Crissy Marshall Otter Clan  
Grades 4/5

cjmarshall@seattleschools.org

Otter Clan Syllabus

Classroom Teaching Style and Form

My teaching style may significantly influence learning experiences in our classroom. While the curriculum will largely determine content, the manner in which I conduct and organize classroom activities is essential to the particular learning environment in the Otter Clan. In general my teaching style is student-directed and curriculum driven. I encourage students to seize moments when learning is most relevant to them (often in-the field!) and to make suggestions about how we approach a topic. This type of learning requires flexibility; both with the schedule and within the classroom. As Otters, we may need to get on a bus or go somewhere by foot to really get at the heart of a matter. We also need to listen to one another and question why things are the way they are, or, the way they appear to be. Because we value our differences as a community, respect must be at the center of this style of learning.

Two ideas have become especially important to me in classroom organization and teaching: 1) student-directed learning and 2) flexibility in timing and scheduling. I try to identify and highlight student thinking and expression and shift our common focus accordingly. This style of teaching involves coaching, supporting, and, often, following students. It also means the form and sometimes the content of "lessons" and learning must shift as we learn together. In the Otter Clan, I hope we can be flexible with how long certain activities continue within each day. In short, I attempt to "teach" as if learning occurs in the moment.

Learning in a student-directed and flexible classroom environment demands a lot from me. It requires that I know the overall learning objectives for students. Further, it dictates that classroom operation and management accommodate student inspiration and lively expression. And, finally, students, parents, and I must allow for uneven results and even some failures.

From students, in return, I expect active involvement in each moment, support of one another, and high productivity. Students in the Otter Clan should be able to respond to this question at any time, "What did he/she say, and what do you think?" A big part of learning here comes from the questions and discussions these children will have over certain topics they become interested in that we are exploring.

http://www.elob.org/

Throughout Pathfinder, classrooms use expeditionary learning to effect an integration of core curriculum – reading, writing, math, science, and social studies, among other areas. Certain design principals apply to the creation and organization of expeditions. The Native American notion of a "learning wheel" that recognizes the phases of learning is one such design principal. The sequencing of learning styles produces four distinct parts of an expedition: 1) learning, 2) growing, 3) becoming, and 4) sharing.

The learning phase of expeditions involves teacher-designed activities and creation of opportunities to learn new core information. The growing phase usually involves expanded activities in more varieties of learning styles (multiple intelligence), like hands-on activities, field trips, meeting experts, trying and investigating. The third phase focuses on becoming an expert. Here students usually design a project and or explore an area in greater depth on their own with coaching and support from others. Research is conducted. In the final phase, students share their expertise. Service work may apply in this phase.

The Water Hall will be participating in two expeditions this year: "Spirit of the Salmon" (a school-wide expedition this fall), and Struggle and Resistance (an in-depth look at US history with a focus on slavery, civil rights, women’s suffrage, Japanese internment, Indian removal and migrant farm workers).

Outdoor education will be taught through camping and day trips integrating the Ecosystems science kit from the district as well as maintaining our ongoing relationship with Mee Kwa Mooks Park through service work coordinated with the city parks department.

Literacy

Reading

The reading program will center on two components: 1) S.Q.U.I.R.T (Super Quiet Un-Interrupted Reading Time) in class and at home, and 2) reading and discussing books in small literacy circles Or Book Clubs as I may call them. Students have pre-designed roles in literacy circles. These roles revolve each time the group meets for discussion and activity. Reading at home is essential and required. The Seattle School District expects each student to read at least 30 minutes per day five times per week. So do I. Reading logs are sent home for assistance and monitoring of this homework activity. Adult family members are expected to support reading in this way by signing the reading logs before they are returned to school.

Students will be reading a wide variety of materials in class, including non-fiction in science and social studies. Students who are challenged readers will always be encouraged to find a good story that can be read enjoyably in no more than one week, irrespective of its "level." All students will be coached in reading skills that will be explained and modeled according to the "standards" established by the State of Washington. Story elements (e.g. plot, setting, character, etc.) and reading skills (e.g. prediction, comparison, etc.) will be introduced and maintained throughout the year. Instruction and assessment will include mini-lessons, book groups, reading journals, and individualized assessments.

Assessment will be ongoing through reading to me or a tutor, vocabulary checks, comprehension questions, pre-designed "classroom-based assessments" from the district, and reading production (reading logs). Individual reading levels are assessed using the DRA based on comprehension, summaries, interpretation, reflection, metacognitive awareness, fluency and vocabulary.

A friend of mine did an internship with a 30-year veteran teacher of reading. She regularly told me that the best way to learn to read better is to read. More simply put, students must read often to read well.

Writer’s Workshop

Writers meet 5 times a week for 60 minutes. Focus of writing is on the writing process. Writer’s notebooks serve as rough draft material; selected pieces will be revised, edited and published. During Writer’s Workshop, students will write in a variety of genres, including personal narrative, fiction, poetry, memoir and literary essays. Spelling, grammar and conventions will be specifically taught through workshop mini-lessons.

Writing is also a key component of reading journals, math journals, expedition work and individual projects.

Computation skills, number sense, reasoning, communication and problem solving are developed through math journals and math games using a constructivist approach based on the work of Constance Kamii.

The math program will primarily follow the DMI, Developing Mathematical Ideas and the Investigations curriculum. This curriculum is used throughout Pathfinder and, as its title suggests, is an activity-oriented way of investigating the basic "strands" of mathematics, such as number sense as well as other strands during the year, including statistics, geometry, algebraic thinking, and measurement.