Reflections and insights on Professional Development at Githens Middle School
Tuesday, February 3, 2009
Remediation
Facilitators: Michelle Morrow and Diana Franklin February 4, 2009
9 comments:
Anonymous
said...
I believe that was a lot talked about and very important topics brought up in the meeting. I believe these topics would be best if discussed with both core and elective teachers together to get a feel and maybe a common ground in how to make the kids come first.
I think today's session was very informative and that alot was accomplished. I think if the strategies talked about are implemented we can make progress at this school.
I remain interested in the priority of literacy in addressing all aspects of remediation. To that end, I think reading strategies can be integrated into any content area if only in terms of vocabulary. I think it would be possible for content area teachers at each grade level to assemble brief 'reading remediation' sheets at each stage of their curriculum, including priority vocabulary and several of the essential textbook passages. These could be standardized for each content/grade level to minimize preparation involved. Then, even if AE is not extended (although I believe better results would follow if more time was allocated), ANY teacher/staff member could use the remediation sheet for ANY grade/subject and help ANY student. This is just a bandaid on the much bigger problem of teaching nonreaders and low-level readers to read. Without the reading practice, they will not succeed in any of the other content areas (even math requires reading!). One more comment: It seems very counter-productive to utilize elective time for remediation in other subjects which then require their own remediation. Perhaps a couple of required, 'remediation electives' need to be created for those identified as 1s and 2s.
I like the remediation elective component in Betsy Eubanks comments. Teaching science through inquiry does not lend much to reading remediation but more honestly I don't have the skills or knowledge to teach basic reading skills. The bigger question is how do these students get passed forward when they are not ready? We need total education reform - readiness advancement versus age; but now that we have them how can we help?! Literacy is the basis for all content across the board so we must do something. I agree, it is a poser!
Remediation is always helpful to grow students, when applied correctly. With this in mind, I don't think AE is the best time to adequately address our students' needs. I am more in favor of a schedule that will provide an hour of hard core work time 1-2x weekly with small homogenous groups. Homework in Language Arts can become Guided Reading (when applicable)plus other skills will be addressed. This might also address the need for students to get essential support in school, which is often missing from home. Imagine what it can do for the student who gets additional computer time to learn WP while completing a required assignment.
I believe that there were many important issues touched on in the meeting, and I feel that the plans that we came up with during the last PLC should go a long ways toward helping us improve the quality of our remediation. We chose to focus on literacy during AE time and we are going to give students a chance to do some pair reading in heterogeneous groups, as well as continuing with phonics remediation.
I agree with Josie that it would probably be best if Core and Elective teachers talked together about the solutions to the remediation scheduling issues. We all want what is best for our students.
Our goal for professional development this year is to meet the specific needs of members of our Professional Learning Community. After each professional development opportunity, participants are asked to reflect and then comment on the presentation and on the implementation of the strategies in your classroom.
We believe we can build a core of professional knowledge that will benefit each of us.
Additionally, independent professional development will be offered online. Staff members who participate in online p.d. should write a reflection of their work on the blog.
9 comments:
I believe that was a lot talked about and very important topics brought up in the meeting. I believe these topics would be best if discussed with both core and elective teachers together to get a feel and maybe a common ground in how to make the kids come first.
I think today's session was very informative and that alot was accomplished. I think if the strategies talked about are implemented we can make progress at this school.
Unfortunately, I came late and felt a little disconnected. Sorry. In any event, I think very individual presriptive strategies need to be used.
I am not sure if my 1st comment went through.
I remain interested in the priority of literacy in addressing all aspects of remediation. To that end, I think reading strategies can be integrated into any content area if only in terms of vocabulary. I think it would be possible for content area teachers at each grade level to assemble brief 'reading remediation' sheets at each stage of their curriculum, including priority vocabulary and several of the essential textbook passages. These could be standardized for each content/grade level to minimize preparation involved. Then, even if AE is not extended (although I believe better results would follow if more time was allocated), ANY teacher/staff member could use the remediation sheet for ANY grade/subject and help ANY student.
This is just a bandaid on the much bigger problem of teaching nonreaders and low-level readers to read. Without the reading practice, they will not succeed in any of the other content areas (even math requires reading!).
One more comment: It seems very counter-productive to utilize elective time for remediation in other subjects which then require their own remediation. Perhaps a couple of required, 'remediation electives' need to be created for those identified as 1s and 2s.
I like the remediation elective component in Betsy Eubanks comments. Teaching science through inquiry does not lend much to reading remediation but more honestly I don't have the skills or knowledge to teach basic reading skills. The bigger question is how do these students get passed forward when they are not ready? We need total education reform - readiness advancement versus age; but now that we have them how can we help?! Literacy is the basis for all content across the board so we must do something. I agree, it is a poser!
Remediation is always helpful to grow students, when applied correctly. With this in mind, I don't think AE is the best time to adequately address our students' needs. I am more in favor of a schedule that will provide an hour of hard core work time 1-2x weekly with small homogenous groups. Homework in Language Arts can become Guided Reading (when applicable)plus other skills will be addressed. This might also address the need for students to get essential support in school, which is often missing from home. Imagine what it can do for the student who gets additional computer time to learn WP while completing a required assignment.
There I think I said enough!
I believe that there were many important issues touched on in the meeting, and I feel that the plans that we came up with during the last PLC should go a long ways toward helping us improve the quality of our remediation. We chose to focus on literacy during AE time and we are going to give students a chance to do some pair reading in heterogeneous groups, as well as continuing with phonics remediation.
I agree with Josie that it would probably be best if Core and Elective teachers talked together about the solutions to the remediation scheduling issues. We all want what is best for our students.
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