Re: Five GOOD Standards

["Kathie Humes" <humes-schulz@attbi.com>]

Actually, Art, it doesn't say that.  Standard I says "joint productive
activity."  Passive, one way communications of the "sit down, shut up,
and listen model" of teaching would violate Standard I.  

I realize you don't like to read or write anything as long as a
paragraph, but here is what the actual document says about Standard I:

"Teacher and Students Producing Together
Facilitate learning through joint productive activity among teacher and
students. 

"Learning occurs most effectively when experts and novices work together
for a common product or goal, and are therefore motivated to assist one
another. "Providing assistance" is the general definition of teaching;
thus, joint productive activity (JPA) maximizes teaching and learning.
Working together allows conversation, which teaches language, meaning,
and values in the context of immediate issues. Teaching and learning
through "joint productive activity" is cross-cultural, typically human,
and probably "hard-wired." This kind of "mentoring" and "learning in
action" is characteristic of parents with very young children; of
pre-school, graduate school, adult learning, school-to-work and service
learning, on-the-job training -- of all education, except the common
K-12 tradition. In schools, there is ordinarily little joint activity
from which common experiences emerge, and therefore no common context
that allows students to develop common systems of understanding with the
teacher and with one another. Joint activity between teacher and
students helps create such a common context of experience within the
school itself. This is especially important when the teacher and the
students are not of the same background.

"Joint activity and discourse allow the highest level of academic
achievement: using formal, "schooled," or "scientific" ideas to solve
practical, real world problems. The constant connection of schooled
concepts and everyday concepts is basic to the process by which mature
schooled thinkers understand the world. These joint activities should be
shared by both students and teachers. Only when the teacher also shares
the experiences can the kind of discourse take place that builds basic
schooled competencies.


Indicators of Joint Productive Activity

The teacher:

designs instructional activities requiring student collaboration to
accomplish a joint product. 
matches the demands of the joint productive activity to the time
available for accomplishing them. 
arranges classroom seating to accommodate students' individual and group
needs to communicate and work jointly. 
participates with students in joint productive activity. 
organizes students in a variety of groupings, such as by friendship,
mixed academic ability, language, project, or interests, to promote
interaction. 
plans with students how to work in groups and move from one activity to
another, such as from large group introduction to small group activity,
for clean-up, dismissal, and the like. 
manages student and teacher access to materials and technology to
facilitate joint productive activity. 
monitors and supports student collaboration in positive ways."

  From:  http://crede.ucsc.edu/standards/1jpa.shtml


-----Original Message-----
From: arn-l-owner@interversity.org [mailto:arn-l-owner@interversity.org]
On Behalf Of Art Burke
Sent: Friday, June 06, 2003 11:36 AM
To: arn-l@interversity.org
Subject: Re: [arn-l] Five GOOD Standards

Standard I says that teachers teach and students learn.  That was enough
for me.  Art 

>>> humes-schulz@attbi.com 06/06/03 11:31AM >>>
From:  CREDE --  Center for Research on Education, Diversity and
Excellence

Research Evidence
Five Standards for Effective Pedagogy and Student Outcomes

Technical Report No. G1, March, 2003 

Mounting evidence indicates that use of the Five Standards
significantly
improves achievement for all students and is vital for students of
cultural,
racial, and linguistic minorities. The latest findings are reported in
Research Evidence: Five Standards for Effective Pedagogy and Student
Outcomes by Tharp et al. (2002). This report provides quantitative
data
as
well as examples on the effects of the use of the Five Standards on
student
achievement. 

The five standards are:

. Standard I - Teachers and Students Producing Together
Facilitate learning through joint productive activity among teacher
and
students.


. Standard II - Developing Language and Literacy Across the Curriculum
Develop competence in the language and literacy of instruction across
the curriculum.


. Standard III - Making Meaning - Connecting School to Students' Lives
Contextualize teaching and curriculum in the experiences and skills of
students' homes and communities.


. Standard IV - Teaching Complex Thinking
Challenge students toward cognitive complexity.

. Standard V - Teaching Through Conversation
Engage students through dialogue, especially the Instructional
Conversation

To read online, visit

http://crede.ucsc.edu/products/print/occreports/g1.html 



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