Demonstration School Site Visit: P.S. 186 (Queens)
- Family & Education
- P.S. 186, Jamaica NY
The Teachers College Inclusive Classrooms Project is supporting New York City educators and leaders to design flexible services for all students. During the 2013-2014 school year, the TCICP will convene year long, once a month (from 9AM-2:30PM), Instructional Inquiry-to-Action teams at no cost to teachers.
Facilitated by Britt Hamre and Esther Ohito
This inquiry team will focus on the development of classroom community development, and peer relationships in order to support meaningful learning opportunities in the classroom, school, and outside community. Through our work we will consider the question: How can we, as teachers, foster peer relationships that build authentic, supportive communities that are culturally relevant and contribute to positive learning outcomes for all students?
10/18, 11/8, 12/13, 1/31, 2/28, 3/14, 4/25, 5/16, 6/5
Facilitated by Ellie Cook
This inquiry team will focus on maximizing the effectiveness of all adults in the classroom to increase learning opportunities for all students. Through our work we will consider the questions: How can teachers purposefully plan for multiple co-teaching structures to effectively support flexible grouping, differentiated instruction, and positive peer relationships? How can teachers strategically use their time in and out of the classroom to accomplish this planning and its enactment?
11/14, 12/5, 12/18, 1/9, 2/6, 3/6, 4/10, 5/15, 6/5
Facilitated by Cathlin Goulding & Xochitl Garcia
This inquiry team will focus on infusing youth culture into classroom pedagogies. Through our work we will consider the question: How can we use youth culture as a curricular tool for engagement, considering how media/mediums such as spoken word, street art, manga/comics, social media, fashion, pop music, and even Instagram can be fruitful resources for teaching and learning?
10/18, 11/15, 12/12, 1/23, 2/27, 3/13, 4/11, 5/30, 6/5
Facilitated by Detra Price-Dennis
This inquiry team will focus on planning and enacting literacy practices that allow every student access to learning by defining literacy beyond reading and writing and using this holistic stance towards literacy, and ultimately what it means to be literate, to understand the literacy capacities of our students. Through our work we will consider the question: How can we integrate practices that encompass the multitude of ways that learners can use symbolic systems (i.e. pictures, electronic images) in their every day lives to convey meaning and acquire knowledge as independently valuable as well as supportive for text based literacy development?
10/18, 11/1, 12/13, 1/10, 2/7, 3/7, 4/11, 5/9, 6/5
Facilitated by Stacey Schultz & Cornelius Minor
This inquiry team will focus on using practices (including the use of technology), systems and routines that support student growth in reading and writing. Through our work we consider the question: How can we integrate practices that encompass the multitude of ways that learners can use symbolic systems (i.e. pictures, electronic images) in their every day lives to convey meaning and acquire knowledge as independently valuable as well as supportive for text based literacy development?
10/11, 11/8, 12/13, 1/17, 2/13, 3/14, 4/25, 5/16, 6/5
Facilitated by Anne Palmer
This inquiry team will focus on planning and enacting student, classroom, and school strategies to maximize pro-social student behavior. Through our work we will consider the question: What systems can we use to build student, educator, classroom, and school capacity for dealing with challenging behaviors by improving learning environments for students and staff?
10/22, 11/7, 12/12, 1/16, 2/13, 3/13, 4/24, 5/8, 6/5
This inquiry team will focus on building school and classroom practices that prioritize the community development, trust building, and empathy education necessary for students to have faith and participate in a system that requires individuals to take responsibility for their actions and understand the choices and mistakes of others. Through our work we will consider the questions: How can we integrate lessons fairness, trust, empathy, and personal and community responsibility into our classrooms? How can we support students to engage in authentic class discussions and become innovators, problem-solvers, and curators of their own original thoughts?
10/18, 11/1, 12/6, 1/10, 2/7, 3/7, 4/11, 5/9, 6/5
This inquiry team will focus on using the right technologies well to facilitate classroom learning for all students. Through our work we will consider the questions: What technologies do we already have in our classroom that can open access to educational experiences for our students? What technologies can we bring into our classrooms that can change and support the way we teach and the way our students learn? How can we thoughtfully learn and integrate these technologies into our classroom in a sustainable and inclusive way?
10/25, 11/14, 12/5, 1/24, 2/6, 3/6, 4/10, 5/15, 6/5
This inquiry team will focus on creating engaging, relevant, standards aligned curriculum that is accessible to all students and guided by the principles of Universal Design for Learning and the Tenets of Accessible Instruction. Through our work we will consider the questions: Who has access to the curriculum? Who does not have access? What makes curriculum accessible to all? Is it possible to create a learning environment where all students can participate in meaningful ways? How do we go about creating and implementing these curricula?
10/25, 11/22, 12/18, 1/24, 2/28, 3/24, 4/25, 5/23, 6/5
The yearlong collaborative inquiry process begins with TCICP Inquiry-to-Action team facilitators providing direct instruction regarding specific practices central to the inquiry team focus. At the same time, the inquiry team participants will begin to inventory and study the specific practices in their local sites (this may be an individual student level, a whole class level, or even a whole school level). Throughout the year-long cycle, teachers share and analyze their individual data and begin to draw connections and implications for practice across contexts. The goals of this program are to support educators to organize curriculum and instruction to maximize the participation and learning of all students in the classroom. Teachers will carefully collect and study student engagement and learning through data analysis and then will collaboratively make connections and share implications for their work. In addition, this will serve to deepen the pipeline of teacher leaders.
The Teachers College Inclusive Classrooms Project supports research, teaching and service to create educational practices that support all students to grow and thrive in their classrooms. Our philosophy is grounded in the understanding that all students can participate in the general education curriculum when provided with appropriate supports and services. We believe that the single-format lesson does not support the full and diverse range of learners in any given classroom, and that teachers need to develop the skills and dispositions that address each and every learner. Teachers with the skills, disposition and support to teach every learner can and will teach every learner. As a project we strive to support teachers' development of their own classroom practices to teach diverse learners.
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