Curricular Learning System Analysis

1796 Words 8 Pages
My instructional setting takes place in a rural area where many families are in poverty due to lack of employment or government support. We are a Title-1 school and receive special funding to use to help our students. Every student in my school qualifies for free breakfast, lunch, and snacks daily. We also supply school supplies, backpacks, and sometimes even food for students to eat over the weekend. My school has a large population of English Language Learners and many other students who are Response to Intervention (RTI) tier three or special education. At the beginning of the year our school surveyed our population and discovered that more than half of our students had a guardian other than their parents. Very few students who lived with …show more content…
There are many forms to which we can use within the classroom, all dependent on the needs of the students. These programs can be used for a plethora of subjects, including the subjects that students take end of the year tests over (Snowman, 2015).
Simulation type learning systems allow students to use the knowledge they have obtained and put them to use in real world situations. If the student is having difficulty applying the information or has difficulty with a standard, integrated learning systems can give the students a tutorial on the lesson (Snowman, 2015). This would be beneficial for my students as many of students are below grade level and most receive remediation along with their new content. It often takes multiple approaches and frequent repetition on a topic for some of my students to achieve mastery or apply their work to new situations. Many students also need to be remediated on skills from previous years that they did not master which hinders their ability to understand new skills. Integrated learning systems can be incorporated in an independent learning center for my students to be put on a personalized track that will remediate, drill, and simulate for all my students regardless of their current
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Learning facts begins in kindergarten with addition and then progresses through subtraction, multiplication, and division as students continue through grade levels. Students are given timed basic facts tests, usually every Friday throughout the year, to check their mastery. Students often try to memorize facts directly before their test and forget them after the test has been taken. This hinders their progression because they have to continue to memorize facts that they previously mastered instead of being able to focus on the new facts. By consistently using intermittent schedules of reinforcement throughout the year, students will not be able to wait last minute to study because they are not aware when the test will be (Snowman, 2015). This will help students study more consistently and maintain the memorization. This would benefit my students as they progress through their tests so they are able to use prior knowledge to study for their next timed test. Students often do not see or understand the benefits of learning their basic facts. We are told by administration to not give grades for timed fact knowledge so they do not receive any type of reward, or good grade for passing a test and moving to the next level. By implementing positive reinforcement for students, we would be able to encourage them to study and memorize their facts. Students can begin receiving a small incentive after each level of basic

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