Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id hA7EDtV18463; Fri, 7 Nov 2003 09:13:55 -0500 (EST) Date: Fri, 7 Nov 2003 09:13:55 -0500 (EST) Message-Id: <20031107140953.70475.qmail@web14301.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: tom zurinskas <tzurinskas@yahoo.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:803] It's not PD it's what you teach X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 2678 Lines: 69 THE NEW HEROES OF TEACHING Identifying a few excellent teachers and hoping others will copy their methods has not improved teaching in the average American classroom. Teaching, as most students experience it, has not changed for decades. Why? Because the average classroom is not affected much by what the few celebrity teachers do. To make a dent in the learning experiences for most students, educators must find a way to improve the quality of instruction in the average classroom. Even slight improvements in the average classroom, accumulated over time, would have a more profound effect on students around the country than recruiting a hundred more Escalantes into the classroom, according to a commentary by James Hiebert, Ronald Gallimore, and James W. Stigler. In their thinking, to achieve small and continuing improvements in the average classroom requires a major shift in educators' thinking -- from teachers to teaching. Rather than focusing only on evaluating the quality of teachers, the educational community must begin examining the quality of teaching. What kinds of methods are teachers using now and how could these methods be improved? Tackling this deep-seated problem begins with opening the classroom door. The process starts by learning to analyze the details of ordinary classroom instruction, with all its warts and foibles, and then learning to see more effective ways of teaching. But to do this, to even begin down this path, teachers must be willing to open their doors. They must be willing to allow others to use their lessons as data that can be examined and discussed over and over. http://www.edweek.com/ew/ewstory.cfm?slug=10hiebert.h23 --- Eileen Eckert <eileeneckert@hotmail.com> wrote: > I don't know if this got lost in the volume of > discussion the other day or > if the authors don't have a response, but especially > for Dennis and > Charissa: > > How do you perceive the relationship between > involvement in curriculum > development and growth as a teacher? In other words, > how has the process of > developing curriculum contributed to your > understanding of teaching and > learning, and to your proficiency as a teacher? > > > Thanks, > Eileen > > ===== Read all about truespel at truespel.com. Read “Truespel Book One: Analysis of the Sounds (Phonemes) of USA English http://www.1stbooks.com/cgi-bin/1st?partner~1st|type~6|Data1~16593 Convert text to truespel USA accent by copy/pasting it at: http://www.foreignword.com/dictionary/truespel/transpel.htm __________________________________ Do you Yahoo!? Protect your identity with Yahoo! Mail AddressGuard http://antispam.yahoo.com/whatsnewfree
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