Decisions, Decisions
What to teach?
How to teach?
How to assess learning?
The Problem
Content overlap Theory not
connected to practice
Courses based on topics, not concepts or big ideas
Duplication of assignments and assessment
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
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?
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
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
Implementation
Emergent Literacy
Alphabetic principlePhonemic awarenessLanguage acquisition
Big BooksKid writing
AssessmentBig Books
Literacy CenterKid writing
Literacy Research
Students learn:Evaluate
ApplyPresent
Current research
How children present research
visually
Students presentedresults of a research
article using the most appropriate
visualrepresentation
Rubric development
Holistic or analyticalCriteria
DescriptorsAnchors
Students developed a rubric for their
poetryworkshop
Students completedthe poetry workshopassignment, tradedwork and assessedthe results with the
rubric.
Results1disagree
2sw disagree
3sw agree
4agree
The course content was sequenced and organized
4 25 18
The projects and assignments were useful and related to course content
2 10 35
I made connections between course content and my field experience
1 4 42
My host teacher used many of the strategies I have learned in this class
5 16 26
Help and support was available if needed
1 10 36
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.”
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.”
Road Blocks
Different teachers/styles
Students focused on grades
Urban setting challenge
Lice Final exams
Collaboration
2 innovative college professors
1 dynamic principal with a fantastic faculty
50 anxious, pre-service juniors
Happy, motivated elementary students
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?
Questions, comments, discussion?
Thank you!
Jane & Linda