Team Teaching Testimonials
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These are photographs and testimonials of classroom teachers and school librarians who team taught lessons from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007).
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- The inclusion of cooperative learning groups led to improved oral explanations of solutions and written expression among students.
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Homework Presentation 1
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
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First of 4 evening sessions, Priority Practices, this session focusing on assessment for learning and instructional strategies. UDL and BD used as frameworks. Teaching for ALL emphasized. Keep your learning targets clear and high.
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This document contains summaries and strategies for teaching literacy to indigenous students. It discusses having students make connections to stories from their own lives and the world. It also describes a strategy for teaching students to infer meanings and situations by looking at pictures, noting clues and explaining their thinking. The document provides an example of a whole class literacy lesson using a big book, covering up words for students to suggest possibilities and determine the correct word.
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The document summarizes an action research study investigating the effects of cooperative learning groups in a middle school mathematics classroom. The study collected data on how cooperative learning groups affected students' math scores, oral and written communication, and attitudes toward mathematics. Key findings included:
- Students' attitudes toward mathematics generally improved with the use of cooperative learning groups, though some students still preferred to work alone.
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- As a result of positive findings, the teacher plans to continue incorporating cooperative learning groups in the middle school math classroom.
Homework Presentation 1
Underlying Issues with Homework document discusses:
- Research has shown homework provides little benefit and can be frustrating for elementary and middle school students. It is more effective for older students.
- The purpose of homework should be to provide practice, not introduce new concepts. If assigned, feedback is important.
- The flipped classroom model moves lectures outside of class time, allowing more class time for discussion, activities, and practice with teacher support. Even partially flipping the classroom can improve homework by making it more purposeful.
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The document discusses best practices for homework based on research. It recommends that homework should have a clear educational purpose, be appropriate for students' abilities and needs, and strengthen the connection between school and home. Research finds generally positive correlations between homework and achievement when homework is well-designed and explained. The document provides guidance for teachers, students, and parents on effective homework policies and practices.
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Flipped Classroom
A flipped classroom allows students to receive direct instruction through online videos or presentations at home, while using class time for interactive activities that allow the teacher to provide individualized support. This addresses the challenge that traditional lectures cannot accommodate all students' varied learning needs. In a flipped model, teachers can spend more one-on-one time with students as they work through interactive problems and projects at their own pace. Students also benefit from just-in-time feedback from the teacher when they have questions or are struggling with a new concept.
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Fiveoaksomli
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- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
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The document discusses best practices for homework based on research. It recommends that homework should have a clear educational purpose, be appropriate for students' abilities and needs, and strengthen the connection between school and home. Research finds generally positive correlations between homework and achievement when homework is well-designed and explained. The document provides guidance for teachers, students, and parents on effective homework policies and practices.
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This document discusses student learning journeys from the perspective of progression through levels of complexity. It outlines two theories on intellectual development (Perry and Baxter Magolda) and challenges such as disconnected curriculum and an over-emphasis on content over concepts. Common barriers to student learning journeys are identified as disconnected curriculum, privileging content over knowing, and lack of active student engagement. Strategies are suggested to address these, including curriculum mapping, focusing on concepts, and increasing formative assessment.
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This document summarizes a study on using pairwork strategies to enhance oral communication skills for Emirati students learning English as a foreign language. The study was conducted with 4 female students in Grade 5. Data was collected through observations, surveys before and after implementing pairwork activities, and interviews. The study aimed to see if oral skills could be improved through pairwork, identify advantages and disadvantages of pairwork, and examine how pairwork affects student interest and attitudes.
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This document provides guidance and strategies for making homework meaningful and effective. It suggests developing a growth mindset in students by praising effort rather than innate ability. Homework should strengthen skills, allow independent learning, and extend classroom knowledge. Teachers should give relevant assignments and clarify expectations. Parents are encouraged to create a distraction-free study space and communicate with teachers about struggles. Alternatives to homework like logs and intervention programs provide support. The purpose of resources like homework club is to help students who need structure and assistance to complete assignments successfully.
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Homework allows students to revise classroom learnings and builds the habit of self-study. This helps them to score better. At MIT Vishwashanti Gurukul, we understand the importance of homework in student's life. That is why our mentors give homework to each student.
To know more details you can visit here: https://www.mitgurukul.com/Importance-of-homework.php
Fiveoaksomli
Five Oaks Middle School in Beaverton, Oregon has 1160 students, with over 70 teachers. Through their work with the OMLI (Oregon Mathematics Leadership Institute) program over several years, the math department has improved student and teacher discourse in mathematics, increased student-centered and group learning, and developed teacher leadership. Their goals for the future include continuing to improve discourse, understanding proficiency-based assessment, and engaging the community in mathematics.
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Unit of learning designed by Julie Noble from Northfield Primary School, Alberton Cluster for the Make It Count project.
FINAL REPORT:My training as an English Teacher
Melisa Gonzalez completed her teaching practicum with two groups of teenagers aged 13-17. She observed both groups and their teachers initially. Group 1 was well-behaved while Group 2 was noisy and undisciplined. Melisa planned engaging lessons incorporating activities, materials beyond the textbook, and English use. While nervous, her teaching went well with student participation and comprehension. Both experiences were valuable for improving her skills, though Group 2 was more challenging to motivate. Overall, Melisa found the practicum rewarding for developing as a teacher.
Students’ comments as a tool for teaching reflection
This document summarizes a teacher's experience running an after-school English club for junior high students in Indonesia. Some key points:
- The teacher used games and fun activities to motivate the students and help them learn English. This helped the students stay engaged.
- Students provided feedback on the teacher's instruction at the end of the semester. The feedback was categorized as positive, negative, or no comment on the teaching method.
- While the student feedback was not as reliable as feedback from experts, it still provided valuable perspective on what did and didn't work from the students' point of view. The teacher aimed to continuously improve their teaching.
Educator Philosophy Interview Team D
Our learning team conducted interviews with several teachers throughout California and found out about their educational philosophies.
Group presentation
1) Six students presented research papers on topics related to learning capabilities, how information is received, and its impact on writing.
2) Visual images are easier to remember than quotes, and most students preferred visuals along with written text.
3) A study on spelling difficulties found issues with processing multiple parts of words simultaneously and remembering word patterns affect writing.
Poetry reflection paper
This document summarizes a poetry course taken by the author. The course explored different types of poems and helped foster self-expression through writing poems. It also showed how teachers can make poetry more relatable and accessible to students. The course provided ways to help students make meaningful connections to poetry. Understanding poetic elements allows students to gain an essence of what makes poetry meaningful and can help facilitate their own writing. Poetry also lends itself to differentiated instruction as there are many forms that allow students to choose formats to best express themselves creatively. The author enjoyed the course and plans to incorporate techniques learned to make poetry a meaningful creative outlet for students.
Wednesday night class
This document summarizes the responsibilities and tasks of a student teacher during their first residency, including observations, case studies, lesson plans, and other classroom duties. The student teacher is placed in a 7th grade science classroom where they observe the teacher's daily routine of notes, lectures, and quick assessments. Specific tasks completed include an IEP, team meetings, and planning a project-based learning lesson. The document also describes the teacher's classroom management strategies, use of technology, goals for students, and lessons learned about effective instructional strategies from the residency experience.
Presentation on home work
Presentation on home workJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.Kindergarten Lesson Journals
This document contains summaries of 5 lesson plans from a kindergarten teaching practicum. Each lesson plan summary is 1-3 sentences and provides the high-level details about the lesson including the pedagogical principles, activities, student engagement and feedback, and areas for improvement. The lessons covered topics like people at school, prepositions of place, sounds, values, and reviewing prior vocabulary. Visual aids, songs, games and a puppet were used across the lessons to engage students and reinforce vocabulary. Student engagement was generally positive but some lessons could have been improved with better timing, transitions or activity structure.
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Cynthia Estebo observed her first class at a secondary school in Argentina. She observed 26 students aged 17, with 22 girls and 4 boys. During the class, the teacher introduced Cynthia and explained her role. Students asked Cynthia questions about distance learning for teaching. The class involved the teacher writing on the board while students commented on upcoming events. There were several interruptions, including students arriving late and a preceptora asking for notebooks. Students worked in pairs from their booklets and the class ended with the bell ringing. Cynthia observed students drinking mate and frequently asking to use the bathroom during class.
Speech
Cole Ross completed a senior project where he taught a 7th grade Advanced Language Arts class for two weeks. He created lesson plans, assignments, a grade book, and a participation point system to track student behavior. His project facilitator, Mr. Chad Lanier, was always present in the classroom with him. Cole chose to focus on education for his senior project because he has wanted to be a teacher since second grade. After high school, he plans to study secondary education at Kennesaw State University.
FS 2 Episode 2
The document summarizes the student's observations of three English teachers' lessons. In the first lesson, the teacher used a collaborative activity where students worked in groups to create puppet shows based on story elements. The second teacher led a discussion-based lesson reviewing figures of speech and used student examples. The third teacher used lecture and discussion to review a past lesson while managing some student misbehaviors. The student reflected that using a variety of teaching strategies is important for engagement and that they aim to be a teacher that encourages speaking confidence and interactive learning.
Naiman - tpd - secondary final reflection
The secondary practicum took place at Colegio Provincial Kloketén in Ushuaia, Argentina. The school was experiencing many challenges including teacher strikes over unfair trials, lack of heating and water services during winter, and late and undisciplined student arrivals. The author had to modify her lesson schedule due to strikes, observing and teaching three different classes. Her lessons focused on communication over grammar using varied activities and digital resources. While some students were engaged, others were distracted, though the author gained confidence in managing groups. It was an exhausting but rewarding experience that highlighted the need to be resourceful and help disadvantaged students.
FS 4 Exploring the Curriculum
Thermometer Check, Come Let's Talk, Tell Me, Bridging Educational Process, Collect and Critique, Tell Me
Coteaching psu 2012_4
This document provides an overview of co-teaching models presented by Heather Lane and Sara Staub to teachers in the South Western School District. It defines co-teaching as two or more teachers sharing instructional responsibilities in a classroom. Four common co-teaching models are described: supportive, parallel, complementary, and team teaching. Teachers participated in a jigsaw activity to learn about each model. establishing cooperative co-teaching requires face-to-face interaction, interdependence, interpersonal skills, monitoring, and accountability. The document outlines advantages of co-teaching for general education teachers, special education teachers, and students.
Again, though two replies is the basic expectation, for deeper eng.docx
Again, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you (including the instructor) before the last day of the discussion; this will further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
The teacher Dr. Todd
below
You are correct in recognizing the importance of communication as a basis in co-teaching. Just like in a substitute teaching situation, children will see one teacher as less than another if one of the teachers does not have authority in the classroom. So how can authority and thus "equality"in the classroom be established? This question I am addressing to you. How would you actually handle this? I will give you one idea of how I would handle it but I would like for you to come up with your own ideas. When team teaching begins each teacher will address the class and share the ground rules for behavior, for instance, Consequences will be the same despite the teacher who deals with the student. This is similar to what goes on between a husband and wife with children. The rules are the rules. One teacher does not change them when another teacher is the disciplinarian.
Dr. Todd
Tracy Kuemerle
Using an unbiased perspective of both teachers, what do you think is the cause of this conflict?
The cause of the conflict is first the person who had gotten hired as the co-teacher to the students throughout the day, did not make the impression that he/she wanted to plan and co-teach. There is even a lack of communication between him/her and the other teacher. In most cases similar to this scenario is that the teachers have not gotten a chance to meet one another and had time to develop a quick routine. The teachers should have compared his/her weaknesses and strengths so they are able to sort out which one will do what in the classroom with the students. One teacher tends to have more experience in the teaching field as to where the other teacher only had limited experience. The way I see it and probably from a supervisor’s view that there is lack of communication between the two teachers. It is all the collaboration can either go two ways, there is the way that it can go smoothly where both teachers will work together, or it could go the direction to where it leads to miscommunication or differing goals (Murawski & Spencer, 2011, p. 122). The other perspective could be that the teachers needed to collaborate before beginning the class, this way the teachers are on the same page, and one doesn’t feel like she is not doing anything to help.
In a real life situation this happened to myself when I was working at a head start center. The teacher was very OCD into everything had to go her direction and she was supposed to be teaching me the ways and paper work that we had to do. I offered my help .
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Team Teaching Testimonials
- 1. Coteaching Reading Comprehension Strategies: Classroom-Library Instructional Partnerships These are photographs and testimonials from classroom teachers and teacher-librarians who field tested lesson from Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact by Judi Moreillon (ALA Editions, 2007). All photographs and testimonials used by Judi Moreillon with permission. For more information: info@storytrail.com
- 3. Kindergarten Teacher and Teacher-Librarian Grand Canyon School, Grand Canyon, Arizona
- 6. Kinder-First Grade Classroom Teacher and Teacher-Librarian Monarch Academy in Oakland, California
- 8. First-grade Classroom Teacher and Teacher-Librarian Lela Alston Elementary School, Phoenix, Arizona
- 10. Third-grade Classroom Teacher and Teacher-Librarian P.S. 88, Bronx, New York
- 12. Teacher-Librarian and Fourth-grade Classroom Teacher Ruth Powell Elementary, Safford, Arizona
- 15. Second-grade Classroom Teacher and Teacher-Librarian Anthem School, Anthem, Arizona
- 17. 5th-grade Classroom Teacher and Teacher-Librarian P.S. 347, New York, New York
- 19. Fifth-grade Classroom Teacher and Teacher-Librarian Anasazi School, Scottsdale, Arizona