1. Last school year the Irving ISD school board adopted the CSCOPE curriculum. CSCOPE has been implemented fully this year; there has been no learning curve for teachers. Teachers are expected to use every single aspect of CSCOPE in their planning and teaching. Seasoned teachers are having a very difficult time incorporating the curriculum into their teaching and planning. They need help and support planning lessons and finding all the elements of a CSCOPE lesson. Some grade levels are working as a team to plan and make sure that the lessons are being taught the way they are supposed to. There are however a few teachers who do not have as much support as they need to implement the curriculum into their teaching. I would provide these teachers with a checklist for planning, incorporating, and teaching the CSCOPE lessons as they should be taught. Having a step by step list of the instructions that includes examples is a very helpful tool for me when I am learning a new concept. Having an instructional specialist to help the teacher is also necessary for the teacher to be successful. Once the teacher has started using the curriculum regular meetings with the IS a way to help the teacher along in the learning process. Giving the teacher positive construction feedback on their success and challenges in the classroom is a great motivator to encourage the teacher to keep trying and eventually they will succeed in the curriculum implementation.
2. Access during the task is access to the specific information needed to perform a task, and access to the information at the time the task is to be performed. If one part of this characteristic does not exist, then the characteristic changes and is no longer a performance support characteristic. After reading the definitions for the different EPSSs available I prefer the access during the task to help complete certain work related tasks. EPSSs have not been widely used because they can appear to be complicated and impersonal. People like to have human help when they are completing a task. Reading and understanding directions and can take valuable time away from the task at hand. Most people in today’s market place most people don’t want to take the time to read and understand directions that will help them complete the task they are working on.
3. Students in the fifth grade are not scoring as high as the teachers would like on their reading assessments. Teachers have looked over the previous year’s data and the current data and can’t seem to make any sense of it. Teachers have been given the help of the school’s instructional specialist to help find a solution to this problem. Going over the assessments with the students in small groups will give the teachers insight as to why the students are missing the questions they are. Once the teachers and the ISs gather the information they can get together to plan lesson’s that will re-teach the information they do not comprehend at the time of the first assessment. Focusing on the individual issues the students are having will help the teachers understand what they need to do a more thorough job of teaching the concepts to their students.
- I have been involved in many different informal learning experiences in my adult life. We have countless trainings as teachers over the course of our careers. Often times the trainings involve the trainers giving the teachers a little bit of information and asking them to come up with some sort of lesson that they can take back with them to the classroom. We are given poems and passages to read and decipher the meaning as a group. We are shown a picture and asked to tell the presenter what the picture means to us. The experiences are sometimes tough after a long day of teaching and coming up with the answers is not always easy. It is ultimately an engaging experience and I usually end up taking something great away to use at my school. The instructor was the disseminator of the information and the teachers were the ones to take the puzzle pieces and create something great to use to teach their children how to learn from information presented in the same way.
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