BRAIN AND BEHAVIOR INSTITUTE 2002
|
| BRAIN AND BEHAVIOR INSTITUTE 2002 |
|
1.) Supplies 1.) No supplies
2.) Equipment 2.) No equipment
3.) Personnel with willingness to share 3.) Just the opposite
"Processes" and "Ideas" that work
A.) In house A.) Visitors
B.) come prepared not to just lecture
C.) come prepared to work "hands on" with activities and "Processes"
with staf and our students.
4.) Homogenuously grouped classes 4.) Heterogenuosly grouped
classes
5.) Grant writing sometimes works 5.) But only if well written
6.) Bring in good grant writers 6.) Bad grant writer need not
apply
7.) Responsibility & authority 7.) Responsibility & NO Power
Many teachers within the district are stuck in the traditional method of instruction: talk and chalk. Science instruction demands a hands on approach to be effective in teaching processes and concepts. Lack of materials accessiblity and inadequate training on the use of new kits hinder student success. Lack of teacher training in new methods perpetuates a lack of student interest and phobias.
The Schoool District of Philadelphia's formula: city politics + purchase of program kits without training = student failure. Teachers must be given opportunities to critique new programs before they are introduced within the district in order to be successful. Our schools have a high transitional rate of teachers and students which causes instablity of instruction and learning.
What can be improved?
We need more stability within the district with lower staff and student transitions. Specific staff training on use of materials and new programs.
New teachers should receive more and longer mentoring assistance.
Where are we now in our collaborative efforts?
Many new programs and individuals offer to assist with the teaching of our students but their efforts are not clearly defined. The motivation for some student teachers seems to be geared towards receiving a good grade. Teachers need to be informed of the rubric that should be used to determine what the student teachers should be doing.
What can be improved in our collabrative efforts?
Teachers should have imput about the rubric that is used to evaluate student teacher performance. Therefore host teacher should be a part of the informed discussion that helps to create the rubric with the college prior to the student teacher placement.
Host teacher incentives should include not only a stipend but a kit, or a trip, and materials etc.
Sharon's K-8 school has a connection with U of P, College for kids, occurs on Saturdays and all disciplines are represented (ELA, Math, Science, Soc Studies, Economics and the Arts). The program works well and gives children exposure and motivation as well as incentives to do well in school.
Tunde - Olney High School has a program connection with Temple University (primarily focuses on 10th & 11th grades) where college students come and work with students academically. They also talk with students about extending their focus and about college ambitions .
Dana - The Green Schools program connected with Ada Lewis middle School as well as many other schools in the Philadelphia School district. They provide tremendous educational support, materials support, and small financial support. These supports prove to be extremely beneficial in promoting environmental and energy learning. This supports the assumption that connections with outside, colleges and business alike enhances student education.
There is also a collecge connection between Carver E & S and PCOM
and Temple University which provides the students with real life exposure to possible fields of interest. This proves to be very helpful to the students in terms of helping to decide on focus or concentration areas or to decide where they don't want to go.
We would like to see more college/student interaction period. Then we would like to see more of student/student interaction as opposed to staff/student interaction. We agree that teaching is a wonderful way of learning and agree that this would be extremely beneficial to student teachers. It is already a proven phenomenon that students very often learn better from their peers ( or those close in generation) thus this type of community teaming is good. It is a process that would be beneficial to classroom teachers as well because it provides a forum for us to view different teaching perspectives and strategies. It would be nice if these connections could somehow be built into curriculum and collaboration could take place between the schools and univerities and businesses before each school year. Perhaps we could even share in professional development.
Many teachers within the district are stuck in the traditional method of instruction: talk and chalk. Science instruction demands a hands on approach to be effective in teaching processes and concepts. Lack of materials accessiblity and inadequate training on the use of new kits hinder student success. Lack of teacher training in new methods perpetuates a lack of student interest and phobias.
The Schoool District of Philadelphia's formula: city politics + purchase of program kits without training = student failure. Teachers must be given opportunities to critique new programs before they are introduced within the district in order to be successful. Our schools have a high transitional rate of teachers and students which causes instablity of instruction and learning.
What can be improved?
We need more stability within the district with lower staff and student transitions. Specific staff training on use of materials and new programs.
New teachers should receive more and longer mentoring assistance.
Where are we now in our collaborative efforts?
Many new programs and individuals offer to assist with the teaching of our students but their efforts are not clearly defined. The motivation for some student teachers seems to be geared towards receiving a good grade. Teachers need to be informed of the rubric that should be used to determine what the student teachers should be doing.
What can be improved in our collabrative efforts?
Teachers should have imput about the rubric that is used to evaluate student teacher performance. Therefore host teacher should be a part of the informed discussion that helps to create the rubric with the college prior to the student teacher placement.
Host teacher incentives should include not only a stipend but a kit, or a trip, and materials etc.
Wish List:
Students would present a hands on activity to complete in the classroom. The acitivites would have been discussed earlier with the teacher. The
student teacher would have developed a list of hands on activities that the classroom teacher would like at and pick those activities that would meet the needs of her particular classroom. The student teacher would have worked through the hands on activities before presenting them in the classroom. This presentation would include the student teacher bringing all of the needed materials and supplies.
Haverford College has the MAST program which is execellent! Why invent the wheel? Some of the aspects of this program are wonderful and has been received well by students at Hill Freeman. Each middle/high school student is paired with a mentor who tells them about college life, the also work on science and writing activities, students receive a stipend too. Each participating school recieves new technology!
Students need exposure and then guidance as soon as talents and interest are indicated. Outlets should be inplace.
Presentations on college life, how students got there, obstacles etc should be shared with students in a grade levels in an appropriate manner.
COLLAORATIONS:
1,) e-mail "buddy" for grant-writing (teachers)
2.) e-mail "buddy" for lab-reporting (students)
3.) use e-mail to communicate among participants in our class here.
ACTIVITIES:
1.) Lab on Density vs. Mass
2.) Lab on sneses (vision, hearing, tactile, taste,etc.)
3.) lab on metric measurement of solids, liqids, gases (pipets, micropipets, balances,etc.)
4.) Lab on the proper use and care of microscopes
5.) Lab on how to measure using the microscope(micrometry).
| Forum
| BBI 2002 Home Page
| Summer Institutes
| Serendip Home |
