I was a Title 1 Teacher for many years. Each year I had approximately 80 students in my program (1st-5th grade). Our school had 4-5 classes per grade level and I had two instructional assistants who each worked 4 days a week and I worked 3 days a week. I always had a pull out model. Now- I read the research and have always followed Dick Allington- but I could never figure out how to effectively operate a push in model- because... A- I did not have the man power to push in to 22 classrooms a day.... and B- and most classrooms deliver reading instruction in the mornings- so technically- there were only about 4- 30 minute timeslots in the morning. So when you say that you are using a push in model how do you manage to go into all classrooms and support all the students?
On Sun, Jul 17, 2011 at 12:43 PM, <[email protected]> wrote: > I 100% agree with ALL students having equal access to ALL of the > curriculum. I have been very privileged to work with students that do not > perform > well on standardized tests and for years had been "pulled out" of the > classroom for "remedial" instruction. I fought hard for a push in model > and it > works really well. I am completely dumbfounded by "theories" that state > the > students which need the most STABILITY in their daily routines are the ones > continually disrupted! > I am also a HUGE supporter of the arts in every sense of the word! I have > brilliant artists in my classroom yearly. I see the depth of knowledge and > confidence my students feel when they are in art , music, or PE! > Knowledge is not confined to a "text" book. There is so much evidence now > that > supports background knowledge as the number one component of good reading > comprehension. Doesn't that mean we need to EXPAND the students > curriculum as > oppose to narrow it? > Just my thoughts.... > > Ali/4th grade/FL > > > In a message dated 7/17/2011 2:59:13 P.M. Eastern Daylight Time, > [email protected] writes: > > Sally, > > When I was teaching art, students came to me for one hour > approximately once every three weeks or so. I wish, wish, wish I > could have had them more often. With a few exceptions, most teachers > just brought the students to me, dropped them off, and returned in an > hour to pick them up. For the most part this worked fine for me > because *some* of the teachers who stayed would sometimes interject > their own strategies and thoughts and opinions and directions into my > lesson, which drove me nuts. But overall, I really wish that the > teachers had stayed to listen to the introductions, participate in > the activities themselves, listened more closely to the questions I > asked during discussions, and gave more thought to what was actually > happening in my classroom, because there was tons of problem-solving, > small motor development, eye-hand coordination, development of > observation skills, juxtapositioning of overall composition and > internal details, talking about great art works (you'd be surprised > what a 1st grader can find in and extrapolate from closely observing > the Mona Lisa!), writing about their art work, critiquing other's art > work, comparing student works, etc etc etc. There is a ton of > language arts and math work in there. Tons. > > Off my soapbox now.... > Renee > > > On Jul 17, 2011, at 9:57 AM, Sally Thomas wrote: > > > You have me thinking as I am going to bring the two emails to my > > class on > > Thursday for discussion. > > > > Maybe there should be a "push in" with knowledgeable support teachers > > co-planning with the regular teacher to help create better reading > > workshop > > type classrooms. And two informed teachers have to be better than > > one in > > terms of giving differentiated support to children???? > > > > Sally > > > > > > On 7/17/11 7:54 AM, "Renee" <[email protected]> wrote: > > > >> Oh my..... I SOOOOO disagree with this! No child should be excluded > >> from equal access to the curriculum, and that includes Art, Music, > >> P.E., or whatever else, no matter where they are performing. In > >> fact, I > >> would say that low-performing children might need these parts of > >> curriculum most of all.... to help them see and experience the grand > >> intertwining of all parts of learning. Children who are > >> "underperforming" according to some standardized assessment shouldn't > >> be punished and have their curriculum narrowed down. Children don't > >> need *more* reading instruction, they need *better* reading > >> instruction > >> (and in my opinion, that means more actual reading and less actual > >> drilling). > >> > >> I understand too well the frustration of having students pulled > >> out of > >> class for small group instruction and in fact I am not particularly > >> supportive of trading students around among teachers that people > >> do so > >> much of these days. But narrow the curriculum because a child is > >> reading below grade level? Sorry..... can't support that one. > >> > >> Some food for thought: > >> > >> 10 Lessons the Arts Teach > >> > >> 1. The arts teach children to make good judgments about qualitative > >> relationships. > >> Unlike much of the curriculum in which correct answers and rules > >> prevail, in the arts, it > >> is judgment rather than rules that prevail. > >> 2. The arts teach children that problems can have more than one > >> solution > >> and that questions can have more than one answer. > >> 3. The arts celebrate multiple perspectives. > >> One of their large lessons is that there are many ways to see and > >> interpret the world. > >> 4. The arts teach children that in complex forms of problem solving > >> purposes are seldom fixed, but change with circumstance and > >> opportunity. Learning in the arts requires the ability and a > >> willingness to surrender to the unanticipated possibilities of the > >> work > >> as it unfolds. > >> 5. The arts make vivid the fact that neither words in their literal > >> form nor numbers exhaust what we can know. The limits of our language > >> do not define the limits of our cognition. > >> 6. The arts teach students that small differences can have large > >> effects. > >> The arts traffic in subtleties. > >> 7. The arts teach students to think through and within a material. > >> All art forms employ some means through which images become real. > >> 8. The arts help children learn to say what cannot be said. > >> When children are invited to disclose what a work of art helps them > >> feel, they must reach into their poetic capacities to find the words > >> that will do the job. > >> 9. The arts enable us to have experience we can have from no other > >> source > >> and through such experience to discover the range and variety of what > >> we are capable of feeling. > >> 10. The arts' position in the school curriculum symbolizes to the > >> young > >> what adults believe is important. > >> > >> SOURCE: Eisner, E. (2002). The Arts and the Creation of Mind, In > >> Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale > >> University Press. Available from NAEA Publications. NAEA grants > >> reprint > >> permission for this excerpt from Ten Lessons with proper > >> acknowledgment > >> of its source and NAEA. > >> > >> > >> Renee > >> > >> > >> On Jul 16, 2011, at 3:13 PM, Amy Lesemann wrote: > >> > >>> We had arguments about this, and I lost until a new teacher came > >>> in and > >>> supported me. Frankly, if a student is 2 or more years- even less, > >>> frankly - > >>> then they really do need to sacrifice music, or art, or another > >>> special for > >>> extra reading instruction, and stay in the regular class for regular > >>> reading > >>> instruction. Before I got that extra vote in the faculty > >>> meetings, the > >>> remedial kids were getting pulled out of their regular classes to > >>> meet > >>> with > >>> me...so they were getting exactly the same amount of instruction as > >>> everyone > >>> else. That's not the idea. They should be participating in > >>> reading and > >>> writing workshop, and then going to the specialist to target > >>> their weak > >>> areas - in phonics, using context clues, and so on. > >>> > >>> Good luck! > >>> > >>> -- > >>> Amy Lesemann, Reading Specialist and Director, Independent Learning > >>> Center > >>> St. Thomas the Apostle Elementary School > >> > >> > >> " What was once educationally significant, but difficult to measure, > >> has been replaced by what is insignificant and easy to measure. So > >> now > >> we test how well we have taught what we do not value." > >> — Art Costa, emeritus professor, California State University > >> > >> > >> > >> _______________________________________________ > >> Mosaic mailing list > >> [email protected] > >> To unsubscribe or modify your membership please go to > >> http://literacyworkshop.org/mailman/options/ > >> mosaic_literacyworkshop.org > >> > >> Search the MOSAIC archives at http://snipurl.com/MosaicArchive > >> > > > > > > > > _______________________________________________ > > Mosaic mailing list > > [email protected] > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/ > > mosaic_literacyworkshop.org > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > > "The conductor of an orchestra doesn't make a sound... He depends for > his power on his ability to make other people powerful." > ~ Benjamin Zander > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
