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Decisions, Decisions

Decisions, Decisions

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Decisions, Decisions

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Presentation Transcript

  1. Decisions, Decisions What to teach? How to teach? How to assess learning?

  2. The Problem • Content overlap • Theory not connected to practice • Courses based on topics, not concepts or big ideas • Duplication of assignments and assessment

  3. Solution • Integrate Language Arts and Teaching of Reading • Identify big ideas based on research • Eliminate duplication • Prioritize concepts to be taught • Link curriculum to fieldwork

  4. Process Who would teach what concepts? What materials do we need? How much time will we need? Where will we find meaningful field placements? What activities, assignments and assessments will be useful, practical and authentic?

  5. Organization • Developed a calendar • Two color coded syllabi • Assigned all students to Harding Elementary • Urban setting • 600 students • 80% eligible for free lunch • Rationale for students – emphasized best practice and research on learning focused schools

  6. Student Outcomes • Develop and maintain a well-designed research-based curriculum • Provide a positive classroom environment • Make achievement a priority • Have a shared school mission

  7. Implementation

  8. Results

  9. From student journals “ In class we discussed phonemic awareness and practiced a variety of activities. It was these very activities that I saw in Mr K’s class today.” “ This relates to what we’ve learned about the importance of a community of learners because the students were actively engaged in learning through actually doing rather than spitting out answers on a multiple-choice test.”

  10. More journal excerpts “We talk in language arts that we should teach students in certain ways. Mrs. G. teaches exactly how we learned.” “It was interesting to actually see “kid writing.” “Mrs. L asked me to teach the lesson. I looked over it and realized in was on blending sounds, which we had just recently covered in Teaching of Reading.”

  11. Road Blocks • Different teachers/styles • Students focused on grades • Urban setting challenge • Lice • Final exams

  12. Collaboration • 2 innovative college professors • 1 dynamic principal with a fantastic faculty • 50 anxious, pre-service juniors • Happy, motivated elementary students

  13. Personal application • Is what I am teaching relevant, current and meaningful? • Is how I am teaching motivating and challenging? • Are my methods of assessment authentic, measurable and observable?

  14. Questions, comments, discussion? Thank you! Jane & Linda