Theoretical Underpinnings

My classroom is designed to foster a constructivist theory of learning. The

essence of constructivist theory is the idea that learners must individually discover and
transform complex information if they are to make it their own (Slavin, 2006, p.243).
I want my students to be active in their learning, and this is why I chose this
approach when working with my students. My students are active learners who are
taking responsibility for what they are learning from their education. Unfortunately, I am
not always able to incorporate the constructivist approach because of mandatory
programs, administration, etc.
Another practice I utilize in my classroom is project-based learning. This is
beneficial because students are working towards goals and collaborating with peers.
Students need to understand that the process matters, and not just the product (Borich,
2007). I enjoy watching my students become engaged and engrossed in a learning
activity with their peers! Not only are my students engaged in project-based learning, but
I see more motivation with my students as a result (Borich, 2007).
Inquiry learning also supports a constructivist approach. Inquiry learning is
learner-centered and based on ones prior knowledge or experiences (Cobb & Kallus,
2011). Inquiry learning is crucial; students need to be able to construct their own
knowledge while the teacher helps facilitate. When my students are able to make
decisions in the classroom, the students become more willing to complete and own the
assignment. Students need to learn and use the skills to work with their classmates to
make decisions, investigate problems, etc.
As learners construct knowledge and understanding, they question themselves
and their views and interpret and interact with their world (Ornstein & Hunkins, 2009,
p.129). When students are constructing knowledge, they have to use their past
experiences to help them link to new concepts in hopes of making meaning.
As more and more individuals use new technologies to communicate, these
linguistic activities come to shape the ways in which we view and use language and
literacy (Cobb & Kallus, 2011, p.320). I think that it is imperative that students are able
to observe and explore when working with technology. As our students are getting older,
technology is rapidly changing. I would not want my students to be left behind due to
lack of experiences with technology. Technology is a type of literacy, and it needs to be
addressed in the classroom.
My students will no longer be taking the CRTs. They will now be taking the
SBACH. My students need to be able to use the computers to take these tests online.
Students will be using the computer to take their Reading, Writing, and Math test. We
need to teach our students how to navigate and use the computer so that they will be
successful on these new tests.
I want to continue to integrate constructivist theories into my daily teachings. As
a teacher, I believe in furthering my education and I plan to take additional classes once I
earn my masters degree. Literacy is constantly changing and I want to be able to help
support my students needs in literacy learning!

Best Practices in Classroom Layout

In my classroom, you will see cooperative groups throughout the school day. I
believe that students do not only learn from their teachers, but from their classmates as
well. I am there to help guide the students learning and understanding of content matter.
Surrounding Piagets theory of cognitive development is the encapsulating idea that
childrens minds are not empty vessels in which to pour knowledge, but that children are
actively constructing knowledge about their world and its surroundings (Cobb & Kallus,
2011, p. 167).
One of the most controversial aspects of organizing students in groups (whether
they be cooperative groups or otherwise) is whether the groups should be homogenous
by ability levels (Marzona, Pickering, & Polluck, 2001, pg. 87). Throughout the school
day, my students are organized in different types of cooperative groups. My students
might be in homogenous, heterogeneous, formal, informal, etc. If my students were to
work with the same groups on a daily basis, it would not be as effective. My students
switch groups so that they become successful in cooperating and communicating with
their peers in the classroom. My ELL students (students who are learning a second
language) have grown in language and academics because of the fact that they are able to
work in cooperative groups with their peers. Their classmates are able to be positive role
models to help them in developing their English fluency in BICS and eventually in
CALP. They are able to work with group members with no judgment from their peers.
During reading groups, I have my students work in cooperative groups, based on
their own reading level. Each person has come to the transaction with an individual
history, manifested in what has been termed a linguistic-experiential reservoir (Cobb &
Kallus, 2011, p.127). When approaching new text that is based on their instructional
level, I keep in mind that my students have a different history, background knowledge,
language, culture, etc. I have to understand that students may have different
transactions within the same text. Since students have different transactions our
conversations about the text will be diverse. Every reading act in an event, or a
transaction involving a particular pattern of signs, a text, and occurring at a particular
time in a particular context (Cobb & Kallus, 2011, p.129). During the transaction
between the reader and the text, the reader will create his/her own meaning (Cobb &
Kallus, 2011).

Defining Literate

A person who was Literate used to mean being able to simply read and write.
Now, being a literate person is much more complex and diverse. As teachers, our goal is
to have students not only read and write but comprehend the information they are
reading. There is a drastic difference between reading and making meaning of what you
are reading. When I previously taught first grade I would have parents come up to me
and tell me that their child knew how to read; and they wondered why their kids were
receiving a low grade in reading. I told these parents that they are able to read but they
do not comprehend what they are reading. I have told my students many times, you need
to slow down and think about what you are reading. If you do not comprehend what you
are reading, then there is no point in reading! You should be reading to learn, to be
entertained, to be persuaded, etc.
Not only do students need to comprehend a text that they are reading, but they
also need to be able to comprehend other types of literacy that are not text. An
example would be how I mentioned earlier that students need to be computer literate or
technology literate to complete tests on the computer (A.R., Discovery, new SBACH
tests, etc.) Here are some other examples of literacy that you may not have thought of:
students playing video games, students reading music, students reading a calendar in the
classroom, etc. Students are constantly introduced to literacy and they need to be able to
transfer the information that they have learned to other topics and subjects as well, so that
they are literate in all areas.

Life-Long Learner

Once I got my undergraduate degree in elementary education, I had an urgency of
going back to school. I missed learning. It was my first break from education since
before starting Kindergarten! After high school I went to college and completed my
degree in four years. I was proud of myself, but I knew that I wanted to go back to
school and get my masters degree. I did have a problem though. I was not sure what I
wanted to get my degree in. After two years of teaching (and a two-year break from
school), I made a decision and decided to get my masters degree in Literacy Education!
The reason why I chose this concentration was because I felt I would benefit
greatly from getting a degree in Literacy Education. I felt confident in teaching math, but
I did not feel as adequate in teaching reading and writing. I thought that if I took more
classes in teaching reading and writing, I would improve my teaching skills in these
content areas. Throughout these last three years in my masters courses, I have been able
to apply what I have learned into my classroom. Last year, my principal moved me from
first to fifth grade. Fifth grade at my school is departmentalized. Since my principal
knew I was getting my masters degree in Literacy she had me teaching reading and
writing to my students. Since I was teaching reading and writing to two classes, I was
able to apply what I learned from my courses. This year, we have two brand new
teachers who are teaching reading and writing in fifth grade. I am able to use the
knowledge from my courses to help support and mentor these new teachers!
I am thinking about taking a break before I continue my education and earn a
doctorates degree, but I will definitely be back soon! I cannot go too long without
furthering my education, because I am a life-long learner!



















References
Borich, G.D. (2007). Effective teaching methods. Upper Saddle River, NJ: Pearson
Education Inc.
Cobb, J.B., & Kallus, M.K. (2011). Historical, theoretical, and sociological:
Foundations of reading in the united states. Boston, MA: Pearson Education, Inc.
Marzano, R.J., Pickering, D.j., & Polluck, J.E., (2001). Classroom instruction that
works. Alexandria, VA: Library of Congress.
Ornstein, A.C., & Hunkins, F.P. (2009). Curriculum: Foundations, principles, and issues.
(5 ed.). Boston, MA: Pearson Education, Inc.
Slavin, R.E. (2006). Educational psychology: Theory and practice. (8ed.). Boston, MA:
Pearson Education, Inc.