GENERAL
Table
of Contents
COVER Page
SUMMARY of Education Project
I.
THE SITUATION ON THE GROUND IN HAITI
II.
GOALS AND OBJECTIVES
III.
EDUCATIONAL SECTION
Phase
1.1: Summary
Phases
1.2: Details
IV.
TECHNICAL SECTION
Phase
2.1: Summary
Phase
2.2: Details
V.
PROJECT RESULT
Phase
3.1 Summary
Phase
3.2 Details
VI.
TIME AND COST ESTIMATES
VII.
ORGANIZING AND STAFFING
VIII.
EXPERIENCE AND QUALIFICATION
APPENDIX
Representative Client Assignments
Project Staff Resume
Educational
Research Project Proposal
Submitted
by:
Marquise
Paillere
I.
THE SITUATION ON THE GROUND IN HAITI
Haiti is a French
colony located in the Caribbean gained her Independence in the late 18th
century after the first major slave uprising in the western hemisphere
involving nearly half million slaves led by Toussaint L'Ouverture. After a
prolonged struggle, Haiti became the first black republic to declare its
independence in 1804. According to the CIA World Fact book; Haiti is considered
as the poorest country in the Western Hemisphere with 80% of the population
living under the poverty line. As poverty is directly linked to education;
Haiti has had a long history of poor access to education in all its history. As
the massive magnitude 7.0 earthquake struck Haiti in January 2010 with an
epicenter about 15 km southwest of the capital, Port-au-Prince; an estimated 2
million people were living within the zone of heavy to moderate structural
damage with over 300,000 people who lost their lives. Among the people who lost
their lives were a vast number of students who attend night school. The night
school students are mostly students from very low income families who in the
day time hold jobs such as selling fruits and vegetables in the public markets.
The earthquake was assessed as the worst in the region over the last 200 years and
consequently Haiti’s educational sector is a fundamental area that is currently
experiencing a severe setback.
As a result of my examination of the current crises
currently going on in Haiti after the devastating January 12, 2010 earthquake;
and the pre-existing factors regarding education in Haiti I have developed the
following understanding of Haiti’s youth population.
As in any society the youth is the future of tomorrow, and
education is the basis and extremely crucial component that plays a major role
in the advancement of any society.
·
In Haiti the youth is presently
composed of more than 70% of the population and less than 20% of that 70% were
enrolled in school before the earthquake happened.
·
For more than 50 years there have been
vast amounts of farmers migrating from the rural areas to the capital
(Port-au-Prince) of the country in search of a better life. Which in turn
resulted in shacks and improper building of houses everywhere, they did not fit
and they became the merchants in the streets thriving to survive with no
support system from the government.
·
As a response to the high literacy rate
that has existed for the past century, I decided to start from the grassroots
up.
Starting from the grassroots up will require adopting a new
way of teaching in the ways that the youth is taught.
The norm in Haiti has always been a lot of
memorization and regurgitation of information. Hence experiential learning is
something that is hardly heard of in Haiti and memorization is the only norm.
As memorization is a crucial component in learning it is not really beneficial
if we don't teach kids early on how to think critically by themselves so that
they too can apply the things they learn in the classrooms in their real life
situations. This new idea is extremely hopeful because it will serve as an
intervention that will make a lasting difference in the way that rural students
learn.
To get this process
started, with the help faculty members and fellow classmates I created
“Educators and Students without Boarders”. The purpose of this organization is
to recruit Educators and Students from the US to provide training for the
teachers in the school. The idea is that after professionals from the United
States have helped provide some basic training for the Haitian teacher, then
this knowledge can be passed on by those teachers. The organization will still
keep providing ongoing training workshops as we get volunteers from the United
States.
·
To have a decent education a child
should be taught in a friendly, comfortable, and technologically up to date
environment.
Through careful and extensive research
and interviews of Haitian teachers and students who reside both in Haiti and in
the United states I have found this school located in the rural region of Haiti
called Bainet and I will utilize this school to test all my (theories and hypothesis)
The school’s name is Ecole la Providence de Begin. It is
located in Bainet
(Creole: Benè) is a City in the South-East Department of Haiti with 166,890 inhabitants. Currently has 210
students enrolled, ages of pre-k through 12 years old. The school seeks to enroll a total of 300
children.
The students enrolled are the first generation in their
family to ever attend school; and therefore feel privileged for attaining
this right. There is a scarcity of
qualified teachers in the area, especially for the early
childhood education division
The school does not have a proper building
The garden on the school premises will serve many purposes.
Students can eat the food that they grow while also teaching them about the
significance of planting and preserving the environment. Ninety eight percent
of the trees in Haiti are cut to produce charcoal causing deforestation, 66% of
the economy is based on agriculture. With a total population of 10,033,000
million two
thirds of all Haitians depend on the agricultural sector.
II.
OBJECTIVE OF THE
PROJECT
Contact Hours: I will be working 8
hours per day for a total of 40 hours per week Monday through Friday. I will
start working on May 24th of 2012. I will be on the site starting
June 27th of 2012 until 24nd of August.
III.
EDUCATIONAL SECTION: Detailed Description and Training
The proposed project’s major objectives are divided into
three phases
Phase
1.1
Do
initial evaluation to assess the standards of the teachers followed by an 8
weeks intensive teacher training program.
Examine Current qualifications of
Teachers and Future Professional Advancement
Develop detailed requirement from which
Ecole Providence de Begin can develop a bid specifications package for the
school’s educational infrastructure for the students and also for teachers’
ongoing education training.
This includes detailed data from which
they will be able to make decisions.
Indentify the pros and cons associated
with the specific layout of new curriculum that will be put in place to train
teachers
Help to select the design approach
Help Draft School Policy
Help Draft and Establish Rules and
Guidelines for all Faculty and Staff
Set up well-organized follow up
training for Teacher’s professional advancement.
Integrate into the curricula those 5 key concepts: Hands on,
experiential education, Sustainability Eco-literacy Citizenship and Stewardship
Phase 1.2:
Improving School/Professional Development Center’s Infrastructure
Establish
School Board Members
Prepare a set of requirements to be
used to develop the base of teacher’s training program.
Identify strategic decision issues for
layout of curriculum.
On the basis of information obtained the school board
members and I will help identify strategic decisions Ecole la
Providence must make prior to completing the layout and ongoing curriculum
design and implementation.
Phase
1.3
Create Supplement Educational Programs
designed for Teachers
Incorporate Technology and interactive
learning.
Follow up training will be provided by:
Recruited volunteer Educators/Students from the US.
Conduct a comparative study of
Student’s academic success related to teachers teaching methods and
qualifications.
I will be the Course
Coordinator/Translator for the education workshops/seminars that will be given
for the duration of two months.
IV.
Current
and future space requirements
Currently the school does not have a proper building, a one
room house is leased on a yearly basis and in front on the house a with an
extended shack that is build to add more room to receive the students. There
are no walls. When it rains the students do not attend school because
everywhere is damped.
Future space requirement: School/ Professional Development
Center requirements: Supplies (including architectural, mechanical, electrical,
and plumbing approaches, and specialized security interfaces)
I will create a project board composed of individuals who
will be in charge of planning Fund Raising events to raise money to purchase
the land for the building of the school.
Architectural
requirements for the building
Mechanical requirements
Electrical requirements
*All three Phases will occur simultaneously.
V.
PROJECT RESULT
This project will contribute to the
decentralization of the densely packed capital
-Encourage farmers to work the land
because that where the richness of the country is.
-Build a community of future educated
farmers who will contribute to Haiti’s economic development.
-Benefit other surrounding communities,
and environment
-Develop communities, encourage
leadership, and serve as a blueprint for other rural communities to follow.
-Will be a Regional training facility
for training other teachers in the surrounding rural areas of Haiti.
-Benefit health and wellbeing of Bainet
children with improved education and learning environment
-Empower the children with stronger
education
-Enhance adult job skills for future
employment
-Educational modernization
This project will also enable and encourage the youth to be
and live sustainably since the school is located in a rural area curriculum
will include gardening for students. This required assistance will include the
design of the school, a garden on the school premises which will teach the kids
environmental and health values that will stay with them for life.
VI.
TIME AND COST ESTIMATE: To Be
Determined while all phases 1, 2 and 3 are in progress.
Details: Current cost of land to be
purchased for the building of the school: USD 10,000.
VII.
Support: Educators and Students without
Boarders
I.
A key element in my approach to this project is the
assignment senior personnel who have significant teaching, school/professional
center structural design, planning, operations and management experience. I
will work on establishing a h a
project team that not only possessed a seasoned, realistic perspective but also
can provide practical suggestions for improvement in such areas as
school/professional center educational infrastructure and construction.
Mentoring:
My site supervisor will be Fritz- Gerald Zephirin, I will meet with him three
times a week to evaluate all my work progress.
Marketable skills: I will be able to
develop verbal communication skills, and build strong relationships with other
people and enrich my interpersonal skills.
Completing this research will help me
enhance my problem solving abilities. Since I plan to teach in Haiti later on
in my career this internship will give me a better understanding of the
teaching methods and how to be an effective teacher, because quality teachers
are the cornerstone of quality education.
What I expect to get from this
internship:
I expected to do an experimental
research and collect new data on the state of Public education in Rural Haiti.
This will allow me to do a need assessment of resources needed for the school
to keep functioning both academically and financially.
Ecole la Providence de Begin
Teacher Training Program for Professional Advancement
Welcome!
Ecole la Providence de Begin’s Teacher Training Program for
Professional Advancement is a program aiming at ensuring that our students have
competent teachers equipped with the latest practices in regards of education.
The school’s Teacher Training Team’s goal for your seminar is to be as
productive and beneficial as possible to the teaching methods currently being
used by implementing and improving the existing practices. You will experience
a wide variety of useful techniques and ideas you can take back to your
classroom and put in use immediately! This handbook was created to give you
numerous resources, key handouts, guidelines, and sample materials to
incorporate into your teaching.
We welcome any questions that you may have. Our presenter is
excited to have a chance to meet and discuss ideas with you during the breaks
that we will have during the sessions.
Our Educational Plan for our students is to enrich their
education by combining traditional instructions with modern methodologies which
will extend beyond the classroom into the community.
At the conclusion of the seminar, we would love to hear your
comments and feedback as we will consistently striving to bring you the most
fulfilling experience possible! An evaluation form is located on the last page
of this handbook, please take a moment to complete the form and share us
thoughts with us.
*Active Learning: The value of active learning for deepening
student understanding of course materials is extremely vital. That is to say
this class will involve a number of hands-on assignments. The vision is for the
class to be an active learning community. Therefore, we will all have important
roles to play. We all have the capacity to be both teachers and learners. We
will have class activities in small groups frequently. The role of your
presenter/presenters is to facilitate this goal. Always come prepared to class and ready to participate.
Homework: There will be a variety of weekly homework
assignments (To be determined). Many of these assignments are designed to give
you hands-on experience with education. Some of the assignments may be done in
pairs or in small groups (if so it will be explained). Homework assignments
will be distributed in class.
Grading Rubric for homework:
·
Exceptional
(insightful, thorough, completely error-free, truly exceptional work)
assignment will earn ten points;
·
Complete,
satisfactory assignments will earn nine
points
·
Complete,
but, unsatisfactory assignments will
earn five points
·
Late
or incomplete assignments will earn
a zero
Note: All homework
must be handed in to your presenter at the assigned date, unless otherwise
noted or under special circumstances (with the permission of the
presenter/presenters.
Reading Evaluation: In order for us to spend more time
engaged in active and collaborative learning,
it is very important for you to prepare for each class in advance by completing
the reading. With the exception of week 1, each week will start off with a brief
evaluation on the reading for that week.
Evaluation will
be 10 multiple choice and true/ false questions and done first individually and
then in a group. Each one is worth 100 points. Your individual grade is 50% of
your evaluation grade and the group grade is the other 50%. You must be present
at the beginning of class to take the evaluation. Please don’t be late.
These weekly reading evaluations are intended to meet a
number of objectives. They will help you keep up to date on the readings, help
prepare you for the exams and help encourage attendance. The evaluations will
also provide you with a collaborative learning opportunity. Finally, they will
also help your presenter/presenters assess your progress and determine which
areas need more emphasis and elaboration.
Exams:
Exams will be a combination of multiple choices, true-false and short answer
questions. Exam dates will be announced in class 2 weeks prior the date in
class. The final exam is cumulative.
Grading System:
4.0 (A):95-100 3.7(A-): 90-94 3.3 (B+): 87-89 3.0 (B):
83-86 2.7(B-): 80-82 2.3(C+): 77-79
2.0(C):
70-76 1.7(C-): 67-69
1.3 (D+): 64-66 1.0(D):60-63
0.0 (F):59 or lower.
Course Policies
Attendance and
participation are a must and will be reflected on your grade on the course.
Academic integrity:
You are expected to be aware and uphold academic integrity. Cheating in any
form will not be tolerated.
Extra credit: extra
credit assignment may occasionally be offered when events arises that connect
to topics of the course. There may be no opportunities for extra credit. Please
plan accordingly and seek any needed assistance as soon as possible. The
presenter/presenters will be very glad to help you succeed with flying colors.
Course Schedule*: Topics
and Readings: *Course
schedule is tentative, subject to change.
Week 1: (7/16, 18, 19, 20,) Evaluation and Assessment of Teachers credentials and
their Current Teaching Practices.
Open discussion. What are their academic interests and concerns? Talk
about the current state of
education in Rural Haiti. Effective
teaching Methods, Qualities of the effective teacher: Understanding your
students “Different learning styles of students” “Reading
Comprehension” 7 Keys to Comprehension that a teacher needs to master in
order to guide their students.
Week 2: 7/23,
24, 25, 26) First Evaluation. What
is critical thinking? Introduction to the Science of Education. Intro/
Presentation of suggested methods for improvement. Hand outs, Introduce and
brief overview on Childhood development. Multiple Intelligence
Week 3: 7/27, 30, 31, 8/1) Second Evaluation. Mechanisms
of Effective lessons planning, drafting instructional goals and plans for the
day.
Creating collaborative teams in classrooms. “Tools for Effective
Classroom management.” Using poster boards to facilitate learning. “Encouraging
critical thinking in a classroom.”
Week 4: (8/2, 3, 5, 6) Third Evaluation Ten Principles for creating an atmosphere of trust
and support. (Soderman and Farrel,
2008). Your role as teachers.
Week 5: (8/7, 8, 9, 10) Fourth
Evaluation Music in the classroom: the research behind music in the
Classroom. Why is guided reading important? Having smart centers for
facilitating learning. 4 Components to every Smart Center
Week 6: (8/13, 14, 17) Fifth Evaluation to be announced in
class*
Week 7: (8/20, 21, 22 23, Final Evaluation
to be announced in class*
Bridges Log
Student- ___________________________Major-
_______________________________
Meeting Date-________________________________________
Academic progress- How do you feel the seminar is going for
you? How are you progressing?
Personal Issues-
Next time-
Haiti curriculum for Summer
2012
Styles of Learning
Each student is different, which means they all learn
differently. There are several styles Howard Gardner explained how students
learn. Meeting their needs is one tool for educational success. The information
came from Wikipedia.org
Style 1. Visual (spatial): The ability to visualize with the
mind’s eye. Such people would be artists, designers, architects, etc. Spatial
relates to space, so students with this learning style learn best when given
projects such as designing a plan for a house or creating a piece of art work.
They learn best with images, art, creating, etc.
Style 2. Linguistic (auditory): “This area has to do with words, spoken
or written. People with high verbal-linguistic intelligence display a facility
with words and languages. They are typically good at reading, writing, telling
stories and memorizing words along with dates. They tend to learn best by
reading, taking notes, listening to lectures, and by discussing and debating
about what they have learned.” (Wikipedia.org)
Style 3. Kinesthetic (hands on): This style of learning involves
using your hands and body to learn. Using manipulatives while teaching is the
best way to help these students learn. Examples that suit their interest are
athletes, dancers, actors, soldiers, etc.
Style 4. Musical: Sounds, tones, rhythms, and music are sensitive to
these learners. These learners like to sing, play an instrument and compose
music. They learn best through music, and such interest includes singer, disc
jockey, writer or composer.
Style 5. Interpersonal: These learners like to work with
others. They can easily understand others and work with their needs and
emotions to complete a task. Managers, teachers, counselors, etc. are areas of
interest.
Style 6. Intrapersonal: An intrapersonal learner knows whom
they are, what they like, how they will react to situations, and really understand
themselves. Critical thinking comes natural and people with this intelligence
are counselors, authors, psychologist, etc.
Style 7. Naturalistic: This area has to do with nurturing and relating
information to one’s natural surroundings. Examples include classifying natural
forms such as animal and plant species and rocks and mountain types; and the
applied knowledge of nature in farming, mining, etc. Careers include naturalists, farmers and gardeners. (Wikipedia.org)
**Note: Another style that isn’t discussed much but does exist is
the spiritual learner. This learner has the gift to be natural. They believe
they have it in them to meet a goal, and the goal is accomplished successfully.
Now
that you know that there are several different learning styles, it is important
to remember that as educators we need to apply all the styles in the curriculum
so each child can benefit. For example, when introducing new vocabulary to
students, have the words written for your linguistic learners, an image
relating to the words for visual learners, and a movement for each word for
kinesthetic learners.
Reading Comprehension
7 Keys to Comprehension
1.
Create
mental images: Good readers create a wide range of visual, auditory, and
other sensory images as they read, and they become emotionally involved with
what they read.
2.
Use
background knowledge: Good readers use their relevant prior knowledge
before, during, and after reading to enhance their understanding of what
they’re reading.
3.
Ask
questions: Good readers generate questions before, during, and after
reading to clarify meaning, make predictions, and focus their attention on
what’s important.
4.
Make
inferences: Good readers use their prior knowledge and information from
what they read to make predictions, seek answers to questions, draw
conclusions, and create interpretations that deepen their understanding of the
text.
5.
Determine
the most important ideas or themes:
Good readers identify key ideas or themes as they read, and they can
distinguish between important and unimportant information.
6.
Synthesize
information: Good readers track their thinking as it evolves during
reading, to get the overall meaning.
7.
Use
“fix-up” strategies: Good readers are aware of when they understand and
when they don’t. If they have trouble understanding specific words, phrases, or
longer passages, they use a wide range of problem-solving strategies including
skipping ahead, rereading, asking questions, using a dictionary, and reading
the passage aloud. (Susan
Zimmermann and Chryse Hutchins)
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Motion pictures of
the Mind: If reading is vivid, exciting, memorable, and fun, it is easier
to remember information. Not only does that mean images, but also smells,
tastes, sounds and feelings. Visual can be used with images, videos, play, etc.
Activity one:
Phonics Bingo – Have students learn new vocabulary or how to read by playing
Bingo, but incorporate pictures. (Show example)
Activity two:
Musical Big Book – Students create a book using an inspirational song. Students
create an illustration for part of the lyrics in a song. Put the book together
and sing the song showing each lyric and illustration.
Activity three:
Comics – Have students create comic strips that explains the current concept.
**Activity four: Close your eyes. Imagine you are with someone you
love at the park swinging on the swing. Finish the story, what happens next?
Explain to group.
Modeling for the students
what you expect and want them to do is one step. Model for them how you
visualize, what you see when you read a book, what you imagine when you are
listening to a song. Don’t just tell students what you see, tell them what you
hear, feel, taste, etc. Modeling guides students in the right direction and
they will use and practice this strategy more often until it becomes second nature.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Background Knowledge: Background knowledge is built every day. Through
experiences, relationships, conversations, traveling, background knowledge is
built. People subconciously use background knowledge when they learn something
new, and if they are learning something for the first time, the previous
knowledge from what they already know will spark up. “Background knowledge
enriches everything you read.” – (Zimmerman, 43)
Activity one: Introduce and reintroduce the same story – Introduce a story to students.
Ask them questions that could help them relate to the text. Do an activity
relating to the text and reread the story several days or months later.
Students will remember the story but may react and understand it differently
after having some experience with the subject.
Activity two: Field trip – Take students on a field trip. When they return, have them
read a text relating the the area you visited. Or have students create a song,
rap, play, etc. on their newfound discoveries.
**Avtivity three: Share a memory – After reading a story, have students write, create an
image, create a poem, etc. about how they relate to a main character in the
text. Give students options on how to express themselves.
It is important to remember
that each person has different background knowledge, which forms various
responses and experiences for each lesson. Although your experiences and
responses may be different from your students, it is also important to consider
their perspective. Although their answers and ideas may be different then what
you expect, it doesn’t mean they are incorrect.
** “Background knowledge is
like velcro. It helps new information adhere.
The more background knowledge you develop and use, the more you can make sense
of and remember new information.” (Zimmerman, 50) **
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Questioning: Who What When Where
Why and How (5W and H questions) – Questions are extrememly
important. Important to ask students and important for students to ask. There
are a dozen ways to ask questions, but to really get your student thinking, you
must ask them critical thinking questions. Which question is more thought
provoking?
Did you have fun? vs.
Did you have fun? Why or why not?
Instead of asking students yes or no questions, ask them
questions in which they are required to think. They will use their background
knowledge and apply it to their answer.
If you don’t know the answer to their questions, encourage
them to discover the answers. Give them the materials they need. Have them ask
a peer, teacher, or a parent.
Activity one: Look
at the illustration on the cover of a text. Have students ask questions about
the illustration before they read the text.
Activity two: Interview
– Have students interview someone. Such as asking a parent/guardian about what
they do at work.
**Activity three:
“I wonder” – Look at a picture and ask “I wonder” question
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Drawing Inferences: “When
the mind is thinking, it is talking to itself.” –Plato
Very similar to critical thinking, you expand your thinking
and go beyond what you read. Using your background knowledge, you “personalize
what you read to build deeper meaning.” This could be predicting how a story
will end, figuring out an unknown word, asking questions, etc. What does
evidence show? What are the sentences, words, and story telling you?
Activity one: Cartoons
- Introduce students to funny or political cartoons, such as Garfield. Have
them interpret it. They will relate it to their background knowledge and then
ask questions such as, “What do you think?” or “How would you react in this
situation?”
Activity two: Clifford - Read students a story where they
create details. Read Clifford the Big Red
Dog on disasters. The students have to think about why and how Clifford
causes so many disasters.
**Activity three: Word
Games – Have students fill in the
blank. “As sticky as a _____________” Have each student fill in the blank using
a new word each time.
Language for drawing inferences: “I predict…” “I think
that…” My guess is…” “That’s just what I thought…” “Now that is a surprise…”
“My conclusion here is…”
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Synthesizing: “The
ability to distinguish what’s important in text and the ability to synthesize
it, or determine the overall meaning and significance.” (Zimmermann, 119) Facts
and information can be thrown at you, but you need to think about the main
ideas and organize it internally. That is synthesizing. While synthesizing,
students can better identify what is and isn’t important.
“Determining importance has to do with knowing why you’re
reading and then making decisions about which information or ideas are most
critical to understanding the overall meaning of the piece.” (124)
Activity one: Cover – Read a story to students without
showing them the cover. When finished, have students create their own
interpretation of the front cover. What are some things they should include in
their illustration that the reader might predict? When students are finished,
show them the cover of the text and compare.
Activity two: Create
a song/rap/play – Have students
create a song/rap/play using the notes they have taken from an important unit.
Instead of students studying notes word for word, have them take the important
ideas from the unit to create a song/rap/play.
**Activity three: Create
a story – Students will create the text using the illustrations. Cover up the
text and have students write their own interpretation of the text.
Language for synthesizing: ordering, recalling, retelling, recreating,
connect, visualizing.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Fix-up strategies: If
I don’t understand what is going on, how can I fix it so I do? Everyone does
this daily, with everything from reading, writing, cooking, etc. Say you get
stuck in the mud with your form of transportation, truck, bike, or feet. You
are going to do whatever strategy you know to get yourself out. The same
applies for students. Naturally, after gaining experience students will learn
to apply strategies that work for them, whether it is in reading, math,
history, spelling, etc.
Fix-up strategies: Reread, read ahead to clarify meaning,
identify what you don’t understand (vocabulary, sentence, idea), read the
illustrations, talk with a peer, adult, or teacher, take notes, do some
research, make predictions, stop to think, mentally imagine, read author’s
note, drawing inferences, etc.
Activity one: Sticky
notes – Using a text, have students
read the text and put a sticky note on the parts that confuse them. Have a
class discussion on the areas of confusion. This clarifies information while
also getting everyone’s input.
Activity two: Poem – Have students read a poem with
unfamiliar vocabulary words. Make sure the concept is explained in the poem and
have students use text cues to help them interpret the poem.
**Activity three: Read
the illustrations (Picture Walk) – Imagine you don’t understand what the text
is saying. Read each illustration and make a prediction before you read the
text.
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Ten
principles for creating an atmosphere of trust and support. (Soderman
and Farrell, 2008)
1.
Actively engaging with the children, saving
social interactions with other adults for when children are not present
2.
Using language to demonstrate their interest in
children by reflecting on what the children are doing, noticing children’s
accomplishments, laughing along with the children, answering their questions,
and acknowledging their comments
3.
Actively listening to children, replying
thoughtfully to their ideas, accepting their ideas, remembering to follow up
later on, and inviting children to elaborate on their ideas
4.
Speaking courteously to children, allowing the
to complete their thoughts without interrupting them, demonstrating patience,
using please, thank you, and excuse me
5.
Discussing
children professionally by avoiding the labeling of children or their
families and discussing issues in private only with appropriate parties
6.
Communicating informally with children
throughout the day, focusing on individual children and their current needs and
interest
7.
Using children’s ideas and interests to guide
the conversation, following up on children’s leads in conversations, bringing
up subjects they know will be interesting to individual children, using
open-ended questions (Why do you think…?) and thought provoking questions
8.
Using children’s names in positive circumstances
(never in place of negative commands)
9.
Using words to guide children’s behavior – to
encourage, to assist with stress management, to help children change their
behavior without damaging their self-esteem
10. Using
praise sincerely and constructively; delivering individual, sincere compliments
that describe the child’s accomplishment; focusing on positive behavior and
never putting others down
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6+1 Trait® Definitions
The 6+1 Trait® Writing analytical model for assessing and teaching
writing is made up of 6+1 key qualities that define strong writing. These are:
The Ideas are the main message, the content
of the piece, the main theme, together with all the supporting details that
enrich and develop that theme. The ideas are strong when the message is clear,
not garbled. The writer chooses details that are interesting, important, and
informative–often the kinds of details the reader would not normally anticipate
or predict. Successful writers do not "tell" readers things they
already know; e.g., "It was a sunny day, and the sky was blue, the clouds
were fluffy white …" Successful writers "show" readers that
which is normally overlooked; writers seek out the extraordinary, the unusual,
the unique, the bits and pieces of life that might otherwise be overlooked.
Organization is the internal structure of a piece of
writing, the thread of central meaning, the pattern and sequence, so long as it
fits the central idea. Organizational structure can be based on
comparison-contrast, deductive logic, point-by-point analysis, development of a
central theme, chronological history of an event, or any of a dozen other
identifiable patterns. When the organization is strong, the piece begins
meaningfully and creates in the writer a sense of anticipation that is,
ultimately, systematically fulfilled. Events proceed logically; information is
given to the reader in the right doses at the right times so that the reader
never loses interest. Connections are strong, which is another way of saying
that bridges from one idea to the next hold up. The piece closes with a sense
of resolution, tying up loose ends, bringing things to a satisfying closure,
answering important questions while still leaving the reader something to think
about.
Voice is the writer coming through the words,
the sense that a real person is speaking to us and cares about the message. It
is the heart and soul of the writing, the magic, the wit, the feeling, the life
and breath. When the writer is engaged personally with the topic, he/she
imparts a personal tone and flavor to the piece that is unmistakably his/hers
alone. And it is that individual something–different from the mark of all other
writers–that we call Voice.
Word Choice is the use of rich, colorful, precise
language that communicates not just in a functional way, but in a way that
moves and enlightens the reader. In descriptive writing, strong word choice
resulting in imagery, especially sensory, show-me writing, clarifies and
expands ideas. In persuasive writing, purposeful word choice moves the reader
to a new vision of ideas. In all modes of writing figurative language such as
metaphors, similes and analogies articulate, enhance, and enrich the content.
Strong word choice is characterized not so much by an exceptional vocabulary
chosen to impress the reader, but more by the skill to use everyday words well.
Sentence Fluency is the rhythm
and flow of the language, the sound of word patterns, the way in which the
writing plays to the ear, not just to the eye. How does it sound when read
aloud? That's the test. Fluent writing has cadence, power, rhythm, and
movement. It is free of awkward word patterns that slow the reader's progress.
Sentences vary in length, beginnings, structure, and style, and are so well
crafted that the writer moves through the piece with ease.
The Conventions Trait is the mechanical
correctness of the piece and includes five elements: spelling, punctuation,
capitalization, grammar/usage, and paragraphing. Writing that is strong in
Conventions has been proofread and edited with care. Since this trait has so
many pieces to it, it's almost an analytical trait within an analytic system.
As you assess a piece for convention, ask yourself: "How much work would a
copy editor need to do to prepare the piece for publication?" This will
keep all of the elements in conventions equally in play. Conventions is the only
trait where we make specific grade level accommodations, and expectations
should be based on grade level to include only those skills that have been
taught. (Handwriting and neatness are not part of this trait. They belong with
Presentation.)
Presentation combines both visual and textual
elements. It is the way we exhibit or present our message on paper. Even if our
ideas, words, and sentences are vivid, precise, and well constructed, the
writing will not be inviting to read unless the guidelines of presentation are
present. Some of those guidelines include: balance of white space with visuals
and text, graphics, neatness, handwriting, font selection, borders, overall
appearance. Think about examples of text and visual presentation in your
environment. Which signs and billboards attract your attention? Why do you
reach for one CD over another? All great writers are aware of the necessity of
presentation, particularly technical writers who must include graphs, maps, and
visual instructions along with their text. Presentation is key to a polished
piece ready for publication.
Source URL: http://educationnorthwest.org/resource/503
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Introduce NYS Core Curriculum
Assessment 1: Translated into Creole for students
Name: _______________________________ Date:
______________________
Directions: Answer the questions using complete sentences.
1. What is the purpose for saving social interactions with
other adults for when children are not present?
2. When is it an appropriate time to discuss issues with
children and their families?
3. List four ways to communicate effectively with children.
4. Give an example of an open-ended question you should ask
in your classroom during discussion.
5. Madame Jolene was having a conversation with a student on
the life cycle of a butterfly. The student gave his input and Madame Jolene
responded without letting the child finish. What is wrong with this situation
and how could you fix it?
6. How can you show a child you are interested in his/her
needs and wants?
7. If a student is getting under your skin, and you have
tried all the possible positive reinforcement techniques, what can you do next?
8. What is praise, and how can you deliver it effectively?
9. This style of learning involves understanding and
expressing oneself through playing an instrument, reading music, singing songs,
writing, and etc. What style of learning is this and give an example/lesson to
use in your classroom.
10. What is the difference between intrapersonal and
interpersonal? Give an example of each.
11. Why is it important to include kinesthetic learning into
your lessons?
12. What is a manipulative? Give an example.
13. Describe a naturalistic learner.
14. Create a lesson that includes three styles of learning.
**Note: This was the first assessment and the students did
really well. All of them received an 85%<. I asked them for feedback and
they liked how the questions made them think critically. They were expecting
multiple choice, so some of their answers were not as detailed, but I told them
for the next assessment I would keep a similar format, but some of them would
need to give more detail in their answers. Overall, the first assessment was a
success.
Assessment 2: Translated into Creole for students
Name: ________________________________ Date: ________________________
1. What are the seven keys of comprehension? Give one
example of each that you can use in your classroom. Give thorough and
thoughtful explanations without writing a book. (70 points)
2. List three out of the fifteen ways to increase Children’s
Self-Esteem and explain why you chose these. (15 points)
3. List three suggestions for providing opportunities for
mastery in your classroom and explain why you chose these. (15 points)
**Note: The students performed well on the second
assessment, scoring 82%<. There was some confusion with number one. Some
students did not give examples. For that, we gave them their test back to
finish and clarified the question. However, it is partially my fault because I
wanted them to provide examples they could use in their classroom, not just
simple examples.
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