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1. Doing well on district and statewide
tests continues to be a
pressure on ITI practitioners.
What advice do you have that might
be useful?
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Beginning with the idea that the brain is a pattern-seeking
device then it seems logical that the way to raise test scores is to
determine the patterns asked for on standardized tests and then connect
those patterns to the patterns in the curriculum being taught in the
classroom. For example, if one takes the idea (pattern) of system -"All
whole things are made up of smaller parts that are essential to the
whole"-and identifies it for students every time it comes up during
the curriculum, pretty soon students will be shouting, "I think
we have this one!"
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2. What about teaching basic skills in ITI?
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Teaching basic skills is an essential
part of the ITI curriculum. It first requires that teachers have identified
the list of skills that are developmentally appropriate and required
by district and state curriculum guidelines for each subject area.
Second, as teachers integrate each subject area into their
curriculum, they need to align their classroom curriculum to the district
and state guidelines by integrating each skill at both the key point
and inquiry phase of the ITI curriculum.
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3. How does ITI use community locations?
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A skill key point in ITI curriculum suggests that you
have identified that this is an appropriate time to introduce new skills
to your students - both because you understand your school/state/district
requirements well enough to know which skills need to be integrated
intentionally into your curriculum, and because you've determined that
this is the appropriate time to do so because the skill matches well
with the conceptual or significant knowledge key point that you want
students to come to understand.
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4. How do ITI teachers start with being
there and integrate all subject areas while also meeting
standards established by states and districts?
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Community locations or events are
the starting point for curriculum integration. Research shows that when
students make an in-depth study of a location, important understandings
from the core subjects and the need to master essential skills are plainly
seen. Students might visit the school playground, a waste treatment
plant, a local park, the hospital, or a nearby retirement residence.
Starting this way, integration occurs naturally and makes sense.
Being there experiences at the core of a unit
of study provide the foundation for powerful learning for all students,
equalizing opportunity. The human brain and body collaborate at each
step of the learning process. Being there experiences tap into
this collaboration, allowing for rich sensory input in a meaningful
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5. How do ITI students master the required
skills along the way?
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Study grounded in a being there
experience immerses students in that "slice of life" and the
need for skills to operate successfully in it. For example, they see
how mathematics plays a key role in sales and in tracking important
trends. They see how people use oral and written communication skills
to make things happen. Back at school, ITI teachers show students how
they will put new skills to use as they learn. For example, students
see how to write a correct business letter to request information about
a topic or permission to make a presentation before the city council.
When students need to learn a skill to use it for something important
to them, they remember the skill and can apply it again. Finally, ITI
teachers present skill instruction in ways that capture interest and
"hook" students emotionally.
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6. How do ITI teachers assess student learning progress?
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ITI curriculum is written with
assessment in mind. Teachers look for student work that is correct,
complete, and comprehensive. They provide examples of work for students
to see and rubrics to encourage self-assessment and appropriate goal
setting. In addition to traditional tests and quizzes, ITI teachers
arrange opportunities for students to demonstrate their mastery before
appropriate audiences. These might include the city council, younger
students, or the community at large as students take social or political
action by lobbying for their viewpoint, or perform a community service
project that requires a range of new knowledge and skills.
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7. What about classroom management and discipline procedures?
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The Lifelong Guidelines (truthfulness,
trustworthiness, active listening, no put-downs, and personal best)
form the backbone of agreements about how youth and adults at school
will treat each other. The result is a calm, respectful environment
that creates the required emotional climate for powerful learning. The
LIFESKILLS include 18 social and personal skills, such as caring, flexibility,
collaboration, organization, and sense of humor, that increase the productivity
and fun of working together. Students develop self-discipline in this
kind of setting.
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8. What is it about ITI that engages
students and builds their
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Because of the Lifelong Guidelines
and LIFESKILLS, and the care that teachers put into their work, students
immediately recognize that they are a part of a community of learners
who care about and respect each other. Collaboration makes learning
enjoyable and exciting. Students realize that they are learning how
their school and the larger community work. They see that, even at young
ages, they can work together to make a positive contribution and that
feels great. They enjoy discovering and sharing new ideas and take delight
in being there in their school community and beyond.
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