Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011

Project: Teacher Refinement and Learning Enhancement

Problem Evidence Solution First StepsClassroom Discipline Problems

Jamie: Students disengaged and ran to the windows, and one boy frequently went to play with glue.

Susanna: Teacher checked the work of students one by one, and students began to throw pencils, etc. while they waited for the teacher to check their work.

1) Collect student inventory forms at the beginning of the year to discover interests to help direct teaching and student learning.

2) Implement routines into the classroom procedures that include the usage of attention getting procedures and the communication of expectations for students.

3) Plan lessons that include proper transitions to minimize student behavior problems.

Training: “El máximo”In 3 ninety minute sessions, focus on a training in each of the following topics:

1) Student Learning #1: This session will focus on the multiple learning styles and multiple intelligences of students.

2) Student Learning #2: This session will focus on the learning cycle, and how to plan for teaching to maximize student learning.

3) Teacher Learning #1: This session will explain how to maximize teaching time through more structure: daily agendas, proper transitions, and timed activities.

Ineffective use of time

Jamie: Teacher spends a large amount of time trying to redirect students and have them return to their seats.

Susanna: Teacher implements activities that require students to share answers with teacher individually, not the entire class.

1) Use attention getters to quickly get the attention of students.

2) Differentiate within the classroom to accommodate for the different levels of learning within each class.

3) Use cooperative learning to engage students and allow for a greater zone of proximal development.

Training: “La Diferenciación” y “La Colaboración”In 2 to 3 ninety minute session, focus on a training in each of the following topics:

1) Differentiation: This session will discuss how to modify assignments to meet the needs of different levels of understanding. It will also discuss how choice in tasks connects students’ interests and talents to maximize engagement and learning.

2) Cooperative Learning: This session will explain how group tasks with individual accountability maximize student learning in a classroom. Teachers will serve as facilitators instead of lecturers.

Notes taken by Jamie Boelens and Susanna Pierce

Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011

Problem Evidence Solution First StepsLack of Supplies and Resources for Students

Jamie: Lower level classrooms do not have a library, any markers, construction paper, or manipulatives to use. The school lacks a copy machine, so students must copy all homework and assignments by hand.

Susanna: Older level classrooms do not have computers, books, or basic art supplies. Teachers only have a dry erase board and have no projectors to use.

1) Connect with schools in the US to help donate old textbooks, markers, computers, or technology resources.

2) Communicate with other NGOs around the world to see if they can help sponsor or fund the project.

3) Have school districts within experienced volunteers’ classrooms in the US ask their school districts about donating outdated supplies to the facility.

1) Have a pamphlet to give to volunteers to give to schools around their area to help send supplies. The pamphlet will include the series of steps to take when donating supplies to the school.

2) Email other NGOs to see if they are interested in helping fund the project, entitled “Project Teacher Enhancement.”

3) Search to see if there are grants within the US that will help benefit the Guatemalan classroom.

Lack of Higher Order Thinking and Assessments for Learning

Jamie: Students spent the entire grammar time copying letters on multiple pages of their journals.

Susanna: Students copied the letter “h” into their journals, and then interviewed teachers for 15 words that started with the “h” sound.

1) Plan backwards with essential questions that allow teachers to focus on the end result instead of daily tasks.

2) Implement relevant tasks that would encourage students to work beyond the walls of the classroom.

3) Have a schedule that allows the teacher to check for learning in larger projects. Also, use strategies that allow for assessment for learning in tandem with assessments of learning.

Training: “Hacer el Aprendizaje Relevante”In 3 ninety minute sessions, focus on training in the following topics:

1) Understanding by design: This session explains the process of planning learning objectives around essential questions.

2) Project Based Learning: This session will allow teachers to brainstorm together different projects they might be able to implement in classrooms.

3) Assessments for learning: This session will include teaching strategies that can be used to assess the process of student learning in individual classrooms. (the student barometer, student white boards, think-pair share, and protocols)

Notes taken by Jamie Boelens and Susanna Pierce