January+24th,+class+one

Please read the two articles ( one article is the pdf of the first chapter from our book, **//The Power of Questions//**) for next week, and then pose two discussion topics/questions and respond to two people.

=SAMPLE QUESTION AND RESPONSE:=

=Where are the results?=

Am I the only one who felt like I was reading a cliffhanger? I wanted to know who's students performed better on the the Regents. To me this data is useful, and will help me understand the most effective teaching methods. Personally from the brief details we have I prefer Blair's stance. His commitment to a proper treatment of history was nice to see. I especially enjoyed his frustration with the standards removing the federal period. However, I would like to know if this sort of view holds any advantage or disadvantage to the more skills and project oriented approach Strait seems to use which is also lauded here at new patlz. [|[delete]] || Nov 23, 2010 4:04 pm The qualitative analysis by Grant was complete in that both teachers, however differentiated in their pedagogical approach, were successful in teaching students to perform above average on the Regents of the same year the research was conducted (See Note 6, p. 423). Further comparative analysis to quantify each teacher's class test scores might yield only tentative results, as many more factors, including the limitation of only two types of teachers observed, years spent teaching, areas of expertise, etc., are highly individual. What makes both strive to teach beyond the standards is what makes the individual teachers so valuable in creating quality learning experiences for students. Strait, the relatively new teacher, who admittedly feels constrained by the sheer amount of content that must be covered to prepare students for the Regents (p. 418), still has a willingness for helping her students to "connect" to history through meaning-making activities. Blair, the twenty-five year veteran, has emphasized a narrative teaching method, supported by empirical evidence, in helping students learn "history as story" (p. 417). He too seeks to expand his curriculum beyond the Regents to teach students the currently-neglected Federal Period of the United States, thus giving his students a more comprehensive picture of our country's history. As teachers, learning how other teachers teach beyond the test, as well as how to hone our own areas of expertise(passion!) within language and history are extremely important to keeping them alive. [|[delete]] ||
 * || Nov 23, 2010 1:00 pm
 * || Nov 23, 2010 1:00 pm
 * || **re: Where are the results?**