Peabody College Teaching and Learning

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https://ir.vanderbilt.edu/handle/1803/186

Peabody College's Department of Teaching and Learning offers degree programs at the graduate, professional, and undergraduate levels that will prepare you to make a positive difference in the lives of learners. The department is distinguished by faculty and students who are committed to understanding the most effective teaching tools in science, math and language arts; who use data, experience, and technology to bring forward the best in student learning.

Department Location:	230 Appleton Place Vanderbilt University Nashville, TN 37240
Mailing Address:	Department of Teaching and Learning Vanderbilt University Peabody #230 230 Appleton Place Nashville, Tennessee 37203-5721
Phone:	615-322-8100
Fax:
Email:	Shawn.Blomker@vanderbilt.edu
Website:	Department of Teaching & Learning

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Now showing 1 - 20 of 377

Science for Young Learners: Teacher Inservice Day
(Vanderbilt University. Peabody College, 2007-05-08T21:19:41Z) Jones, Rachel
These documents set up a teacher inservice day providing information about teaching science to early childhood students. Activities, teaching methods and assessments are included in addition to a review of literature about science in the early childhood classroom.
Using Various Forms of Media to Teach Shakespeare's Romeo and Juliet
(Vanderbilt University. Peabody College, 2007-08-24T19:10:10Z) Clayton, Alicia
This project includes research about teaching Shakespearean texts and the implementation of that research in the form of a unit plan for Romeo and Juliet. Several key issues discovered in research and considered in the unit plan are common approaches to teaching Shakespeare, the study of Shakespearean language, the use of performance activities, the value of writing from the Shakespearean text, and the use of various forms of media throughout the unit. The main objective in the unit plans is to engage students in a variety of ways with the Shakespearean text and to motivate them to interact with the play using different modalities. Ten individual lessons are presented in detail to reveal the researcher's knowledge and consideration of the learners and how they learn, the learning environment, the variety of curriculum and instructional strategies, and the different forms of assessment. By incorporating research to highlight these different areas in various lessons, readers can learn how to engage and motivate students while teaching a Shakespearean text.
Guided Reading with English Language Learners: An Emphasis in Vocabulary Instruction
(Vanderbilt University. Peabody College, 2007-09-15) Norman, Mindie
This project centers on guided reading instruction with English Language Learners (ELLs). The focus of the lessons is vocabulary, since it is important in the development of ELLs. There is a review of the available literature on the topic. The weeklong unit of the project centers on using the If You Give...Books by Laura Numeroff to enhance the vocabulary of ELLs. The premise is to introduce a new book each day, but also a predictable patterned book, which will allow ELLs to acquire new vocabulary yet increase their oral reading fluency. The closing book of the unit is Amy Krouse Rosenthal's Cookies: Bite-Size Life Lessons, which offers life lessons in the form of cookie vocabulary words. There is a paper, which introduces the author's rationale for the project while making connections to the literature and demonstrating professional knowledge. The author also reflects upon her coursework taken at Peabody College and experience with English Language Learners. Lastly, the author discusses implications for future reading specialists, teachers of English language learners and the field of education.
Reading Comprehension: Start it early and teach it often
(Vanderbilt University. Peabody College, 2007-10-24T16:41:17Z) Green, Hillary
Comprehension is the ultimate purpose for reading and is the key to reading success. Research has shown that children as young as five years old can be taught comprehension strategies and implement these strategies when they read. There are many different programs that provide instructional methods for teaching reading. One such methodology/curriculum, called the Comprehension Process Approach (CPA), is the focus of this paper and the basis for the lesson plans included as part of this Capstone Project. The rational for selecting CPA is that it is specifically for use in kindergarten through the third grade. This is an age range most other comprehension programs do not mention despite the evidence that early comprehension teaching can optimize a student's potential for lifelong reading success.
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
(Vanderbilt University. Peabody College, 2007-10-29T23:11:52Z) Sanden, Brooke
In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Multiple Intelligences in Third Grade Mathematics
(Vanderbilt University. Peabody College, 2008) Waters, Monica; LeCompte, Karon
Today's American schools are in a constant battle. In the context of standardization and accountability, educators must attempt to produce measurable results on State-mandated tests, while at the same time educating the whole child. Standardized tests often focus on the skills needed for Language, Literacy, and Mathematics achievement. In 1983, Howard Gardner introduced the Theory of Multiple Intelligences in his book, Frames of Mind. Gardner (1983) purposed that human beings possess eight different capacities for processing information--eight different ways of being "smart". Gardner defined each "intelligence" as the capacity to solve problems or create products. While Gardner never intended for his theory to be a curriculum model, the idea of students being smart in different ways provides many implications for classroom practice. This paper investigates the implications of Howard Gardner's Theory of Multiple Intelligences in a third grade Mathematics classroom. An overview of the theory provides a brief definition and background information about each of the eight intelligences. Then, the paper applies the Theory of Multiple Intelligences to the teaching and learning of third grade Mathematics as prescribed by the National Council of Teachers of Mathematics (NCTM). The paper analyzes practical applications of the theory to learners and learning, learning environments, curriculum and instructional strategies, and assessment. Through a glance at schools actively using the Multiple Intelligences Theory, the paper analyzes the ways in which schools can individualize instruction and allow students to use their many intelligences in order to prepare students for their futures, both in and out of school. The research finds that educators can apply the Theory of Multiple Intelligences to the area of Assessment by allowing students to show evidence of learning in multiple ways, but that further research needs to occur in order to show the true effectiveness of the theory on classroom practice.
Logistics and Legitimization for Implementing Reading and Writing Workshops in the Middle Grades
(Vanderbilt University. Peabody College, 2008) Wilczynski, Lindsey
In the search for best practices in literacy instruction, Reading and Writing Workshops emerge as effective, engaging methods. Reading and Writing Workshops are an alternative to text-based, teacher-led question-answer sessions in which students may be minimally engaged in the text or the discussion. Workshop environments foster a sense of community as readers and writers come together to help one another explore and achieve. Addressing learners and learning, the learning environment, curriculum and instructional strategies, and assessment, research defends this conceptual theory, and there are many examples of workshops in practice today that exemplify why Reading and Writing Workshops should be more widespread in our schools, specifically in the middle grades.
Providing an Equitable Education Through Curriculum Transformation
(Vanderbilt University. Peabody College, 2008) Cook, Shereen; Harris, Alene
The purpose of this essay is to identify criteria within curricula that contribute to providing equitable education and to analyze and evaluate one curriculum based on these criteria. I first describe school-based factors that contribute to the achievement gap, in order to demonstrate the need for curricular change. Then I describe the criteria used to create the curriculum evaluation tool, which addresses four categories: learners and learning, the learning environment, curriculum materials and instructional strategies, and assessment. Finally, I use the evaluation tool to analyze and evaluate a sixth grade language arts curriculum to determine the degree to which the curriculum provides an equitable education.
Beyond Names and Dates: Teaching Students to Employ Historical Reasoning
(Vanderbilt University. Peabody College, 2008) Kelley, Matthew
This essay explores several obstacles that a student brings into a high school history classroom. Since the main goal of history is to develop abstract reasoning, it is troublesome that a student's cognitive development could impede this end. In addition to barely having developed what Piaget refers to as formal operation, the student's previous history training, as well as other classes, have led to a complacency with reading texts at face-value. As an adolescent, the learner will be, to a certain degree, egocentric, and will judge historical figures and events from his or her own perspective. Several researched methods are explored to alleviate these issues, including such tasks as developing specific historical skills within Vygotsky's zone of proximal development, creating representations that guide students toward the teacher's level of reasoning, and discussing paths of reasoning as a class during the lesson. These ideas are applied to a European History class, in a hypothetical attempt to demonstrate their applications.
Poetry in the Elementary Classroom: Promoting Integration and Social Education through the use of a Thematic Element
(Vanderbilt University. Peabody College, 2008) Martin, Christopher
Poetry is an often overlooked cornerstone of the language arts curriculum. Its exclusion from a great many elementary classrooms is most unfortunate because the genre has great potential for learning across the curriculum--and even in social areas--if implemented in a well-devised program of study. Poetry can, in fact, be used as a central thematic element in the classroom to reinforce student learning in virtually every subject and to create a positive learning environment in which students work together cooperatively and are able to share their thoughts and feelings in expressive and creative ways. It seems likely that one of the main reasons many professional educators eschew the study of poetry in the classroom is that there is increasing pressure to meet standards in other subjects: math, science, social studies, and even physical education. Yet, it is entirely possible to use poetry in daily instruction while taking little time away from other subjects, and even plausible to emphasize certain aspects of other curricular areas that have previously gone unearthed. For these reasons, poetry has every reason to find a central position within the elementary learning experience and even to become nestled within the curricular design of the entire school year. This essay will evidence theoretical grounds for inclusion of poetry in the elementary classroom and suggest methods for accomplishing this end. Discussion of theories about learners and the learning environment will be augmented with ideas for curricular decisions and instructional strategies, along with the classroom implications of these elements.
The History Classroom for English Language Learners
(Vanderbilt University. Peabody College, 2008-02-20T16:33:47Z) Summerlin, Scott
This essay seeks to contribute to the body of knowledge of how to successfully engage language minority students in the study of history. It is separated into four distinct sections, each containing findings from research-based publications, as well as discussions of how these findings can be reflected in history classrooms. The first, - learners and learning, - deals with three points. First, it will identify the ideal goal of successful teachers: formulating exercises that give diverse students from differing backgrounds an opportunity to comprehend historical content. Next, it will discuss the four phases of language acquisition. Lastly, it will briefly describe the idea of incorporating students' native languages into classroom activities. The second section, - learning environment, - covers two main topics. First, it will describe skills that history teachers should attempt to cultivate in their students: critical thinking, cultural appreciation, and sophisticated communication techniques. Then it will discuss how teachers can go about emphasizing these skills, mainly by modifying traditional classroom practices and adjusting communication practices. The third section is - curriculum and instructional strategies, - will outline four strategies. First, it will discuss the K-W-L method and explain its benefits. It will also state the benefits of source work for English language learners. Third, this section states that the aim of effective curriculum is to relate historical content to students' current circumstances. Lastly, it will devote time to explaining why and how reading should be emphasized for English language learners in history classes. The forth major sub-topic of this essay, - assessment, - states the goal of meaningful assessments. It goes on to explain how assessments can vary in form, as well as how grading policies can be adjusted in favor of English language learners. It will also discuss informal and formal assessments. The final section, - implications, - which serves as a brief recap of the essay, centers on three concepts: education, collaboration, and innovation.
Using The Geometer's Sketchpad in the Math Classroom to Improve Engagement, Transform the Learning Environment, and Enhance Understanding
(Vanderbilt University. Peabody College, 2008-03-04T17:25:36Z) Gray, Dawson
The Geometer's Sketchpad (GSP) takes the traditional pencil-and-paper geometry class and transforms it into a dynamic learning environment. By using the tool's dragging features, students can observe countless examples of different figures quickly and easily. With GSP, the classroom becomes a student-centered rather than teacher-centered environment. Students in this environment feel a sense of control over their learning, even when the teacher is the person designing the sketches. While teachers must devote some time at the beginning of the year to training students to use GSP, the class will earn this time back in the long run because the dynamic aspects of the tool prevent teachers and students from having to draw a new figure by hand each time. The dynamic nature of The Geometer's Sketchpad may lead students to improve their engagement with the material. The research shows, however, that this improved engagement wanes over time; therefore, teachers must be cautious not to overuse GSP. GSP also provides teachers with opportunities to have students participate in partner work. Teachers should ensure that each pair moves at a pace that allows both students to comprehend the material. Because student interest waned when classes used The Geometer's Sketchpad every day for an extended period of time, I recommend using GSP as a tool to supplement more traditional lessons and hands-on activities rather than as the primary instrument of instruction. In this way, students continue to receive the benefits of GSP throughout the year without becoming bored by its constant use. More research is necessary to determine how teachers can use The Geometer's Sketchpad most effectively in the classroom. Instead of using teacher and student interviews as evidence of GSP's effectiveness, researchers should seek quantitative data that shows how specific uses of dynamic geometry software lead to greater performance on standardized tests. The Geometer's Sketchpad holds great promise as a technology that can energize the geometry curriculum; however, teachers must carefully design its implementation so that students reap the greatest possible benefit from its use.
A Critical Analysis of the Little Kids Rock Curriculum
(Vanderbilt University. Peabody College, 2008-03-04T21:53:21Z) Elfrank, Michelle
Little Kids Rock serves two functions. First they are a philanthropic organization that donate instruments and support to schools with high free or reduced lunch populations. Next, they also have created a curriculum for their students in which they learn to play guitar, keyboard, and drums through the use of popular rock and hip-hop tunes. This paper takes a critical look at the curriculum under the lens of learners and learning, learning environment, curriculum and instructional strategies, and assessment strategies to see if Little Kids Rock students' needs are met in the classroom.
The Use of Service Learning Projects in Civic Education to Reduce Student Political Apathy
(Vanderbilt University. Peabody College, 2008-03-05T19:35:34Z) Sizer, Brittany
According to the Center for Information and Research on Civic Learning and Engagement, since 1972 when 18-21 year old U.S. citizens were given the right to vote, political participation has declined (Youth, 2007, p. 1). Many researchers have found different reasons for this current apathetic state of affairs, but I would argue that although the current state of political engagement looks dreary when studying the 18-24 year olds, simple educational reform could solve many of the problems plaguing the political scene today. Research has shown consistently that although the youth of America are reluctant to get involved in politics, they still are extremely enthusiastic about volunteering and making a difference in their community. With that in mind, it is clear that the most effective means of teaching civic education to adolescents is by combining traditional civic education with service learning. By designing a program that concentrates on service learning and focuses on proven modern education best practices and concepts, I feel that students will be able to see real world application more clearly. Understanding how different types of people learn, and how to appeal to an individual's strengths in order to build upon their weaknesses, is vital for student success. However, understanding learners and learning is not enough for students to be achieve, rather educators must also accompany this with a strong curriculum. The idea that "one teaching style fits all," tends to reflect a teacher-centered instructional approach that does not work for all students due to their diverse needs and learning styles. A strong curriculum centered on real world application, discussion, higher order thinking skills, and preparation for college, reduces the conflicts between teaching styles and learning styles. A relaxed and supportive learning environment where students feel comfortable discussing their thoughts, feelings, ideas, and attitudes about public life and politics is also essential. When students feel comfortable to share, they take greater pride in the learning process and feel more invested in their learning. It is also essential to remember that these three components are most successful when teachers administer various authentic assessments that indicate students' abilities to apply skills and knowledge to projects and activities. By providing a wide range of assessments, all students have the opportunity to showcase their strengths and build upon weaknesses. In short, combining these four areas of interest with current trends of student interest in volunteerism will serve not only to educate students about the importance of political participation, but also begin to reverse the trends of political apathy in our nations young people.
Writing Instruction in Pre-Kindergarten Classrooms: Methods, Considerations, and Practices
(Vanderbilt University. Peabody College, 2008-04-07T21:06:52Z) Shufelt, Sarah
Writing instruction in pre-kindergarten classrooms meets the need to address students' emerging literacy skills and understandings as well as addresses young children's natural curiosity about the written word. Current research and practical literature emphasize the importance of the social, physical, and instructional environments on the acquisition of and interest in writing skills and understandings. Through differentiated curricula that includes whole group, small group, and individual interactions, experiences, and teaching opportunities, students can make progress in their writing development and maintain their natural interest. Writing can and should be incorporated into multiple times of the day and locations in the classroom. Students should be engaged in experiences that prompt them to use writing in interesting, natural ways and have multiple opportunities to work with their peers as well as with adults. Teachers in pre-kindergarten must engage his or her students in both planned and impromptu learning opportunities surrounding writing. Emphasis should be placed on purpose and meaning rather than on letter formation or spelling; those are skills that will come later. The curriculum materials developed address these major themes and guidelines that emerge from the research and practical literature.
The "How-to" and "Whys?" of Literature Circles
(Vanderbilt University. Peabody College, 2008-04-07T21:32:54Z) Richards, Megan
Abstract Literature circles are an important component of the literacy curriculum in elementary classrooms. Literature circles are small groups of students with heterogeneous abilities talking together about a shared text. The look and sound of literature circles varies widely across classrooms. In general, however, they involve student-led discussions driven more by students' questions and connections with the text than by the teacher's agenda. Literature circles provide an opportunity for students to co-construct the meaning of a text. Research has shown that literature circles allow students to engage in discussion topics that are important and meaningful to them and in doing so promote a deeper understanding of the text. Having a dialogue surrounding literature helps students recognize a purpose for reading and allows them to act as readers in an authentic situation. In the process, students use language in multiple ways and engage in higher order thinking. Unfortunately, many teachers avoid implementing literature circles in the classroom because of the work and time involved in setting them up and because of the classroom management they require. However, with careful preparation teachers can overcome the difficulties to provide students with all of the benefits of literature circles. This project further explores literature circles and provides the author's vision of how she would implement literature circles in her own third grade classroom. The literature review provides the theoretical basis providing the foundation for literature circles. In addition, the literature review addresses the practical aspects of literature circles including the teacher's role, the general organization, how to get started with implementation, and how to assess students. Following the literature review is a sample curriculum overview outlining the transition into literature circles in a third grade classroom and a rationale that more explicitly connects theory and practice. Additional materials for use in the classroom are included.
Adapting early childhood philosophies and practice in teaching math in second grade
(Vanderbilt University. Peabody College, 2008-04-09T20:31:45Z) Wright, Holly
Using African American Children's Literature to Support the Literacy Development of Three and Four Year Olds
(Vanderbilt University. Peabody College, 2008-04-23T15:51:04Z) Sampson, Candice Marie
When contemplating which Capstone experience to select, I chose to look at which product would be most beneficial for me upon completion of my degree. As a graduate candidate who plans to immediately return to the classroom as a pre-school or pre-kindergarten teacher before opening an independent early care and education center, I felt the project would best serve my interest as it would result in the creation of a product for classroom use. This project contains four parts: a literature review, a set of interactive read-aloud lesson plans, literature-based activities, and other suggested titles. LITERATURE REVIEW: Widely discussed in the field of education is the achievement gap of African American students. Several scholars have suggested that students require instruction and curriculum that takes into account and connects to their cultural differences. One such theory is that of culturally relevant pedagogy. The literature review, an attempt to provide theory and research to support those learners, provides an overview of culturally relevant pedagogy and an in-depth look at African American children's literature, a form of culturally relevant teaching. It concludes with a brief discussion of interactive read-alouds to provide a model/framework for curriculum planning and instruction. SELECTION CRITERIA: Using Hefflin and Barksdale (2001) as a reference, two selection criteria scales were created. These scales, High Quality Picture Book and High Quality African American Children's Literature, were used to evaluate "Just Right Stew" for use as a high quality piece of African American children's literature. Collectively, the scales require the reviewer to look at features such as character and their portrayal, plot, language,its use, theme, illustrations, its authenticity, and cultural accuracy. Their inclusion in this writing serves as an example of the process that should be used to select texts appropriate for the target audience, in this case, three and four year old preschool children. INTERACTIVE READ-ALOUDS: The set of interactive read-alouds contained in this project function as an example of the curriculum one can plan using African American children's literature. In order for these to be effectively used, teachers must promote and maintain a classroom environment that supports open dialogue. No student should feel ashamed or embarrassed for participating in the conversational exchange that is characteristic of interactive read-alouds. Student thought must be encouraged and nurtured. LITERATURE-BASED ACTIVITIES: This section of the project offers various activities that can be used to extend the literature across multiple subject areas. These suggested activities include outlines that contain connections to TN Early learning standards, as well as assessment ideas. By listing materials and instructions for the teacher, educators have an idea of the type of learning context suitable for the listed activities. SUGGESTED TITLES: The final section contains an annotated bibliography of other titles related to families and traditions. These may be used in conjunction with "Just Right Stew" in a unit on families. Included in the list is an anthology of poems, a book suitable for beginning and/or young readers, and other texts for classroom read-alouds.
Improving English as a Second Language Instruction at the Secondary Level:
(Vanderbilt University. Peabody College, 2008-04-23T21:22:00Z) Dake, Linda
Observations of six middle and high school Metropolitan Nashville Public Schools classrooms in the fall of 2007 raised questions about the clarity of the secondary ESL curriculum and about the knowledge that ESL teachers need to implement best teaching practices. The Tennessee and MNPS ESL standards were examined for guidance they provided to teachers, as these were the only documents that outlined the ESL curriculum. It was revealed that the neither standards document answered the question of what teachers should teach, instead focusing on the skills students should attain. Connections are made between the lack of a clear secondary ESL curriculum and the present/future achievement of higher-proficiency, secondary ESL students. What ESL teachers should know about theory and research on ESL education to be able to effectively enact the curriculum is discussed. Finally, a unit plan and supporting materials are provided that incorporate many of the features of secondary ESL best practices while relating them to the MNPS ESL standards.
Get Real: Instructional Implications for Authentic Writing Activities
(Vanderbilt University. Peabody College, 2008-05-19T20:25:39Z) Lidvall, Carly
The first portion of the project is a literature review of authentic writing activities and instructional implications. The review is followed by a curriculum project prepared to engage elementary students in authentic writing activities through the creation of a classroom newspaper.

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