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 hA7FU0V21357; Fri, 7 Nov 2003 10:30:00 -0500 (EST) Date: Fri, 7 Nov 2003 10:30:00 -0500 (EST) Message-Id: <1003561780russell@literacy.upenn.edu> 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: Mary Russell <russell@literacy.upenn.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:804] Re: It's not PD it's what you teach X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1" X-Mailer: QuickMail Pro 3.1 (Mac) Status: O Content-Length: 3017 Lines: 84 Amen.. -- Mary Russell National Center on Adult Literacy University of Pennsylvania 3910 Chestnut St Philadelphia, PA 19104 Phone: 215-746-6742 Fax: 215-898-9804 http://literacy.org On Friday, November 7, 2003 9:13 AM, tom zurinskas <tzurinskas@yahoo.com> wrote: >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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