Teacher Evaluation of the Program
School: Abraham Lincoln High School
Teacher: Bette Asen-Loo
School Year: 2001–2002
Overview
Mrs. Esther Chan observed and worked with my class of 31–35 sophomores in Modern World History. This particular group interacted well, without individuals who might grandstand for attention. Over time, they became increasingly adept at multi-tasking, which enabled them to focus efficiently on a variety of tasks every class session.
In our efforts to use history as a vehicle for developing effective study skills, we worked on activities such as:
- Improving note-taking skills
- Developing paragraphs
- Quick reading (pre-reading for content)
- Writing from different points of view
- How to “compare and contrast”
- Essay analysis
- Abstracting key ideas from current news
- Summarizing techniques
- Developing a “crib sheet” for referencing during some quizzes
- Helping students to anticipate “test material”
- Catching the hints teachers give: “editorializing,” stories, activities
On a number of occasions, Esther demonstrated reading and writing techniques, teaching the class while modeling for me effective methodology.
By the middle of the second semester, the students were listening to lectures and reading posted notes before writing down key ideas—so unlike their early, frantic efforts to write down every word! Instead of just glancing at their quiz grades, they were poring through their quiz results and comparing answers for effectiveness.
Through her generous observations and modeling, Esther inspired me to refine my teaching. Much of the progress that the class made over the year was a direct result of her positive influence.
As a result of my participation in the CAPI program, I believe that I’ve become more thorough in my classroom presentations and coverage, and that students have felt themselves improving, a motivating dynamic. The results can be measured by comparing the overall average of my Modern World History classes this semester against last semester’s average.
This semester, there was an overall improvement of between 1/5 to 1/3 of a grade, with a greater number of very high grades (100%, 99%, 98%) and fewer non-producers.
The CAPI program was a definite motivator for teacher and students.
Do you think your students have benefited from your collaborations in the CAPI project?
Along with the 35 students in the subject class, all other students in my program this year received assignments to develop their reading and writing skills. I read instructions as students followed my worksheets. I pointed out how students could become more efficient in using the textbook as a reference tool. Either I, or a skilled volunteer, read selected passages such as Churchill’s “We shall fight!” speech in 1940, or A. H. Auden’s poem describing the gloom before World War II, in his words, “In the nightmare of the dark…the living nations wait….” We discussed ways to develop answers for the weekly short-essay quizzes. Occasionally, we read well-developed essays or discussed ways to develop less sterling examples.
Which, if any, of your teaching practices have changed or been influenced by working with your SFSU collaborator? What was the most useful/valuable practice you implemented in your classroom?
The Saturday Workshops reinforced practices which I’d developed: requiring journal reactions several times a week, reading to students, helping students to decipher key instructions, and encouraging students to analyze questions. This year, during current news sessions, I discovered that reading a news item (from overhead transparency displays) and then underlining key words in the same item helped students to develop summarization skills. The most useful technique, the one that encouraged most students to skim the textbook, was Esther’s suggestion for Pre-Reading, which I called “quick reading,” to encourage the application. This was a noteworthy development since many students had started the school year by ignoring the assigned readings and just hunting for answers, with predictable quiz results.
What can you suggest as further methods of improving student proficiency for entering the CSU campuses?
The CAPI program should become involved in giving workshops to new teachers, including the student-teaching level. Give mini, single-session “How To” workshops for students or teachers, and limit the number of sign-ups.
Did the Diagnostic Writing Service (DWS) help you or your students? Why or why not?
Students seemed much more interested in their post-test results and analysis, than they had exhibited after the pre-test. I noted that many individuals attempted to match the reader’s suggestions with their writing sample. The DWS gave both students and this teacher an outsider’s view, which lent an authoritative corroboration to our efforts.
What other assistance or involvement would you like to have from San Francisco State University?
Is it possible to observe more workshops on a casual basis but not as a participant?
|
