Colleague in the Classroom

描述（由申请人提供）：本项目的总体目标是开发高质量，低成本，基于研究的有效策略教学开始阅读教学使用语言知情，结构化，明确，顺序，系统，吸引力和多感官技术的示范。该项目将制作100集教学光盘（DVD），其中包括一位专家教师，她模拟开始阅读教学，就好像她在教室里教一群学生一样。在计划的第一阶段，我们会重新编排现有的25节课，以配合更佳的范围和顺序，并更全面地展示语音意识、字母与声音的联想、字阅读、拼写、词汇和写作之间的关系。然后，我们将在三个月的时间内，在几个一年级教室实地测试这种教师指导/学生指导工具对教学实践和学生成绩的影响。这些课程将以DVD为基础的演示文稿制作，旨在说明教师通过建模和演示最能学到的具体技能。我们向教师展示了如何在教学过程中，他们必须区分音素和字素，呼吁注意语音的功能，使用“动手”的声音混合技术，教正字法模式，引导学生进入解码习惯，使用记忆策略不规则的单词，遵循阅读与写作，探索词义，即使解码技能正在建立。这种方法补充了任何全面的，核心的阅读教学计划，满足规定的阅读第一。该计划指南还将强调有关学生教学需求的基于数据的决策的重要性。同事将为教师提供明确的技能建设，这是非典型的赞助商资助的，特定于项目的专业发展。

DESCRIPTION (provided by applicant): The overall goal of this project is to develop high quality, low cost, research-based demonstrations of effective strategies for teaching beginning reading instruction using linguistically informed, structured, explicit, sequential, systematic, engaging, and multi-sensory techniques. The project will produce 100 episodes of instruction on videodisks (DVD) that feature an expert teacher who models beginning reading instruction as if she were teaching a group of students in a classroom. In Phase I of the proposed project, we will re-tape our existing 25 lessons to align the content with an improved scope and sequence and to demonstrate more fully the relationship between speech sound awareness, letter-sound association, word reading, spelling, vocabulary and writing. We will then field test the impact of this teacher mentoring/student instruction tool on teaching practices and student outcomes in several first grade classrooms over a three month period. The lessons will be produced as DVD-based presentations designed to illustrate the specific skills that teachers will learn best through modeling and demonstration. We show the teachers how, during instruction, they must differentiate between phonemes and graphemes, call attention to the features of speech sounds, use "hands-on" sound blending techniques, teach orthographic patterns, guide students into a decoding habit, use memory strategies for irregular words, follow reading with writing, and explore word meanings even while decoding skill is being established. This approach complements any comprehensive, core reading instruction program that meets the stipulations of Reading First. The program guide will also emphasize the importance of data-based decision making about students' instructional needs. Colleague will provide explicit skill-building for teachers that is atypical of publisher-funded, program-specific professional development..