 | Key Quotes |
|---|---|
Raw Notes: Teaches special education - 'pushes in' on science classes with students she assists - science classes are essentially electives - science curriculum is often merged with other subjects - eg, english (read/write about science).. which means more hands-off learning.
Ana's roll is to ensure access to additional materials, alternative learning styles are accommodated
| Key Themes:
|
Challenges Curriculum is strong at this school, isn't at many other schools - two ways curriculum can be implemented: as starting point, or as script -> as script, resources are a must for engagement
Student engagement: when lessons are offered in project form - specifically, when students have the opportunity to act as "agents of change" - engagement is easy. Students feel empowered. Recurring engagement struggles: - curriculum needs to be interactive - knowledge is white-centric/not culturally inclusive (Ana teaches one white student.. most students don't feel the information is applicable to them)
Marks of progress: convention is by standardized tests; most teachers gauge growth of students for personal/internal goals Where are the holes? - state standards - full group / small group options - interactive/hands on learning options - culturally inclusive - multicultural lessons - linguistic-accessible lessons | |
Online Platforms Stuff vs People People: - recurring faces, mainly via Twitter & Pinterest - types of posts: research, strategies, assistive technologies Stuff: - teaching standards - multi-sensory approaches
Available online sources: - nextgenscience.org - teacherspayteachers: widely used - quickest turnaround for lessons (10 minutes)
Search terms for lessons: grade level + topic *all learning codes mandated by national/state standards are included with lesson plans | |
Available in-school resources This school is better than most schools: learning walks: teacher peers are randomly assigned to sit-in & take non-judgemental notes, usually focused on a question/topic. Sit-in lasts ~15 minutes, after which the teacher taking notes will debrief with the team, then debrief with the teacher whose class was observed. topics: - differentiation (making the lesson accessible to students with disabilities or those who are learning English) - student engagement - open-ended problem solving (sometimes labeled as cognitively demanding tasks) Weekly meetings: - whole-school staff - upper school staff - team meeting (grade level)
At other, under-resourced school: experience was lonely, isolating, expensive (teachers had to fund supplies, often needed donors), connections are evaluative, not collaborative what did you do? emailed previous supervisor, utilized previous resources took advantage of videos: >= 15 minutes, ways to introduce topics, examples of what work should look like, etc. | |
Curriculum accommodation vs. modification - accommodation (most common) - some students, based upon ILP will get additional supplements - modification - a reduction in expectations designated by curriculum (school districts oft have guides / alternative curriculums) - Modifications need approval |
Overview
Content Tools
Activity