Chapter 3: Curriculum and Assessment to Improve Teaching and Learning

This chapter was basically about the backwards design model. The three most important elements of school: curriculum, assessment, and standards are used together to help students learn the best possible way. The first section discusses how and why to select or create specific standards. In most public schools the standards are already set in stone and the curriculum is handed to the teacher. There was a section in the middle about interdisciplinary units. There are benefits and weaknesses to doing a team unit. The benefit is that it creates a more ‘real’ environment for the brain to learn. When learning takes place outside of school it is not broken down in to subjects and learned separately. Learning takes place by making connections between what the student knows and what is new information and the disciplines are in the mix. The downfall of it is sometimes the units are structured around a theme that does not connect well with what is being currently learned in each discipline. So it is ‘fluff’ content. The point of assessment is to find out if the students learned the material. So use an assessment that will measure that… enough said. Then at the end there is a last point made that it would be helpful if the teachers tried to make the lessons engaging for the students.

I really thought this chapter was a recap of everything we did in practicum. It is strange to me sometimes that this is new information to seasoned teachers. It is the first and only information about how to teach that has been presented to us so when I read it I want to yell at the text and say that I know all of this, tell me something new. Then I realize that what I know has not been completely adopted by the rest of the teaching community. I am in fact ahead of the game in this regard. This is a pleasant thing to realize.

Chapter 9: Planning for Block Scheduling

This chapter basically was an out of place argument in favor of block scheduling for middle schools. It was a basic how to guide to plan and teach a class that had block scheduling. The first part of the chapter reiterated everything we learned in practicum, how to teach an engaging lesson that differentiated for necessary students, used the multiple intelligences, and had a hook. It even talked about a reflective piece at the end of each lesson. The second half of the chapter tried to alleviate the concerns a teacher might have switching over from a 50 minute class to an 80 minute class. Two of those fears were the longer periods would cause more misbehavior and trying to catch up absent students. Basically the difference is a switch to a different level of learning that is allowed by more time to delve deeper in to the subject and understand connections.

Personally I did not find this chapter to be particularly useful except to recap and reaffirm beliefs I had already held. I had block scheduling in high school and it was really helpful in classes it took longer to understand the concepts, like math. Looking back, I can not imagine trying to fit going over the previous night’s homework questions, teaching a new concept, and answering questions about the new material all in a class period that short. We barely had enough time to fit it in with block scheduling. It was really important to my understanding of the work to go over the questions we had from the night before. I am sure that could be true for any subject that takes longer to understand.

Chapter 12: Teacher Advisories- A Proposal for Change

This chapter explained how an advisory teacher would work with his or her students. A teacher would have a group of 12-15 students to meet with as a group. Some schools have it set up where the teacher works with the group for about 20 minutes once a week. Other schools have full day experiences or field trips, small group lunches, and/or individual meetings with each student a couple times throughout the year. The story the author told at the beginning of the chapter is an example of an all day excursion. The end of the chapter lists different types of activities that can be done with advisory groups.

This chapter really cleared up some of the questions I had about the idea after I read about it in Turning Points 2000. I had originally thought that it would just be a series of interviews one on one with the student and advisor. That situation could be weird especially at first when neither really knows the other one that well. I remember how awkward meetings with my guidance counselor were at first. Not only do these small groups help the students connect with the advisor but it helps them connect with each other. This seems like it would have much more impact than just individual meetings with students. Plus any middle school student would love activities, especially fun ones.

Chapter 11: Teaming

Teaming benefits the students because each teacher can offer his or her observation, identify what the problem is and suggest solutions to it. Subject integration is great to use to help students make connections and put the information they are learning to use. It is not effective and is a waste of time when the connections are forced or weak. So it is a good thing to try if the connection can be logically made but adding silly projects just for the sake of saying that it was done is pointless. A team needs to have its goals and values stated and kept by everyone in the group. Changing and adapting to meet the needs of the students and to the needs of the others in the group is inevitable. Planning and staying focused is a huge part of teaming. The author suggests a set agenda for each meeting that way something gets accomplished and time is not wasted.

I like the agenda suggestion that the author made. No one likes to go to a pointless meeting and waste time. Any group of people needs good leadership and a team of teachers is no different. Also keeping the goals and big picture in mind will cut down on the inevitable conflict that would occur between colleagues. After all it’s all about the students.

Chapter 6: Organizing Relationships for Learning

The research concludes that the most influential part of education is the adult/teacher relationships between students. This information has led to the restructuring of middle schools into teams of teachers that all interact with the same 125 students. Smaller teams allow a group of teachers to concentrate more fully on the needs of the students and collaborate with each other to help ensure success. Planning periods for teachers are also a much needed aspect of this team teaching. Teams that have figured the process out, which can take time and practice, are characterized by planning, teamwork focused on a common goal, reevaluation and reflection of progress, and advising students.

I definitely understand the need for adult and student relationships and guidance. I am not sure how that would work effectively in a school that assigned teacher advisers to the students. The most meaningful teacher relationships I had came about naturally because I connected with those teachers. I do not think that if I had been assigned a teacher to talk to I would have either been open to it or felt comfortable because I would have felt like it was forced. I am not sure how to have a system of advising that offers the same benefit to students but have it be and feel natural. Some people just do not have anything in common and as far as pairing students and teachers it sounds like an administrative nightmare. In theory the idea sounds good; I just am not sure how it would be in practice

Chapter 2: Motivating Young Adolescents Synthesis

Abstract:
The chapter is about motivating middle school students as can be inferred from the title. There are 17 suggestion of how to do just that located within the chapter. Basically the two themes of the chapter are to know your students and provide a safe environment for them in your class. Many ideas fall under the first theme. By knowing who your students are and their interests you can create meaningful lessons that connect to their personal lives and that are fun for them. Also using your enthusiasm about the content can go along way. The class agreed that a safe environment is important for middle school students both emotionally and physically. Many of my peers mentioned not speaking up in class unless they were comfortable and how participating in class is a major part of learning. Another important aspect of an environment suitable for learning is to state the goals and objectives clearly so students know what they have to do. Two lesser bits that were pulled out of the chapter were to glean information about students from their parents and to watch stray comments because a harmless comment can destroy a middle school student’s self esteem.

Reflection:
The reflections from everyone in the class varied greatly. Some people talked about how helpful the chapter was with providing suggestions to keep up the creativity and spice of the lessons. A few found the success stories located on the sidebars of the pages in the chapter particularly enlightening. One person mentioned the difference between high school energy level and middle school energy level. Another person spoke of using these tools to motivate outside of academics, in extracurricular activities. Many mentioned the emotional and social development of this age group and how important that knowledge was in order to teach and guide these students toward being successful citizens. Keeping all that in mind; have fun. Do not be afraid to be real to your students and let your hair down once in a while and get a little crazy.