A2LP teaches undergraduates how to teach Spanish to 3rd and 4th graders in Ann Arbor Public Schools. We’re a big program! We teach nearly 2,000 students per week, and we’re in more than 75 classrooms and 19 schools. Each year we have about 75 undergraduate students, whom we call Language Teaching Assistants (LTAs), teaching those 3rd and 4th graders. Our undergraduates develop amazing skills in instruction, group facilitation and management, learning design,and assessment; in addition, they also develop significant leadership skills. These students emerge from A2LP with a sense of confidence and purpose that few other course experiences can provide.
Our work is founded on a commitment to promote learning, for our LTAs and for the wonderful kids in elementary classrooms. It is also based on a strong sense of collaboration between all the members of our community. Although we provide detailed lesson plans for each lesson, we support the collaboration between LTAs to enhance and adapt the lessons to the learning needs of the different classrooms in which they teach.
We also maintain close connection with what is happening in the elementary classrooms, by observing LTAs frequently and by supporting their teaching with feedback targeted to address the specific characteristics of each classroom. The Seminar experience every week allows us to integrate teaching principles with the experiences that our LTAs create every week in their teaching placements.
Developing Teaching Expertise @ Mathematics (Dev-TE@M) is a materials development project at the University of Michigan School of Education. We are building practice-focused professional development modules for practicing elementary mathematics teachers.
What are the goals of the project?
The overarching goal of the Dev-TE@M project is to improve student learning in mathematics by improving the knowledge and skills of elementary mathematics teachers. We aim to do this by creating a system of high-quality professional development modules that address two fundamental challenges:
The need for teachers to develop core elements of professional knowledge and practice in ways that are usable in their work; and
The need for a system that can support such professional learning at scale –– by many teachers, across contexts.
This system includes a series of modules focused on helping classroom teachers improve their teaching of elementary mathematics as well as a series focused on the development of mathematics leaders to work with classroom teachers on their practice.
Proposes the use of survey measures, comprehension and writing tests, experimental tasks, and structured qualitative interview and observation techniques to examine the influence of peer, family, community, and cultural factors on the development of literacy skills in both struggling and successful adolescent readers and writers.
1/3/2006 - 4/5/2014
Investigating Relationships Between Mathematical Knowledge for Teaching and High Leverage Teaching Practices
This project uses teaching simulations to investigate relationships between preservice teachers’ mathematical knowledge for teaching (MKT) and their engagement with the high leverage teaching practices (HLPs) of eliciting and interpreting student thinking. We will explore how simulations can be used not only as assessments, but also as tools to support preservice teachers’ development of MKT and HLPs.
In both popular conception and theoretical models, a hallmark of skilled teachers is their ability to monitor the complex, chaotic environment of a classroom and hone in on key features relevant to monitoring student understanding and maintaining student attention. This ability, termed “situation awareness” (Endsley, 1995) is central to the performance of many complex activities. We know very little about how teachers manage their attention while teaching, and even less about how this ability develops. The proposed research will develop basic models of situation awareness in teaching and how this ability changes with expertise.
1/9/2007 - 4/5/2013
This project investigates the larger-scale use of simulation assessments in teacher education. We focus on three key issues: (1) approaches for developing profiles for standardized students; (2) the degree of “standardization” of the standardized student; and (3) the development of performance expectations for preservice teachers.