Field trips were a frequent component of Andrew's class, to various historical landmarks. The community was used as a resource, in this case the city of New York. Students traveled to lower Manhattan to take a walking tour of historical sites of colonial New York and to the Museum of the City of New York. As well as such engaging assignments, Andrews also met frequently with other teachers and school administrators over the course of the year to ensure that her lesson plan continued to satisfy state standards. She used a variety of means of assessment and instruction, including but not limited to simply circulating around the classroom, rather than anchoring at her desk during assignments; scheduling individualized meetings with students and their parents; using progress reports, rubrics, and setting clear expectations; offering creative assignments like imaginary role plays and creative 'what if' prompts; and she also scheduled review periods to examine what the students had learned and what they needed to work on (Multiple means of assessment, 2009, NCREST). Students were intensely involved in the assignments -- for example, during the role-plays they interviewed one another, and quizzed their fellow students on what their partner had learned.
Through this intensive methodology students learned critical thinking skills as well as facts about history, such as how to compare and contrast different things or to read between the lines of an author's bias. Reasoning is a critical skill that is ideal to sharpen through the tools available in a history classroom. For example, students can compare and contrast life as a member of the upper, middle, or lower class during a particular time period, Athens vs. Sparta in ancient Greece, or life as an enslaved African in the American South vs. A factory worker in the North. Students are never too young to be encouraged to question their textbook as omniscient authorities of history, and history provides a wonderful way to teach students about evaluating bias, slanted language, and rhetoric. "Even when your students have learned historical thinking skills like sourcing and close reading, they may fail to apply them in other contexts, and especially with sources they have learned to view as unquestionable authorities," like their textbooks (Bain 2006).
Using the textbook as a starting point than proceeding onto news sources is helpful because of the familiarity yet presumed objectivity of the textbook. Beginning with the familiar...
(Thompson, Morse, Sharpe and Hall, 2005, p.40) The work of Vaughn, Levy, Coleman and Bos (2002) entitled: "Reading Instruction for Students with LD and EBD" published in the Journal of Special Education repots a synthesis of "previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD)." (p.1) a systematic process of review of research conducted between 1975 and 2000 is stated to have "yielded
Professional Interview Analysis This is in an interview of a lead teacher with extensive experience in public relation, administration and educating. She oversees the formulation and implementation of standards and policies in her school. Since she works in management, per of her job is ensuring that educators working in the school are sufficiently motivated to work. This interview gives a glimpse of all it takes to run a school. It gives
Displaying a large version of the map on the board at the front of the room and handing out identical personal copies for students to mark, a fun activity might be to have individual students come to the front and pin cut-out landmark images to the corresponding locations on the map. Once a cut-out from an image bank has been properly affixed to a location and students have marked
The Court then obliged schools to take steps to overcome language barriers in order to give all children equal access to the curriculum. This was endorsed by the Equal Educational Opportunity Act of 1974. None of the implemented laws require a specific methodology for instruction in schools, but civil rights laws do require that all children receive equal opportunities. Specifically, this requirement is enforced by the further requirements of theoretically
It would not only be time consuming and expensive for each classroom teacher to develop an effective basic reading skills curriculum but such a curriculum is also fraught with a high degree of error. There is compelling evidence that supports the use of scripted programs rather than teacher-developed approaches to teach complex skills (Benner, 2005). Second, apply positive behavioral supports to manage the behaviors of students with behavioral difficulties during
Innovative Practices in Public School Education and Administration America has been one of the leading countries of prospects for disenfranchised individuals and, simultaneously, a country of the utmost economic stratification amid the comfort of the wealthiest and the miserable conditions of the poorest. However, the American public schools have been victim to a number of diseases that need to be rectified. A lot of educators in classrooms of the public schools
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now