TAILIEUCHUNG - Teacher Development through Project-based Learning: The Hollywood Elementary Story

It is clear that contemporary films have a quicker pace than those 50 years ago, although films from the end of the silent era had ASLs not much different from 1995 films (Salt 2009). Cuts constitute almost 99% of the transitions between shots in contemporary film(Cutting et al 2011a), and given that Mital et al (2010) have shown that cuts affect eye movements, generally causing saccades towards the middle of the screen, it is clear that more quickly paced films demand a reorientation of visual attention to a degree that older films do not | Teacher Development through Project-based Learning The Hollywood Elementary Story Kathleen W. Glaser Abstract Inspired by Lilian Katz s lectures and books the staff of Hollywood Elementary School in southern Maryland embraced Katz s philosophy of developmentally appropriate programs project learning and multiage grouping. This paper describes Hollywood s journey as a school community to implement these strategies discussing the multiage organization of the school the project-based curriculum that takes advantage of the natural environment around the school the role of the Arts teachers professional development and innovation and the tangible and intangible results of implementing the changes. The story of Hollywood Elementary School in St. Mary s County Maryland is a story of teachers individually and together seeking to create a meaningful child-oriented effective learning environment. A schoolwide focus on teachers implementing project learning as a meaningful way to engage learners began when Hollywood s primary team attended The New Elementary School 1993 conference in Orlando Florida where Lilian Katz was the featured speaker. Inspired by her lecture and books the principal and teachers embraced Katz s philosophy of developmentally appropriate programs project-based learning and multiage grouping. As a principal I particularly recall Lilian Katz s influence on my own professional development and thinking especially her insight that when a teacher presents a lesson aimed toward the average student in the class the instruction is usually too easy for one-third of the students too hard for another one-third of the class and thus ineffective for the majority of the students. This realization enabled me to support teachers innovations that tailored instruction to the unique needs and strengths of individual students. Katz s challenging observations that kindergartners in different regions of the United States were all studying snow in winter and making caterpillars

• Sân khấu điện ảnh
• largely contributed
• reduction of prevalence
• highly needed
• Description
• notification systems
• notification systems
• prevalence of pulmonary
• Subjects and Methods
• cross sectional