Summary of Field Advisory, November 2008
Carlitta Tucker shares a her artifact as others
listen and see the slideshow presentation.
On November 18 we held the final field advisory meeting for Fall 2008
. Both CPS and UIC partners brought artifacts from their classrooms
and engaged in discussions around those.
Alex Lichtenfeld shared student work from her class where her
students, in pairs, researched to find statistics, facts, and examples
related to the theme "Stop polluting our air". Her students made
posters and presented their work in class in different ways - as a
newscast, or as an interview. UIC students raised several questions
such as where and how the students found pictures for the posters, how
long it took to complete, what sorts of directions Alex gave.
Dave Rench, another CPS partner, gave out a planning tool that he
uses, which looks like a web with the seven different forms of
multiple intelligences on it. He demonstrated the use of this tool by
inviting one of the UIC students to share a topic that they might want
to plan a lesson for. As a group they considered how to ensure that
the lesson plan has activities for each intelligence so that students
in class have the opportunity to be engaged and learn in ways that
best fit their individual strengths. Dave also suggested that while
students may choose the activity that is related to their strengths
one could also ask them to choose something that is out of their
strengths once in a while. He stressed that this is a helpful tool to
figure out how to teach what one wants to teach so that there are
multiple entry points for students.
Carlitta Tucker shared a powerpoint presentation about the buddy
program in her school, in which students from general ed classrooms
work together with students with disabilities. She described the
various ways in which this has helped students from both classrooms
and developed social skills, a key aspect of literacy. Tasha Mcshan
showed student work with text and character traits where students made
text to self connections such as accomplishment, challenges,
chronological events and schedule.
Following the sharing by CPS partners, UIC students shared artifacts
that they brought and received questions and comments from their peers and CPS partners.
Kelly Guenther shares students work from her class on Beowulf
Maryan Fine illustrates her use of transparency and
projectors as a tool in teaching
Partners post on a response on blackboard after their
interactions with UIC students.
