Year: 1997-1998
Month: December
Leader: Group E

Situation/Case Study:
CURRICULUM AND TEACHING

Description:
The teachers saw themes of giving students choice, and student self motivation. My 4/5 graders like to do our round robin reading in literature groups. Each student has a task: Discussion Leader, Vocabulary Expert, Passage Master, Illustrator, or Checker. As teacher I manipulate the composition of the groups. I have the kids read the same book in each group. As teacher, I find it easier to move around the room to various groups when I use this system. My paraprofessional also gets used better. This is a true cooperative lesson. There is a group product and they keep a folder, but individual student roles to play. Students like the activity because they have control and get to work in small groups. Kids are learning better and are more productive. They get six new vocabulary words each session. Some of the special needs students feel more a part of the lesson. They can mimic read with the others and get more personal help.

Hypotheses:
A teacher in this situation should be excited and be feeling very positive that he/she has found a method in which all students can benefit and learn. The student has power and the teacher still has control. A teacher in this situation would feel gratified and proud of the gains students are making. He/she might be more open to trying new methods. Student feels successful. A teacher in this situation would feel successful and proud of himself for trying something new, finding out how to make it work for his students, and seeing the benefits it has for all students in the classroom. A teacher in this situation might feel an increased level of confidence because he tried something new and different and it seems to be successful. Students feel successful, motivated, responsible. Students take charge and control their learning. Teachers become facilitators. The teacher might feel surprised, excited, and thankful that something is actually working in an ever difficult and increasingly filled elementary school day. A teacher in such an event might feel confident and more willing to try new alternative approaches toward teaching other subjects. A teacher in such an event might feel excited and successful because the students are helping one another learn.

Theories behind practice:
Teacher as facilitator, Teacher as teller. Empowering students via choice. Cooperative learning. Parental knowledge. Developmentally Appropriate classrooms. Mn Grad Rule/ Task Management Skills. Learning styles. Multiple Intelligence. Simultaneous/Sequential Structure (Spenser Kagan). Student Decision Making.

Impact on others:


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