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Chapter Number and Title Chapter 5: Determining Impact, Responding When the Impact is Insufficient, and
Knowing What Does Not Work
Do the following:
Part 2: Describe the three specific applications in each chapter for your work in this current class or what you
might expect to be doing in a future classroom as a credentialed teacher. Be able to describe the supporting
reasoning as to why this research would be worth applying to your professional practice. Each application should
be sufficiently described and applied to cover the ideas you are presenting.
Be well prepared to discuss your ideas in class. The Chapter notes must be submitted each week in the class
assigned to receive full credit.
Application 1:
Description of Concept
One of the concepts that was discussed in this chapter was collective teacher efficacy. The text states that “as
teachers discuss the data and success with their peers, they develop collective teacher efficacy” (Fisher et al, 2016,
p. 135). It is important that teachers are able to share everything from failures to success with their peers because
this is where the learning happens. The effort that the teachers put into their teaching directly effects the students
and the way that they learn. “When teachers experience success collaborating with peers and those collaborations
improve teaching and learning” (Fisher et al, 2016, p. 135) it is noticeable. When teachers put time into their work,
it isn’t in vain because the students benefit, and other people are able to see the effect that the teachers are
having. It is important for teachers to remember that they are lifelong learners as well and that their colleagues
have a lot to offer. Success in the classroom is a team effort.
Application 2:
Description of Concept
Another concept that was discussed in this chapter was feedback. The text discusses one teacher who
implemented this into her classroom. The chapter states that she “focused her feedback on students’ processing of
the task, rather than simply focusing on their performance” (Fisher et al, 2016, p. 143). This concept emphasizes
the importance of helping students understand where their strengths/weaknesses lie rather than simply evaluating
how they performed on a certain task. It is important for students to know the specific things that they need to
work on and feedback does just that. It also provides teachers with an idea as to what they need to focus on for
that particular student. The more specific teachers are, the easier it will be for them to monitor their students’
progress.
Application 3:
Description of Concept
Another concept that was discussed in this chapter was small-group learning. The chapter states that “needs-
based instruction, with flexible groups, should not be eliminated” (Fisher et al, 2016, p. 143). The chapter also says
that “student-centered teaching can be very effective. In fact, small group learning has an effect size of 0.49 –
provided the grouping is flexible, not fixed” (Fisher et al, 2016, p. 143). Student-centered teaching and small group
instruction aren’t something that should be used all of the time, however it does have a place in the classroom. It
is important for teachers to be able to incorporate different types of instruction into their classroom so that each
student benefits. This kind of learning is catered towards the needs of the learner which makes this strategy great
for students who struggle. It is important to note that the success of this teaching strategy depends a lot on the
students in the class as well as how the teacher implements it. This strategy has been very effective in some
classrooms which is why it is important to talk to the teachers who have been successful in order to see what they
did to make it such a success.