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02/05/2014

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Hi Shona. No, we generally do not recommend different criteria, in terms of instructional strategies, for different content areas.

For some quick tips to use in your classroom, visit McREL on YouTube (http://www.youtube.com/playlist?list=PLCCDFB32544F1A3F1) to view short CITW videos by the authors of Classroom Instruction that Works, 2nd Edition.

Coaching in schools is becoming a big thing which I agree is an important aspect of teaching. I come from a school where coaching is highly valued and is put into practice regularly. However, I believe that observation is just as important and should also be put into practice on a more regular basis as we have alot to learn from others including allowing more time for practice as non-core subjects are doing.

It is great to see that there is an emphasis for walkthroughs to be conducted in both core and non core subjects. It allows for a whole school approach and allows for greater understanding and knowledge (including opportunities for everyone to learn).

I find that it is invaluable for all classrooms to be a part of a walk through or observational program. How else can we achieve whole school improvement. Do you recomend different criteria for different content areas?

It is really interesting that the non-linguistic representation is almost non-existent in the core subjects that were observed. These subjects are often felt to be the most enjoyable by many students and, as well as content, it may well be accessibility for students that contributes to this.

It is nice to see non -core subjects being looked at in regards to walk throughs as each subjects is valuable and has something to offer.

Thank you for sharing the value of making frequent walk-throughs in ALL classrooms. As the administrator in a non-traditional Montessori school, I often find myself willing to skip over toddler or after-school programs, putting more emphasis on our elementary, especially when time is in short supply. It is good to be reminded of the value each aspect of the school community brings to the whole.

I find the graph most interesting. At our school it is the non core teachers who have the fewest behavior issues. You would think the teacher who is more time vested would have an easier time with behaviors. Perhaps it is the heavy use of nonlinguistic kinesthetic representation by non core teachers that is leading to fewer behavior issues. I also note that those teachers do cover their curriculum. I often not only walk through our music teacher's room, but often stay to watch her magic. She uses Education Through Music techniques which are research based and useful for core teachers also.

This is timely. In an atmosphere of high stakes testing it is very easy for 'non core' teachers to feel that their discipline is a kind of optional extra. In fact music and art education are just as 'core' as mathematics, English, science and social studies. The non tested subjects are core to a rounded education.

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