English Language Development in Mathematics

Author(s): UCLA Mathematics Project

Abstract:

The English Language Development Institutes in Mathematics Content (ELDIMC) provides up to 80 hours of professional development for teachers of English Learners in mathematics grades 4th-8th. The goal of the institute to make mathematics accessible to English Language students while simultaneously increasing English language development, improving students’ mathematical content knowledge through the implementation of ELD strategies and ELD standards-based instruction, and the integration of language learning techniques.

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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017MathLessonsIPPD006.pdf — PDF document, 5345Kb

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Elementary and Secondary Lesson Plan Template

Author(s): Teacher Education Program

Abstract:

In the Teacher Education Program at UCLA we have been collaboratively developing standard templates for lesson planning and lesson planning commentary for both elementary and secondary. We encourage all our novice teachers to use our lesson plan templates to write their lesson plans while student teaching. We also expect them to write about their lesson using the prompts in the templates. Our goal with these templates is to encourage our students to think through the sequencing and flow of their lessons in advance, considering the practical necessities, the standards based objectives, and the theoretical frameworks.

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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19TEPLessonPlanIP008.pdf — PDF document, 514Kb

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Jim Crow in Society: A Lesson Plan

Author(s): Morena Tejada-Fisher

Abstract:

An Introduction by the UCLA History-Geography Project

The UCLA History-Geography Project is pleased to highlight the work it is doing in U.S. history with teachers from two school districts, Glendale Unified and LAUSD's Local District 7 (LD 7). Activities have included workshops during the school year, summer institutes and field study trips to the East Coast, all of which was made possible by a grant from the U.S. Department of Education's Teaching American History program (TAH). While the TAH work in each district was planned to meet the needs of its respective teachers, TAH coordinators in both districts have allowed outside teachers to attend their events thus spreading the rich resources of the grant over the larger Los Angeles area. In addition, the evaluation of the Glendale grant, which is in its third year, is demonstrating that Glendale 8th grade students of participating teachers out performed those students whose teachers were not participating in the grant on the California Standard Tests in History. Similarly both 8th and 11th grade students of participating teachers outperformed their non-grant counterparts in district created benchmark exams. We hope to see similar results in LD 7. We are also pleased to share a lesson by Glendale teacher, Morena Tejada-Fisher, which offers a glimpse into our collaboration.

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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016JimCrowinSocietyIPPD005.pdf — PDF document, 162Kb

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Side By Side

Author(s): Jane Hancock

Abstract:

Side By Side: The Story of What Happens When Teachers Write With Their Students

Throughout their lives students are required to write but are rarely taught how to accomplish this goal. Even more troubling, the teachers who make these writing assignments seldom, if ever, sit down and put themselves through the same writing process. Jane S. Hancock's paper argues that the best way to solve both of these academic issues is to have teachers write side by side with their students. Hancock weaves her own experiences with the UCLA Writing Project and its affiliated teacher workshops with other instructors' and literary coaches’ anecdotal accounts in order to push the idea that taking the time to write side by side with students improves  teachers' understandings of the writing process and  allows them to gain greater insights into the methodology of teaching writing.  The paper concludes that writing instruction should be a dialogue where ideas are shared and refined and where teachers and students learn to be better writers via a communal experience.

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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015SideBySideIPWP004.pdf — PDF document, 194Kb

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The Projects: Education Under Construction

Author(s): Erin Powers

Abstract:

The Projects: Education Under Construction with UCLA’s Literacy and Leadership Partners

As a group, teachers and administrators are given a great deal of responsibility, and are expected to construct a system of instruction that fits their particular schools and classrooms. This is undoubtedly a demanding task, and often times educators are not given the appropriate amount of time and resources to accomplish all their scholastic goals. Erin Power’s paper lays out how a Literacy and Leader Partner (LLP) can assist educators via various types of consultation. LLP’s show teachers and administrators how to develop and refine their skills in areas such as efficiency, collaboration, and curriculum building, while also urging educators to trust one another’s ideas. Power’s uses the extended metaphor of architecture to highlight how a LLP is the frame of a school, aiding its development, but at the same time being an invisible component of the “school house” (aka education system), which allows the "builders" (teachers) to take the majority of control when it come to building "The Projects."

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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013TheProjectsPP010.pdf — PDF document, 193Kb

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What is the Work of a Literacy Coach?

Author(s): Carrie Usui

Abstract:

What is the Work of a Literacy Coach?  An Introduction

What is the work of a literacy coach? During a weekend retreat funded by an Urban Sites Network mini-grant, 12 Writing Project teacher consultants and literacy coaches from Los Angeles grappled with this question through reflection and writing resulting in publishable pieces that made the work of literacy coaches visible.

This item is accessed for free with permission from the author. To download the PDF, click the link below.

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014WhatisLiteracyCoachPP011.pdf — PDF document, 170Kb

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High School Nanoscience Program

Author(s): UCLA Science Project

Abstract:

Project Introduction by Irene Swanson

Emerging in 2002, the High School Nanoscience Program is a joint effort of the California NanoSystems Institute (CNSI) and the NSF funded IGERT Materials Creation Training Program (MCTF). Working in collaboration, with the Science Project at Center X, nanoscience is successfully integrating into high school classes in LAUSD and the greater Los Angeles County. Rigorous nanoscience experiments, developed at UCLA, give high schools students hands-on opportunities with materials, methods and devices, including self-assembly, solar cells, photolithography, superhydrophobic surface, water filtration, and the toxicity of nanoscale systems compared to similar materials in bulk form. Engaging over two hundred high school teachers and noted science leaders this project is bringing the science and technology that shapes today’s world to the hands of today’s science educators and their students. 

Enjoy visiting the High School Nanoscience Program Website to learn more and locate classroom resources. Get involved with the Science project through Leadership Institutes, Inquiry Institutes, and Fostering Teacher Learning Communities.  The Science Project at UCLA Center X looks back and continues to look forward at these promising practices that propel science inquiry. Read more in this article.

This is an online resource. Follow the link below to access the content.

Link: http://cnsi.ctrl.ucla.edu/nanoscience

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Geographic Literacy Online Collection

Author(s): History-Geography Program

Abstract:

Introduction to the Geographic-Literacy Website & Lesson Plans

The History-Geography Project is in its fourth year of a collaboration with the Auto Club of Southern California Archives, which has sponsored a week-long summer institute for K-12 teachers. Utilizing the holdings of the Archives has provided our teacher participants with a distinctive picture of life in the Los Angeles region during the twentieth century. The documents and visual materials in the Auto Club’s archives include maps, tour books, magazine editorial art, traffic and recreational travel photos, and other regional memorabilia. The collection relates not only to the Auto Club’s history but also to local and regional architecture, public policy making, and cultural and recreational history. During the institute we focus on pedagogical strategies including photo and map interpretation skills, techniques to engage students in oral histories, and the use of secondary sources such as historical magazine articles which teachers can then employ with their students. Another major aspect of the summer work is to build a better understanding of the history of various communities in Los Angeles with a special focus on South Central Los Angeles. Especially helpful in this regard has been the Auto Club Archive photograph collection, which includes images of many neighborhoods that are not represented in other photograph collections.

Click onto this link to connect to our Geographic Literacy Website—repository for the lessons produced by teachers as part of this collaboration.

Link: http://geographicliteracy.gseis.ucla.edu/

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