tag:blogger.com,1999:blog-5113479300897983388.post3981318947555854434..comments2024-01-06T06:09:29.140-05:00Comments on An Urban Teacher's Education: New York City: The Ultimate PDjames boutinhttp://www.blogger.com/profile/09625944306253098621noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5113479300897983388.post-32500236670510920882012-03-16T12:08:04.023-04:002012-03-16T12:08:04.023-04:00This is my second year teaching and the first time...This is my second year teaching and the first time I used PBL. While there were some successes, there was also some failures. <br /><br />These failures are: <br />- Taking too long on units at the beginning of the year so that now, I'm rushing to "cover" the curriculum. <br />- Not pre-assessing and formatively assessing well enough to recognize when my students were missing background knowledge and skills, and when I could move faster, when I could move slower<br />- Not thinking through EXACTLY what skills needed to be learned for my students to be successful learning and synthesizing the content for themselves (how to research, how to read graphs, how to predict from graphs, how to memorize vocabulary words) and then giving feedback on these skills<br />- Not making it clear what the essential learning standards were at the beginning so that students who were lost could keep track of what knowledge they needed to work on gaining. <br /><br />I think when I teach a third year, these are definitely structures I'll implement from the very beginning. What do you think? Any other structures to make sure every student gets the essential knowledge and skills?<br /><br />-debrycAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-49230503690269352102012-03-06T22:15:04.959-05:002012-03-06T22:15:04.959-05:00Sciencevrsucks: Good question.
For me, those stru...Sciencevrsucks: Good question.<br /><br />For me, those structures are primarily about building a classroom culture in which students feel comfortable learning from each other AND project-based learning. If the content and skills taught in mini-lessons are challenging for everyone, then as higher students begin to make meaning of them, they can pass that meaning on in more accessible ways to struggling students as they work together to complete some sort of performance-based assessment. I think it means providing the necessary amount of modeling and direct instruction and no more. Get out of the way so students and learn and do good work with the teacher walking around supporting as necessary. <br /><br />Thoughts?james boutinhttps://www.blogger.com/profile/09625944306253098621noreply@blogger.comtag:blogger.com,1999:blog-5113479300897983388.post-80644306805427614542012-03-01T11:52:09.576-05:002012-03-01T11:52:09.576-05:00I aspire to be at Scott's level as well. How d...I aspire to be at Scott's level as well. How do we get there?<br /><br />For example, I'm most curious about "creat[ing] structures for the learning to trickle down." Could you explain that some more? What are those structures or what resources can I start with to start experimenting with those structures?<br /><br />Thanks!Anonymousnoreply@blogger.com