![]() ![]() ![]() For example, a math and science teacher get together and decide on the best way and the best time to teach motion and cooperatively agree to help each other teach it, either separately or jointly. You and your fellow teachers need to synchronize your strokes to match your pace. In this way, students can construct a foundation, and are able to better generalize what is learned in history because they see the effect on literature. Aligned collaboration is when a social studies department and the English department get together and agree that DBQ's (Document Based Questions) can count for English credit as well as social studies credit and then plan the year so that topics of study in history are taught concurrently with literary eras. The first thing to do is jump in and start wading in the same direction as your fellow teachers. To start collaboration, begin with alignment. There are three general phases of teacher collaboration and interdisciplinary teaching: For elementary teachers, work with other grade level teachers and dive into the math and science books, for example, and find common topics to prepare to teach math and science jointly rather than separately. Teachers must take the first stroke and swim across the hall and start a collaboration with another teacher from a different department. Without belaboring the point that teacher isolation has to end, unless teachers stop departmentalizing their teaching and start teaching knowledge in context of other knowledge, student learning will continue to be stuck at the dam. In order for all this to happen in a sustainable way in our schools, deeper learning requires that groups of teachers pool their talents, resources, time, and efforts to maximize coherence, relevance, and connections among the content areas. Rebecca Alber explained that students must be taught how to collaboratively gain knowledge and skills in order to be expert learners and demonstrate their learning by applying and creating. Shawn Cornally provided wonderful suggestions on how teachers should change their gradebooks (and their instructional perspective) to logbooks, reflecting mastery of learning objectives rather than mere assignment completion.ĥ. Heather Wolpert-Gawron shared her experience of incorporating TED Talks into her curriculum and in doing so demonstrated what teachers need to do to prepare successful learning experiences that promote deep learning.Ĥ. It requires enthusiastic partners - students, parents, and community.ģ. Deep learning engages the whole student (and teacher) - heart, mind, body, and soul.Ģ. But in order to get beyond the current eye-dropper doses of knowledge sampling in school curriculum, it requires that teachers and administrators understand and accept a few things:ġ. Undaunted, educators are committed to providing students full access to the well of deep-learning knowledge that will unlock their potential.
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |