process has not only

benefitted me as a teacher and reflective practitioner, but it has also had a huge impact on
the childrens learning in my class. I have found that the children are taking the time to
think about where they want to play and who they want to play with and not just muttering
out an answer so they can go and play. They are engaging in longer play sessions with their
peers and having more meaningful play experiences that are so important this age. At
review time, children can share about all the exciting things they did during center time and
it is validating their play and making it even more meaningful and important not only to
them but also to me. I have found that when children bring something tangible that they
engaged in during centers helps to get more accurate and longer responses during review
time. This is all information that I can use for my future classes to make the Plan, Do,
Review method more fluid and individualized for each student. The information gained will
also help when gathering data on individual students. This research has helped me to
recognize what information I can use for my COR notes and how to use my COR notes to
plan instruction and activities with the children based on their interests.
During the fall semester of 2012, I participated in FCS 5010 (Evidence Based
Practice in Early Childhood). During this class I was asked to complete an assignment
entitled Evidence Based Inclusion Practices. I was able to find existing research about
inclusion in the preschool classroom. I researched what the current practices are in the
inclusion preschool classroom and also researched what the recommended practices were
for inclusion preschool classrooms. The information gained from this assignment directly
effects my practice. I already implement many strategies in my classroom to support
inclusion practices such as picture schedules and differentiated instruction but gained a
greater knowledge on the process of Peer Mediated Instruction and Intervention (PMII).

The research found on this type of instruction proved it to be a successful way to

include all individuals in an inclusion classroom. It is also used to promote academic and
social outcomes for children with disabilities. I think this strategy would work well in an
inclusion classroom and I think with the right training, could be a successful way to include
all children no matter their academic level or disability in an inclusion classroom. I think
PMII would be more applicable to a kindergarten or first grade classroom because the
children in the classroom are older, more mature and more independent. They have had
experience in a classroom and are more familiar with the day to day procedures of a
classroom. They are also able to follow larger combinations of steps or directions. Having
these skills could enable them to be a better peer mentor to other children in the class.
However, some aspects could be implemented into a preschool classroom.
In conclusion, it is important for teachers to stay current on the ongoing research
being done in the education field. I was able to examine the current research involving the
High/Scope curriculum and directly apply it to my daily lesson planning and set up of my
classroom environment. Data collection has become such an important aspect with
teaching. It is vital to make sure we have the research and data to back up our actions in the
classroom especially since this data can be used in the evaluation of both preschool
students and now teachers as well.