"A list for improving literacy with focus on middle grades."
<[email protected]> on Tuesday, November 21, 2006 at 4:09 PM -0500
wrote:
>We are in the process of designing a core curriculum map in the four major
>content areas.  It will be designed as a means for teachers to articulate
>by
>trimester the WHAT and the HOW LONG of their instruction.  I am wondering
>if
>any participant has the experience of doing this activity with STRATEGIES
>as
>the basis for the reporting. 
>
Hi!

I don't have this experience directly, but I have managed to move my
school a bit in this direction. My office mate, who teaches science and
math, completely understands what middle school kids need and is always
open to looking for connections between our courses. So for example, we
share resources for teaching research skills, and make sure to require the
same format for footnotes and bibliographies. I also have built a strong
and open relationship with our Academic Dean - we have supported each
other at several key moments, and have come to rely on each other - and
this enables me to periodically drop by and ask "So what do you think of
this idea?"

If you have that kind of relationship with "the Powers that Be" as you
call them, making an appointment to ask their opinion certainly won't hurt
- at worst, it may plant a seed which will germinate down the line. If
not, you could look for strategic connections yourself, e.g. "Oh, you're
teaching research techniques? Me too! Wouldn't it make sense if we taught
the kids the same set of skills and strategies? What strategies are you
using?" The idea is that be forging those first few connections, teachers
will begin to understand the usefulness and importance, and thus look for
even more connections.

Just a thought on my part. Like Mary Lou, I'd love to hear from people -
if indeed this has happened to anyone - who have integrated a look at the
teaching of strategies into the curricular map work.

Take care,
Bill Ivey
Stoneleigh-Burnham School


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