1. Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011
Project: Teacher Refinement and Learning Enhancement
Problem Evidence Solution First Steps
Classroom Jamie: Students 1) Collect student inventory forms at Training: “El máximo”
Discipline disengaged and ran to the the beginning of the year to In 3 ninety minute sessions, focus on a training in each
Problems windows, and one boy discover interests to help direct of the following topics:
frequently went to play teaching and student learning. 1) Student Learning #1: This session will focus on
with glue. 2) Implement routines into the the multiple learning styles and multiple
classroom procedures that include intelligences of students.
Susanna: Teacher checked the usage of attention getting 2) Student Learning #2: This session will focus on
the work of students one procedures and the communication the learning cycle, and how to plan for teaching
by one, and students of expectations for students. to maximize student learning.
began to throw pencils, 3) Plan lessons that include proper 3) Teacher Learning #1: This session will explain
etc. while they waited for transitions to minimize student how to maximize teaching time through more
the teacher to check their behavior problems. structure: daily agendas, proper transitions, and
work. timed activities.
Ineffective Jamie: Teacher spends a 1) Use attention getters to quickly get Training: “La Diferenciación” y “La Colaboración”
use of time large amount of time the attention of students. In 2 to 3 ninety minute session, focus on a training in
trying to redirect students 2) Differentiate within the classroom each of the following topics:
and have them return to to accommodate for the different 1) Differentiation: This session will discuss how to
their seats. levels of learning within each class. modify assignments to meet the needs of
3) Use cooperative learning to engage different levels of understanding. It will also
Susanna: Teacher students and allow for a greater discuss how choice in tasks connects students’
implements activities that zone of proximal development. interests and talents to maximize engagement
require students to share and learning.
answers with teacher 2) Cooperative Learning: This session will explain
individually, not the how group tasks with individual accountability
entire class. maximize student learning in a classroom.
Teachers will serve as facilitators instead of
lecturers.
Notes taken by Jamie Boelens and Susanna Pierce

2. Project Teacher Refinement and Learning Enhancement for the Scheel Center, Implementation: 2011
Problem Evidence Solution First Steps
Lack of Jamie: Lower level classrooms do 1) Connect with schools in the US to 1) Have a pamphlet to give to volunteers
Supplies and not have a library, any markers, help donate old textbooks, markers, to give to schools around their area to
Resources construction paper, or computers, or technology help send supplies. The pamphlet will
for Students manipulatives to use. The school resources. include the series of steps to take when
lacks a copy machine, so students 2) Communicate with other NGOs donating supplies to the school.
must copy all homework and around the world to see if they can 2) Email other NGOs to see if they are
assignments by hand. help sponsor or fund the project. interested in helping fund the project,
3) Have school districts within entitled “Project Teacher
Susanna: Older level classrooms experienced volunteers’ classrooms Enhancement.”
do not have computers, books, or in the US ask their school districts 3) Search to see if there are grants within
basic art supplies. Teachers only about donating outdated supplies the US that will help benefit the
have a dry erase board and have to the facility. Guatemalan classroom.
no projectors to use.
Lack of Jamie: Students spent the entire 1) Plan backwards with essential Training: “Hacer el AprendizajeRelevante”
Higher grammar time copying letters on questions that allow teachers to In 3 ninety minute sessions, focus on training
Order multiple pages of their journals. focus on the end result instead of in the following topics:
Thinking daily tasks. 1) Understanding by design: This session
and Susanna: Students copied the 2) Implement relevant tasks that explains the process of planning
Assessments letter “h” into their journals, and would encourage students to work learning objectives around essential
for Learning then interviewed teachers for 15 beyond the walls of the classroom. questions.
words that started with the “h” 3) Have a schedule that allows the 2) Project Based Learning: This session
sound. teacher to check for learning in will allow teachers to brainstorm
larger projects. Also, use strategies together different projects they might
that allow for assessment for be able to implement in classrooms.
learning in tandem with 3) Assessments for learning: This session
assessments of learning. will include teaching strategies that can
be used to assess the process of student
learning in individual classrooms. (the
student barometer, student white
boards, think-pair share, and protocols)
Notes taken by Jamie Boelens and Susanna Pierce