Curriculum and Assessment to Improve Teaching and Learning

Abstract: The chapter is prefaced by the idea of ridding the idea of a "core of common knowledge" (31), which ignores the natural reactions of students to materials presented within the class. The chapter discusses developing curriculum by determining academic and performance standards. Standards are the structure upon which learning is based, and once these are established the rest of the lesson planning will effectively follow. In order to ensure that all students meet these standards, scaffolding must occur. Teachers must make time to find out where students need help, and offer assistance in all aspects of the lesson. Again we are back to backwards design, with basing lessons around what students should know and be able to do, and then base assessments around these crucial factors.
Synthesis: The idea of moving away from the "core of common knowledge" is interesting as the phrase implies to me the idea of students as a blank canvas, capable of being filled with our information. This is clearly blatantly inaccurate as students come with previous experiences and background information. I love the idea of engaging students within curriculum based upon interest as opposed to coverage. I feel that the only effective method of teaching students is to connect subjects and topics to real life experiences within the lives of students, thus putting students in control of their own learning. I think that students should be given the opportunity to reflect upon learning after all lessons to ensure that they are able to explain what was effective and what was ineffective within the lesson. Thus, if students feel that a lesson did not help them, I would like the student to explain why and how they what lesson would have better helped them to understand.

Chapter 11: Teaming

Abstract: The class agreed that this chapter was about creating an effective team teaching system within the middle school. A great aspect of teaming is that teams tend to make large schools feel far more like small communities, where students may work closely with a small group of teachers and other students. To begin effectively using this model, we must work collaboratively with team members and hold regular planning sessions that enable us to discuss integrated teaching units as well as to plan for our specific students. To gain the greatest rewards, the team must state explicit goals and objectives to ensure that all members have the same end results in mind. In order to effectively teach, we must make the information relevant to all students while at the same time providing each student with a personalized learning experience. A great instance of a team environment occurs in Raymond K. Smith Middle School in Hahnville, Louisiana.

Reflection: The general feeling within the class seemed to be an enthusiasm for the idea of team teaching. Team teaching offers middle level teachers the opportunity to integrate learning across curriculum while maintaining a comfortable community. A major point that was readdressed was the idea of teachers working together in order to ensure that students are not assigned multiple major projects at the same time. While it is impossible to entirely avoid overlap of assignments, it is necessary to recognize that our students will become overwhelmed with too many projects. Overall, there is a general consensus that team teaching builds communities that help our students to succeed.

Chapter 9: Planning for Block Scheduling

Abstract: This chapter discusses the benefits of block scheduling as opposed to several fifty minute classes per day. An interesting aspect of this chapter is that it discusses true learning as opposed to coverage. Rather than attempting to cram infinite information into the minds of the students, teachers instead can offer a comprehensive, valuable lesson which deeply explores specific topics. I enjoyed the planning of a lesson based upon the eighty minute class block, as this shows the challenges as well as the triumphs of such a schedule. I was interested in the use of a math lesson as I have no experience in math, thus it was great to see the many real life applications of this subject. I thought the teacher did an excellent job of incorporating real life experiences within his classroom, and I would love to use as many real life experiences as possible in my lessons.

Synthesis: While I did not have block scheduling during middle school, I experienced block scheduling during high school and absolutely believe that this is a wonderful scheduling system. Rather than attempting to focus on six or seven classes per day, students are able to focus upon four focused classes. I think that this will be valuable to me as a teacher as well because I will be able to offer students far more personalized attention, while learning the personalities of my students throughout the semester. I feel that I will be able to invest far more into my lessons if I am able to plan for eighty minutes as opposed to a fifty minute lesson. In doing this, I will be able to plan the majority of an activity in one class, with room for accommodations and review in the next lesson. Furthermore, I truly hope that I will become employed in a school that uses block scheduling.

Teacher Advisories- A Proposal for Change

Abstract: The author brought his students on an advisory trip which turned into much more of an adventure than anticipated. Upon reaching the peak of the mountain the group climbed, a thunderstorm began and the group was forced to make their way down the mountain despite harrowing conditions. He discusses learning entirely new things about his students, and recognizing habits that would otherwise never appear. While many students may not be strong learners within the classroom, they excelled in a tremendous circumstance and showed their teacher that they were capable of infinite pushes in their previously set boundaries. Although frightening at the time, the students' reflections show that they valued the situation and the new ways they were able to see their teacher and peers.

Synthesis: Although I hope such circumstances do not arise for me, I would love to be able to take my students into the community and interact with them in a way that is far different from that of school. I was initially confused as Wormeli wrote of his experience as I was unsure why he was able to take students on a hiking field trip, yet the further I read the more intrigued I became. In an exceedingly trying situation, these students showed their teacher that they were able to rise above all boundaries in order to help one another. I hope that I am able to have advisory groups and able to bring them into the community!

Teaming

Abstract: I love the way the team meeting worked within this chapter. Rather than meeting separately with each teacher to discuss student progress, it is far more logical to have a large group meeting where each teacher offers insight on the student, and the parents are asked to offer their own perspective on the student's learning. Ideally, the student will be involved in this conference and an open conversation will occur naturally. Also, I love the idea of teachers collaborating based on assignments. While each teacher has valuable content to teach, it is likely that students will become overwhelmed and disinterested if they are thrown a magnitude of information without regard for the rest of the student's workload. Through team teaching, it is possible to at least partially avoid this problem by coordinating schedules and finding the ideal time to assign specific work. Additionally, this method permits teachers to work toward a functional, collaborative unit which integrates multiple subjects.

Synthesis: I hope that I am able to have a positive team experience such as these listed within the chapter. I intend to hold conferences with all teachers in my team in order to promote a strong group atmosphere and assist the process of involving all members of the team. Although I experienced teams while in middle school, conferences were all held separately as opposed to as a team, and I would really like to change this in my future experiences. In addition, I really want to work to collaborate with my team teachers to ensure that student work is spread out between classes. Rather than over assigning for one night in each class, we should instead work to ensure that specific work is given or specific nights, and thus spread out throughout the week. This way, we will be able to avoid overwhelming students and hopefully encourage better work. While students are capable of completing multiple projects in a short span of time, they are likely to become over whelmed by the work load and much of the work will suffer. Thus, I hope to ensure that all work is spread between teachers and students are given adequate time to complete projects based upon the extent of content.

Organizing Relationships for Learning

Abstract: This chapter begins by discussing the reasons why adult role models are so essential for the success and well being of our students. Just as young children rely upon the comfort of parents to ensure that they are safe and acting in a healthy manner, as do adolescents look for such figures at school. By building a strong relationship with at least one teacher, students are likely to feel more comfortable and push themselves further in an effort to succeed. The chapter reflects upon an older edition of "Turning Points," which called for communities within the school to ensure that each student had a person to turn to for any need they may have. These communities have developed into teams and houses within middle schools, and the idea is that these teams will offer students a network of individuals to assist them through various successes and difficulties. In creating teams of teachers and students, students are enabled to develop strong connections with both peers and teachers, and ideally to create a sense of identity within the school.

Synthesis: This connects so much information that I was previously unaware of. Although I experienced houses and teams while in middle school, I did not understand the direct logic or all of the benefits behind this before reading this chapter. I would like to be able to build this in to my own teaching career, both in middle and high school as I believe that there are countless benefits to creating communities within a school. I especially would like to have specific students who I may make connections with and assist throughout the school year and beyond, as I feel that this is essential to the development of each student. I also really enjoyed the idea of an internal team leader and team roles. While the principal will serve as excellent guidance, I feel that it would be frustrating for an outside perspective to make decisions for a specific group's needs.