Elements of the
Academic Structure
What
is meant by "academic structure"
?
Take
a bird's eye view
of your self teaching in your classroom. Ask the question, "What
are the really important things you are taking into consideration to
make
sure as many of your students are learning at as high a rate as is
possible
in any given moment?" These "things" are the elements of your
academic
structure that you can control across all subjects at all times during
the day. These are the elements of instruction that you
manipulate
to reach all those sources of individual variation when it comes to
learning.
Here's
one way of describing them.
1.
Differentiating Instruction:
How do you vary your actual instruction to make it available to as many
of your learners as possible?
-
the
groupings you use for various learning
activities
-
interest,
ability, random, gender based, ...
-
pairs
of children, trios, groups of
six, ...
-
within
class, between class
-
the
way you structure participation
-
seat
kids together
-
seat
kids together with directions
about how to participate
-
friendship
groupings
-
random
assignments that change over
time
-
varying
your approaches to curriculum
-
using
concrete, hands-on materials
along with words
-
using
multiple ability rich tasks a
la Cohen
-
using
multiple intelligence ideas a
la Gardner
-
varying
your instructional style
-
direct
instruction
-
groupwork
-
inquiry
based teaching
-
open-ended
investigations
-
embedded
assessments
free
choice / activity times
2.
Teaching to the Whole Child:
How do you teach to all aspects of a child? What they think, how
they feel about what they are thinking, how they are able to physically
show what they know? In other words, learning is holistsic.
It involves mind, body, and spirit. How are you incorporating
these
aspects into your teaching.
-
specific
times and routines to talk
about and understand how kids are feeling about what they are doing
-
classroom
meeting time
-
journal
entries
-
open
ended discussions
-
emphasizing
the class as a kind of
community
-
focus
on social interest - all for
one, one for all
-
being
real about abilities - we are
smart in different ways, no one of us is smart in all ways
-
encouragement
instead of praise
3. The
Team: Who else
is there to help the children learn? How will you engage them?
What
role will you take in these conversations.
-
other
subject specialists such as art,
music, and physical education
-
collaborative
planning sessions
-
Instructional
Support Team meetings
-
aides
and special educators
-
parents
4. Time:
How do you vary
the rhythms of the day to keep it engaging and interesting?
-
daily
and weekly schedules
-
high
energy, low energy
-
times
to listen, times to talk
-
play
and work
-
convergent
and divergent assignments
-
thematic
integrated work and domain
specific work
-
collaborative
and competitive and individual
participation structures
-
right
answer focus and many answer
focus
-
intrapersonal
and interpersonal
You are asked to
describe your
academic structure in the Classroom Structures Assignment. Think
about your teaching day as you consider the four contributing
elements.
Use the headings. The descriptors within each heading are
provided
only as suggestions to get your thinking going. This is both a
big
picture and little picture perspective.