The Lab Class model helps teachers collaboratively plan, investigate, and develop solutions to a specific problem of practice by observing a host teacher's classroom through the eyes of students.
The Lab Class model helps teachers collaboratively plan, investigate, and develop solutions to a specific problem of practice by observing a host teacher's classroom through the eyes of students.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Lisa Cranston has over thirty years of experience as an educator and has taught grades kindergarten to four, worked as an instructional coach for literacy and mathematics, and as an educational consultant for kindergarten and primary grades. She has also provided induction for new teachers and support for their mentors. In her role as a curriculum consultant, Lisa and her colleagues developed the Lab Class model to support professional learning for teachers and administrators. This model reflects Lisa's beliefs that collaboration is key to professional learning and that educational leaders must engage as co-learners with teachers if we are to create sustainable change in practice. Lisa recently completed a doctoral degree in Educational Leadership at Western University and has a Masters degree in Curriculum Studies from the University of Windsor and an undergraduate degree in Early Childhood Education from Ryerson University in Toronto. She is a consulting editor for the National Association for Young Children's journal Teaching Young Children and a presenter for The MEHRIT Centre. She enjoys travelling with her two daughters and her husband or relaxing in their home on the shores of Lake Erie near the vineyards of Southern Ontario.
Inhaltsangabe
PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1: AN OVERVIEW OF LAB CLASS What Is Lab Class? The Lab Class Model-Step by Step Rationale for Lab Class Goals of Lab Class Considerations for Launching Lab Class Organizational Models of Lab Class CHAPTER 2: THE LAUNCH MEETING Determine an Overall Focus for Lab Class Narrow the Focus Theories of Action Learn to Be Descriptive Lab Class Simulation Select Marker Students Document Student Learning Document Teacher Learning Ethical Considerations When Documenting Student and Teacher Learning Create and Discuss Norms Establish the Schedule for Lab Class Troubleshooting Tips CHAPTER 3: ENGAGING IN LAB CLASS Classroom Observations Analysis of Observations Cluster Observations and Determine Trends Identify Conditions Revisit the Inquiry Question and Theories of Action Determine Next Steps: What Does the Research Say? Proposed Agendas for Lab Class Troubleshooting Tips CHAPTER 4: CONSOLIDATION AND CULMINATION OF LAB CLASS Reflect on the Learning Develop a Communication Plan Proposed Agendas for the Consolidation Meeting CHAPTER 5: LAB CLASS EXAMPLES Lab Class One: Multiple Teachers/One School Lab Class Two: Multiple Teachers/Multiple Schools Lab Class Three: Multiple Schools/One Teacher Conclusion and Discussion FINAL THOUGHTS APPENDIX Template A: Determine a Focus Template B: Develop Your Team's Inquiry Question Template C: Data Collection for Student Learning Template D: Data Collection for Teacher Reflection and Professional Learning Template E: Teacher Reflection-Sample One Template F: Teacher Reflection-Sample Two Template G: Teacher Reflection-Sample Three Template H: Supports Needed and Next Steps Template I: Final Report Template-Sample One Template J: Final Report Template-Sample Two Template K: Lab Class Feedback-Exit Ticket Template L: Lab Class Feedback-Survey REFERENCES INDEX
PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1: AN OVERVIEW OF LAB CLASS What Is Lab Class? The Lab Class Model-Step by Step Rationale for Lab Class Goals of Lab Class Considerations for Launching Lab Class Organizational Models of Lab Class CHAPTER 2: THE LAUNCH MEETING Determine an Overall Focus for Lab Class Narrow the Focus Theories of Action Learn to Be Descriptive Lab Class Simulation Select Marker Students Document Student Learning Document Teacher Learning Ethical Considerations When Documenting Student and Teacher Learning Create and Discuss Norms Establish the Schedule for Lab Class Troubleshooting Tips CHAPTER 3: ENGAGING IN LAB CLASS Classroom Observations Analysis of Observations Cluster Observations and Determine Trends Identify Conditions Revisit the Inquiry Question and Theories of Action Determine Next Steps: What Does the Research Say? Proposed Agendas for Lab Class Troubleshooting Tips CHAPTER 4: CONSOLIDATION AND CULMINATION OF LAB CLASS Reflect on the Learning Develop a Communication Plan Proposed Agendas for the Consolidation Meeting CHAPTER 5: LAB CLASS EXAMPLES Lab Class One: Multiple Teachers/One School Lab Class Two: Multiple Teachers/Multiple Schools Lab Class Three: Multiple Schools/One Teacher Conclusion and Discussion FINAL THOUGHTS APPENDIX Template A: Determine a Focus Template B: Develop Your Team's Inquiry Question Template C: Data Collection for Student Learning Template D: Data Collection for Teacher Reflection and Professional Learning Template E: Teacher Reflection-Sample One Template F: Teacher Reflection-Sample Two Template G: Teacher Reflection-Sample Three Template H: Supports Needed and Next Steps Template I: Final Report Template-Sample One Template J: Final Report Template-Sample Two Template K: Lab Class Feedback-Exit Ticket Template L: Lab Class Feedback-Survey REFERENCES INDEX
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