School+Visits

What do we want to learn from school visits about organizing for difference?
//these do not only have to be observations... talking to students and teachers/staff can reveal a lot as well//


 * how would you alter...
 * pedagogy/content?
 * technology?
 * assessment?
 * work space?
 * norms of practice?
 * what role should the teacher play?
 * how do teachers collaborate?
 * is there co-teaching?
 * pull-out? how are those groups decided upon?
 * how are differences viewed?
 * as assets or disabilities?
 * do expectations change with differences?
 * language of development vs. language of difference?
 * are students working towards greater independence?
 * what is the community at the school?
 * collaboration? friendships and social interactions?
 * who is collaborating/talking/socializing with who? students and teachers?

School Visit Notes:

 * Sara- Newton North High School**
 * Notes on "Theories of Action Around Difference" from class on 10/31:**
 * If we treat all students as "our students" then students will feel safe and supported.
 * if we provide added attention to students who are struggling, more students will succeed.
 * If we use co-teaching, then students will succeed in a less-restrictive environment.
 * If we put students with disabilities into small advisory periods, if we put more teachers to ask how, then the severity of special needs will have minimal impact on education and students will have what then need to know to graduate.
 * If instead of designing individual plans for difference we design a school-wide plan, then we will not track students or provide supports that have hidden expectations embedded within them.
 * If the instructional tasks are highly structured and teacher-centric, students with disabilities will be able to co-exist with mainstream classes.


 * Mike and Jenna - Boston Arts Academy**
 * how would you alter...
 * pedagogy/content? Integration of the arts as a strategy for reaching all learners (see references I added for this week and brief)
 * technology?
 * assessment? BAA uses "authentic assessment" - we didn't learn a lot about it in our visit, but it is referenced in the "Why the Arts Makes Sense in Education" (by BAA headmaster Linda Nathan) article that I posted on the resources page
 * work space? Vocal studio, ballet studio (I think there are even more performance spaces, but these are all that I saw)
 * norms of practice?
 * what role should the teacher play?
 * how do teachers collaborate?
 * is there co-teaching?
 * pull-out? how are those groups decided upon?
 * how are differences viewed?
 * as assets or disabilities? It was hard to get a sense of this in our short visit, but the "Why the Arts Makes Sense in Education" article that I posted on the references page suggests that the arts allows students "to understand and empathize with differences" (p. 179). I also think that the integration of the arts allows for a students who might struggle in an academic classes to really shine in an arts classes.
 * do expectations change with differences?
 * language of development vs. language of difference?
 * are students working towards greater independence? BAA's problem of practice was focused on supporting students to take more risks. They feel that their "students seem to have trouble taking risks when assignments get difficult and resist being pushed out of their comfort zone" (Problem of practice). I think this PoP could be interpreted as the school wanting students to develop a stronger sense of independence that would allow them to feel confident in taking risks (could be a stretch, though!)
 * what is the community at the school?
 * collaboration? friendships and social interactions? Could not even pick out who the students with disabilities were in the 4 classes that we visited.
 * who is collaborating/talking/socializing with who? students and teachers?


 * Notes on "Theories of Action Around Difference" from class on 10/31:**
 * If we provide the opportunity for self chose arts education, then students will gain experience in chosen art form and encouraged to take risks.
 * If we provide modeling and support around risk-taking, then students will will be more likely to take risks and further their learning in all subject areas.
 * If we encourage a growth-mindset, students will be more likely to take risks.
 * If we make every teacher a writing teacher then students will leave BAA with skills salient for making living as an artist
 * If we create safe supportive learning environment, more likely to take risks
 * If we use core content as areas students see as relevant, then we will engage more students in higher levels of learning.
 * If the arts are integrated into the academic content areas, a broader range of learners will gain access to content, will feel motivated to learn, and will feel successful in school.


 * Jon and Jess - Henderson K-5**
 * Notes on "Theories of Action Around Difference" from class on 10/31:**
 * If we implement a co-teaching model, we will be able to reach struggling students and increase achievement for students in middle.
 * If we provide adequate resources in teaching (co-teaching), structural, and technological (assistive technology, etc.), we can reach all learners.
 * If teachers spend more time planning their classes, instruction will be more effective.
 * If we put students of varying abilities in a room with an array of specialist adults and provide various modes of learning, the students will learn to respect one another.