2. Decisions, Decisions What to teach? How to teach? How to assess learning?

3. The Problem Content overlap Theory not connected to practice Courses based on topics, not concepts or big ideas Duplication of assignments and assessment

4. Solution Integrate Language Arts and Teaching of Reading Identify big ideas based on research Eliminate duplication Prioritize concepts to be taught Link curriculum to fieldwork

5. Process Who would teach what concepts? What materials do we need? How much time will we need? Where will we find meaningful field placements? What activities, assignments and assessments will be useful, practical and authentic?

6. Organization Developed a calendar Two color coded syllabi Assigned all students to Harding Elementary Urban setting 600 students 80% eligible for free lunch Rationale for students – emphasized best practice and research on learning focused schools

7. Student Outcomes Develop and maintain a well-designed research-based curriculum Provide a positive classroom environment Make achievement a priority Have a shared school mission

8. Implementation Emergent Literacy Alphabetic principle Phonemic awareness Language acquisition Big Books Kid writing Assessment Big Books Literacy Center Kid writing

9. Literacy Research Students learn: Evaluate Apply Present Current research How children present research visually Students presented results of a research article using the most appropriate visual representation

10. Rubric development Holistic or analytical Criteria Descriptors Anchors Students developed a rubric for their poetry workshop Students completed the poetry workshop assignment, traded work and assessed the results with the rubric.

11. Results 1 disagree 2 sw disagree 3 sw agree 4 agree The course content was sequenced and organized 42518 The projects and assignments were useful and related to course content 21035 I made connections between course content and my field experience 1442 My host teacher used many of the strategies I have learned in this class 51626 Help and support was available if needed 11036

12. From student journals “ In class we discussed phonemic awareness and practiced a variety of activities. It was these very activities that I saw in Mr K’s class today.” “ This relates to what we’ve learned about the importance of a community of learners because the students were actively engaged in learning through actually doing rather than spitting out answers on a multiple-choice test.”

13. More journal excerpts “ We talk in language arts that we should teach students in certain ways. Mrs. G. teaches exactly how we learned.” “It was interesting to actually see “kid writing.” “Mrs. L asked me to teach the lesson. I looked over it and realized in was on blending sounds, which we had just recently covered in Teaching of Reading.”

14. Road Blocks Different teachers/styles Students focused on grades Urban setting challenge Lice Final exams

15. Collaboration 2 innovative college professors 1 dynamic principal with a fantastic faculty 50 anxious, pre- service juniors Happy, motivated elementary students

16. Personal application Is what I am teaching relevant, current and meaningful? Is how I am teaching motivating and challenging? Are my methods of assessment authentic, measurable and observable?

17. Questions, comments, discussion? Thank you! Jane & Linda