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Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011



                                      Project: Teacher Refinement and Learning Enhancement

Problem       Evidence                      Solution                                      First Steps
Classroom     Jamie: Students                  1) Collect student inventory forms at      Training: “El máximo”
Discipline    disengaged and ran to the           the beginning of the year to            In 3 ninety minute sessions, focus on a training in each
Problems      windows, and one boy                discover interests to help direct       of the following topics:
              frequently went to play             teaching and student learning.              1) Student Learning #1: This session will focus on
              with glue.                       2) Implement routines into the                      the multiple learning styles and multiple
                                                  classroom procedures that include                intelligences of students.
              Susanna: Teacher checked            the usage of attention getting              2) Student Learning #2: This session will focus on
              the work of students one            procedures and the communication                 the learning cycle, and how to plan for teaching
              by one, and students                of expectations for students.                    to maximize student learning.
              began to throw pencils,          3) Plan lessons that include proper            3) Teacher Learning #1: This session will explain
              etc. while they waited for          transitions to minimize student                  how to maximize teaching time through more
              the teacher to check their          behavior problems.                               structure: daily agendas, proper transitions, and
              work.                                                                                timed activities.
Ineffective   Jamie: Teacher spends a          1) Use attention getters to quickly get    Training: “La Diferenciación” y “La Colaboración”
use of time   large amount of time                the attention of students.              In 2 to 3 ninety minute session, focus on a training in
              trying to redirect students      2) Differentiate within the classroom      each of the following topics:
              and have them return to             to accommodate for the different            1) Differentiation: This session will discuss how to
              their seats.                        levels of learning within each class.            modify assignments to meet the needs of
                                               3) Use cooperative learning to engage               different levels of understanding. It will also
              Susanna: Teacher                    students and allow for a greater                 discuss how choice in tasks connects students’
              implements activities that          zone of proximal development.                    interests and talents to maximize engagement
              require students to share                                                            and learning.
              answers with teacher                                                            2) Cooperative Learning: This session will explain
              individually, not the                                                                how group tasks with individual accountability
              entire class.                                                                        maximize student learning in a classroom.
                                                                                                   Teachers will serve as facilitators instead of
                                                                                                   lecturers.




Notes taken by Jamie Boelens and Susanna Pierce
Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011



Problem        Evidence                              Solution                                      First Steps
Lack of        Jamie: Lower level classrooms do         1) Connect with schools in the US to           1) Have a pamphlet to give to volunteers
Supplies and   not have a library, any markers,            help donate old textbooks, markers,            to give to schools around their area to
Resources      construction paper, or                      computers, or technology                       help send supplies. The pamphlet will
for Students   manipulatives to use. The school            resources.                                     include the series of steps to take when
               lacks a copy machine, so students        2) Communicate with other NGOs                    donating supplies to the school.
               must copy all homework and                  around the world to see if they can         2) Email other NGOs to see if they are
               assignments by hand.                        help sponsor or fund the project.              interested in helping fund the project,
                                                        3) Have school districts within                   entitled “Project Teacher
               Susanna: Older level classrooms             experienced volunteers’ classrooms             Enhancement.”
               do not have computers, books, or            in the US ask their school districts        3) Search to see if there are grants within
               basic art supplies. Teachers only           about donating outdated supplies               the US that will help benefit the
               have a dry erase board and have             to the facility.                               Guatemalan classroom.
               no projectors to use.
Lack of        Jamie: Students spent the entire         1) Plan backwards with essential           Training: “Hacer el AprendizajeRelevante”
Higher         grammar time copying letters on             questions that allow teachers to        In 3 ninety minute sessions, focus on training
Order          multiple pages of their journals.           focus on the end result instead of      in the following topics:
Thinking                                                   daily tasks.                                1) Understanding by design: This session
and            Susanna: Students copied the             2) Implement relevant tasks that                    explains the process of planning
Assessments    letter “h” into their journals, and         would encourage students to work                 learning objectives around essential
for Learning   then interviewed teachers for 15            beyond the walls of the classroom.               questions.
               words that started with the “h”          3) Have a schedule that allows the             2) Project Based Learning: This session
               sound.                                      teacher to check for learning in                 will allow teachers to brainstorm
                                                           larger projects. Also, use strategies            together different projects they might
                                                           that allow for assessment for                    be able to implement in classrooms.
                                                           learning in tandem with                     3) Assessments for learning: This session
                                                           assessments of learning.                         will include teaching strategies that can
                                                                                                            be used to assess the process of student
                                                                                                            learning in individual classrooms. (the
                                                                                                            student barometer, student white
                                                                                                            boards, think-pair share, and protocols)




Notes taken by Jamie Boelens and Susanna Pierce

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Project Teacher Refinement and Teacher Enhancement

  • 1. Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011 Project: Teacher Refinement and Learning Enhancement Problem Evidence Solution First Steps Classroom Jamie: Students 1) Collect student inventory forms at Training: “El máximo” Discipline disengaged and ran to the the beginning of the year to In 3 ninety minute sessions, focus on a training in each Problems windows, and one boy discover interests to help direct of the following topics: frequently went to play teaching and student learning. 1) Student Learning #1: This session will focus on with glue. 2) Implement routines into the the multiple learning styles and multiple classroom procedures that include intelligences of students. Susanna: Teacher checked the usage of attention getting 2) Student Learning #2: This session will focus on the work of students one procedures and the communication the learning cycle, and how to plan for teaching by one, and students of expectations for students. to maximize student learning. began to throw pencils, 3) Plan lessons that include proper 3) Teacher Learning #1: This session will explain etc. while they waited for transitions to minimize student how to maximize teaching time through more the teacher to check their behavior problems. structure: daily agendas, proper transitions, and work. timed activities. Ineffective Jamie: Teacher spends a 1) Use attention getters to quickly get Training: “La Diferenciación” y “La Colaboración” use of time large amount of time the attention of students. In 2 to 3 ninety minute session, focus on a training in trying to redirect students 2) Differentiate within the classroom each of the following topics: and have them return to to accommodate for the different 1) Differentiation: This session will discuss how to their seats. levels of learning within each class. modify assignments to meet the needs of 3) Use cooperative learning to engage different levels of understanding. It will also Susanna: Teacher students and allow for a greater discuss how choice in tasks connects students’ implements activities that zone of proximal development. interests and talents to maximize engagement require students to share and learning. answers with teacher 2) Cooperative Learning: This session will explain individually, not the how group tasks with individual accountability entire class. maximize student learning in a classroom. Teachers will serve as facilitators instead of lecturers. Notes taken by Jamie Boelens and Susanna Pierce
  • 2. Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011 Problem Evidence Solution First Steps Lack of Jamie: Lower level classrooms do 1) Connect with schools in the US to 1) Have a pamphlet to give to volunteers Supplies and not have a library, any markers, help donate old textbooks, markers, to give to schools around their area to Resources construction paper, or computers, or technology help send supplies. The pamphlet will for Students manipulatives to use. The school resources. include the series of steps to take when lacks a copy machine, so students 2) Communicate with other NGOs donating supplies to the school. must copy all homework and around the world to see if they can 2) Email other NGOs to see if they are assignments by hand. help sponsor or fund the project. interested in helping fund the project, 3) Have school districts within entitled “Project Teacher Susanna: Older level classrooms experienced volunteers’ classrooms Enhancement.” do not have computers, books, or in the US ask their school districts 3) Search to see if there are grants within basic art supplies. Teachers only about donating outdated supplies the US that will help benefit the have a dry erase board and have to the facility. Guatemalan classroom. no projectors to use. Lack of Jamie: Students spent the entire 1) Plan backwards with essential Training: “Hacer el AprendizajeRelevante” Higher grammar time copying letters on questions that allow teachers to In 3 ninety minute sessions, focus on training Order multiple pages of their journals. focus on the end result instead of in the following topics: Thinking daily tasks. 1) Understanding by design: This session and Susanna: Students copied the 2) Implement relevant tasks that explains the process of planning Assessments letter “h” into their journals, and would encourage students to work learning objectives around essential for Learning then interviewed teachers for 15 beyond the walls of the classroom. questions. words that started with the “h” 3) Have a schedule that allows the 2) Project Based Learning: This session sound. teacher to check for learning in will allow teachers to brainstorm larger projects. Also, use strategies together different projects they might that allow for assessment for be able to implement in classrooms. learning in tandem with 3) Assessments for learning: This session assessments of learning. will include teaching strategies that can be used to assess the process of student learning in individual classrooms. (the student barometer, student white boards, think-pair share, and protocols) Notes taken by Jamie Boelens and Susanna Pierce