Odell Friday Notes

September 28-October 2

Progress Report Update!

Thursday, October 1st

An email was sent earlier this week updating you about progress reports and corresponding links.

K-3: MClass Home reports will be in your boxes Monday AM to send home with progress reports.

3rd: BOG results will go home in progress reports.

More/Less Self Reflection: What are your students engaged with for MOST of the day?

More of...

  • Experiential, hands-on learning
  • Active learning, with all the attendant noise and movement of students doing and talking
  • Student-student interaction
  • Flexible seating and working areas in the classroom
  • Diverse roles for teachers, including coaching, demonstrating, and modeling
  • Emphasis on higher-order thinking, on learning a field’s key concepts and principles
  • Deep study of a smaller number of topics, so that students internalize the field’s way of inquiry
  • Development of students’ curiosity and intrinsic motivation to drive learning
  • Reading of real texts: whole books, primary sources, informational texts
  • Responsibility transferred to students for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating
  • Choice for students (e.g., choosing their own books, writing topics, team partners, and research projects)
  • Enacting and modeling the principles of democracy in school
  • Attention to affective needs and varying cognitive styles of individual students
  • Cooperative, collaborative activity; developing the classroom as an interdependent community
  • Heterogeneous classrooms where individual needs are met through individualized activities, not segregation of bodies
  • Delivery of special help to students in regular classrooms
  • Varied and cooperative roles for teachers, parent, and administrators
  • Use of formative assessments to guide student learning
  • Reliance on descriptive evaluations of student growth, including observational/anecdotal records, conference notes, and performance assessment rubrics

LESS of...

  • Whole class, teacher-directed instruction
  • Student passivity: sitting, listening, receiving, and absorbing information
  • Solitude and working alone
  • Presentational, one-way transmission of information from teacher to student
  • Rigidity in classroom seating arrangement
  • Prizing of silence in the classroom
  • Classroom time devoted to fill-in-the blank worksheets, dittos, workbooks, and other “seatwork”
  • Student time spent reading textbooks and basal readers
  • Focus on “covering” large amounts of material in every subject area
  • Rote memorization of facts and details
  • Reliance on shaping behavior through punishments and rewards
  • Tracking or leveling of students into “ability groups”
  • Use of pull-out speclal programs
  • Emphasis on competition and grades in school
  • Time given to standardized test preparation
  • Use of and reliance on standardized tests