The Ann Arbor Languages Partnership (A2LP) offers an opportunity to University of Michigan students and Ann Arbor community members to teach Spanish to 3rd and 4th graders in Ann Arbor public schools. The program is a course that combines intensive preparation in teaching Spanish at the elementary level with extensive clinical placements that are supported through collaboration with the Ann Arbor public schools. These experiences are designed to introduce apprentice teachers to teaching world languages at the elementary school level and to support them as they learn to teach in these settings. The course is designed for any student or community member who is interested in developing teaching skills in world languages and in proficiency-based language teaching. The A2LP cohort of teachers will include: students seeking state certification in Spanish through the School of Education’s elementary or secondary teacher education program; undergraduate or graduate students from any department who would like to learn to teach a second language but who do not wish to enroll in the School of Education; and select community members. Upon successful completion of the full A2LP program, all students will have an opportunity to convert their coursework to an internationally portable (non-credit) credential in English language teaching.
It is increasingly important for all American students to become sophisticated thinkers of science. The BioKIDS/DeepThink research group is engaged in educational research to improve science learning in high-poverty, urban, elementary and middle school classrooms, with particular focus on the Detroit Public Schools. The project's work centers on the fourth through eighth grades, a period when the performance of American students in science falls behind that of students in other countries. They work in two areas:
- the development of curricular units and associated technologies to promote students' deep understandings of current science topics, and
- the exploration of new ideas in educational assessment leading to tests that evaluate students' complex reasoning with science
Visit the BioKIDS website.
Curriculum developers, ecologists, teachers and classroom-based researchers combine expertise towards the systematic development of 3 8-week, coordinated curricular units and corresponding professional development and assessment for 4th, 5th & 6th grade students and teachers that are focused on the development of strong factual foundations, deep conceptual understandings & complex reasoning.
4/5/2010 - 4/5/2010
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 - ongoing
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 ÔøΩsituation awarenessÔøΩ (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