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  • Carnegie Foundation
Advanced Mathematics for Secondary Teachers: Course Portfolio
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The course the portfolio describes is a capstone course in mathematics primarily aimed at future high school mathematics teachers. Bennett decided to write a course portfolio for this course as a way to pass the course along to other faculty members that will teach it in the future. Thus, the central purpose of this portfolio is to be a course record, suitable for other faculty members in the department to use as the main resource when they teach the course.

Subject:
Mathematics
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Curtis Bennett, Carnegie Foundation
An Alternative Approach to General Chemistry: Addressing the Needs of At-Risk Students with Cooperative Learning Strategies
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This site presents a study on the impact of incorporating cooperative learning activities in a large section (>200 'at-risk' students) of General Chemistry. It includes data documenting students' performance in the course and in more advanced science courses, course materials, and videotapes illustrating cooperative problem solving in small groups. Jacobs' website provides graphic representations of his results, a site library with access to his methods and analyses and video clips showing students at work allows him to juxtapose powerful graphic representations of his course transformation with video clips showing students at work.

Subject:
Higher Education
Chemistry
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Dennis Jacobs, Carnegie Foundation
Calculus Conversations: Making Student Thinking Visible
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The difficulty that many calculus students face is their inability to apply methods and concepts used in practiced problems to new situations. This is not only a cause for concern in their calculus courses but also in subsequent science and engineering courses where they need to use the fundamental principles and methods of calculus. This project began as an attempt to create a course activity that would help students improve their ability to transfer their knowledge across application domains. In the end, Salem and Michael were unable to determine how effective the activity was in addressing the problem of transfer. However, they were able to formulate a simple but useful characterization of students' approaches to solving out-of-context problems.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Anita Salem
Renee Michael, Carnegie Foundation
Creating a Community of Learners: Lessons from a High School Journalism Program
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This site provides an example and illustration of a learning community in a high school journalism class. The site is drawn from the teacher's reflections as well as a researcher's studies in this classroom. The site describes the key components of learning communities, their manifestation in this classroom, videos of classroom interactions, and a related bibliography.

Subject:
Journalism
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Esther Wojcicki
Kim Austin, Palo Alto High School
Creating space for diverse perspectives and student learning
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This website is an 'illustrated case' of the teaching of a high school English class on the literature of social vision and social change. The case examines the use of multicultural materials in a standard English class and the instructors' efforts to refine the course as the year progressed. The website offers video clips of classroom activities, teacher reflections, and examples of student work.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Diane Waff
Suzann Ordile, Northeast High School
Culturally Engaged Instruction (CEI): Putting theory into practice
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As an English teacher at a rural all-Black high school in the Mississippi Delta, Renee Moore enjoyed a genuine fellowship with her students, many of whom she worked with outside of school in church and community activities. Lessons in literature and writing went reasonably well (for a beginning teacher), but when she started to teach grammar, her students seemed to 'hit a brick wall.' She had two simultaneous responses to the wall. She immediately started searching for and experimenting with more effective grammar instructional methodologies, and she began what would become a career long action-research study on the issues surrounding the teaching of standard American English to African American students.

Subject:
Ethnic Studies
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Renee Moore, Broad Street High School
The Development and Use of Representations in Teaching and Learning about Problem Solving: Exploring the Rule of 3 in Elementary School Mathematics
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Tim Boerst has explored instructional approaches that foster the development of representational skill and routine use of multiple representations in problem solving. In particular he has used the 'Rule of 3' (a structure employed in calculus reform materials that highlights the use of numerical, algebraic, and/or graphic representations in mathematical learning) to see whether an emphasis on multiple representations would deepen mathematical learning opportunities for a wide variety of students.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Tim Boerst, Jane Addams Elementary School
A Friend of Their Minds: Capitalizing on the Oral Tradition of My African American Students
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Yvonne Divans Hutchinson is a National Board certified teacher who has focused for many years on developing strategies to engage all her students in substantive discussions of literary texts and the issues those texts raise for their own lives. In this approach, she builds on the oral traditions of her students African-American and Latino cultures and seeks to support the development of their literacy skills through high standards, explicit expectations, and rigorous literature experiences. Her online 'class anatomy' (a documentation and analysis of one instructional period) juxtaposes video clips with commentary and samples of classroom documents. In the video clips, Hutchinson reflects on her expectations for the class, a student orally presents the 'class scribe' notes from the previous day, the students engage in small group and large group discussion about a racially charged literary selection that had been assigned the night before, and after the class, four students reflect on their experiences in Hutchinson's classroom, and how her rigorous approach and emphasis on dialogue and diversity prepares them for other academic work.

Subject:
Literature
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Yvonne Divans Hutchinson, King Drew Magnet High School
Heterogeneous Grouping and High Standards in an Untracked Advanced English Class
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This website describes Joan Cone's teaching journey to address challenges of diversity, inequity, and achievement in her High School English classroom. At El Cerrito High School, Cone has been an integral part of an ongoing struggle to detrack the English curriculum. Over the past few years, her thinking has built from an investigation into the 'co-construction of low achievement,' to address what she's learned by developing essential practices to construct students as achievers in her classroom and the school.

Subject:
Arts and Humanities
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Joan Cone, El Cerrito High School
Human Agency, Social Action and Classroom Practices: What happens when teachers move over to allow students to pave their own path towards enacting change?
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Vanessa Brown's work focuses on the students and classroom practices of her ninth grade English/Language Arts classes. It grew out of the tensions that arose when her beliefs about the juxtaposition of social action and classroom practices collided with the realities of socio-economic status, personal agency, social and emotional stability and student choice and voice. Through the stories of three urban high school youth who actually represent hundreds of others with similar stories, she contributes to and challenges the discourse regarding critical pedagogy in urban education. Her video interlaces both music and photos to represent the dual nature of the students' lives, which is both static and shifting.

Subject:
Arts and Humanities
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Vanessa Brown, Germantown High School
Learning From Cases
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This site focuses on the use of case writing to support student learning in a Foundations of Learning course for pre-service teachers at the graduate level. It uses a course timeline to organize links that show course materials, the development of one student's case, and student and instructor reflections. The site index also includes an archive of students' cases, as well as a collection of other course materials.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Karen Hammerness
Lee Shulman
Linda Darling-Hammond, Carnegie Foundation
Learning Interdisciplinarity: A Course Portfolio
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Linkon's research focused on evaluating the effectiveness of her incremental learning assignments in an interdisciplinary course. She gathered a variety of kinds of evidence of students' learning, ranging from surveys and interviews to students' projects and her own reflections. The three-assignment incremental learning sequence worked well for most students. Linkon's analysis of their work showed a clear development of analytical complexity in their writing over the course of the term. Students also noted that the sequence helped them gain confidence and understanding. The website is framed around a series of key questions: * How does interdisciplinary teaching and learning work? * What do I want students to learn? * How can I facilitate their learning? * How would I know if it worked? * How did it go?

Subject:
Higher Education
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Sherry Linkon, Carnegie Foundation
Learning from our conversations in English: Using video in the bilingual classroom as a tool for reflection on English language learning and teaching
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Since beginning her teaching career, Sarah Capitelli has been concerned with how to best meet the needs of her English language learners during English language development class. In particular, she is concerned with how to help them create a strong foundation for their learning of English. In her research, she has discovered that her school's program has not worked for the most needy students. Her research questions were 1) What structures support English language development in the classroom? 2) How do conversations between students support English language learning? 3) What strategies do good English language learners use? And 4) How can video be used to give students a window into their English language learning?

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Sarah Capitelli, Melrose Elementary School
Learning to Think Mathematically
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Concerned that most students leave college thinking of mathematics as a fixed body of knowledge to be memorized, Cooperstein designed a new course to help students learn to think mathematically for themselves. This website serves as a course portfolio that documents the new class, Introduction to Mathematical Problem Solving. The principal activity in the class involved students working on and discussing novel problems which required them to formulate experiments, work out cases, look for patterns in data, pose questions, make conjectures, search for counterexamples and attempt to prove their assertions. Cooperstein has collected a vast array of student work samples and has annotated them extensively with his own commentary.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Bruce Cooperstein, Carnegie Foundation
Looking Beyond Themselves: Preparing Students to Become Invested Members of Their Community
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As a sixth grade teacher, Pfitzner struggled to find a way to truly reach her students. She wanted to help her students find a deeper connection to what they were learning, allowing them to feel ownership of their knowledge. She developed a project based on community activism to help her students escape the cliques and disconnectedness so common to sixth graders in her school. Pfitzner documented this journey as she and her students identified and addressed a need in their community for a non-fishing oriented park for children and their families. This website reveals the pedagogical strategies she used to allow students the opportunity to feel true ownership of their learning, and highlights key turning points in the process of watching eleven and twelve year olds grow from passive learners to inspired citizens.

Subject:
Elementary Education
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Anne Pfitzner, Soldotna Elementary School
Making Change Visible
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This site documents the changes made in one fifteen-minute reading/writing activity in first grade over one entire school year. The site shows the revisions necessary to create an effective learning experience for all students and provides examples of the development of students' work. There are also excerpts from Hurley's own journal, her audio commentary, and a video tour of her classroom, and her reflections on the change process as a whole.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Mary Hurley, Oakland Arts/ Far West School
Making Sense of Complementary and Alternative Medicine: Analysis of a Family Nurse Practitioner Program
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The overall goal of this inquiry project was to evaluate approaches to incorporating complementary and alternative medicine into the curricula of nurse practitioner (NP) programs. Specifically, Burman undertook a comprehensive assessment of how the concept of complementary and alternative therapies is (or is not) addressed in her FNP curriculum. The outcome of this assessment is a 'curriculum component portfolio' with selected pieces of evidence, critical reflection and recommendations.

Subject:
Health, Medicine and Nursing
Higher Education
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Mary E. Burman, Carnegie Foundation
Making a New Song About Science
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This website shows how Smith fostered the development of her students' competence and confidence in teaching science through a course for preservice teachers at Michigan State University. Smith's site is laid out in a timeline that allows visitors to access documents from her syllabus, student work samples, and audio commentary on her students' development.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in Higher Education
Author:
Deborah Smith, Carnegie Foundation
The Mission Hill School (2001)
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This website is built around a documentary film on the portfolio graduation process at the Mission Hill School. The documentary and the site depict both the development of the students' written work and presentations, and the efforts of the faculty to implement and refine their approach. Sections of the film are juxtaposed with school documents and examples of students' work.

Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Heidi Lyne, Mission Hill School
Multiple Measures of Student Achievement in an Interdisciplinary Unit on the Harlem Renaissance
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This website shows the culmination of a 5th-grade class interdisciplinary project on the Harlem Renaissance: a student-created museum and exhibition. The site uses video comments of students, teachers, and parents work to provide a multiplicity of perspectives on the project, and offers links to Lyons philosophy and year-long curriculum.

Subject:
Arts and Humanities
Material Type:
Reading
Teaching/Learning Strategy
Provider:
Carnegie Foundation
Provider Set:
Carnegie Academy for the Scholarship of Teaching and Learning in K-12 Education
Author:
Irma Lyons, Will Rogers Learning Community