2.4 - Must Reach

1 Operating Instructions

1. Organization

2-Background

1. All children can learn

2. Not all learn in same way

3. Diagnostic and prescriptive

4. Solutions which reachÝ +Ý teach students

5. Staff development

3-Getting Started

1. Classroom

2. Students

3. Curriculum

4. Coop learning

5. Evaluation

4-L=TBC: The Formula

1. Basis

2. Whole class

3. Continuum

5-L=TBC: Models

1. Generic

2. Canada

3. Belize

4. Spanish Exploration

5. Westward Movement

6. The Middle Ages

7. Role of Intern

8. Prep forÝ field Preservice

Ý6-Meeting Student Needs

1. Need for 21st Cent.Skills

2. 21st Cent.Skills + Curr

3. Assessment

4. Matching Resources to Student Need

5. Alt. Assessment: Tools and Pedagogy

7-Problems

1. Classroom management

2. Lack of focus

3. Unwillingness

8-Solutions

1. Getting Re-Started

2. Graphics Boards

3. HyperStudio

9- References

1. End Notes

2. Background Reading

10-The Library

1. Print media

2. HyperStudio

3. Web-based

4. CD-based

5. On-Line

NOTE:          (5) STAFF DEVELOPMENT ... go to 2.5 Staff Development

(4) MUST "REACH" IN ORDER TO "TEACH":

1. Ed technology, cooperative learning groups and systematic constructivites teaching "reaches" and teaches most students, including those at risk.

2. The teacher should design curriculum units which support the needs and interests of students, reflect their unique characteristics and diverse learning styles, and offer learning activities which promote active, engaged learning and valuable reflective thinking.

3. Teachers need to stop covering material and focus on how to apply what is learned to real world situations.Ý

4. Educational technology should be used to create teaching and learning opportunities which redefine the components of the teaching-learning process and which enhance delivery on the promise that all children can learn.

5. Technology should not be taught just for technology's sake; it should be used as a "potent tool for systemic restructuring of schools.Ý Technology in schools must be used to change both the climate and reality of the teaching learning process.

6. Teachers must take a personal interest in their students, must know their style, and know what makes them "tick".Ý

7. Teachers should develop a "string" on each student, a string fabricated from knowledge, mutual trust, and a sense of humor.

8. A teacher cannot teach a class of students until he/she 'reaches" each of the students repeatedly throughout the school yearÖ at least once per week.

(4.1) Characteristics of Tomorrow’s Schools:(--based on www.syllabus.com 3/1/00)

SCHOOLS OF 1900’S		SCHOOLS OF 2000’S
Focus on development of basic skills Testing separate from teaching	STRATEGY	•Focus on development of thinking skills  • Assessment integral to teaching
Recitation and recall from short term memory Students work as individuals Hierarchically sequenced: basic skills always before higher level thinking	LEARNING ENVIRONMENT	Student actively construct knowledge for themselves Cooperative problem solving Skills learned in context of real problems
Supervision by administration	MANAGEMENT	Learner-centered, teacher directe
Assumption that only some students Are capable of learning to think… Tracking predetermines expectations and outcomes	OUTCOME	Assumption that all children can learn All can learn to think Open-ended opportunities