D. R. Gaul Middle School is in Union, Maine, a blueberry-farming town where the summer fair finds kids competing in pig scrambles(爭奪) and pie-eating contests.
Gaul, with about 170 seventh- and eighth-graders, has its own history of lower level academic achievement. One likely reason: Education beyond the basic requirements hasn't always been a top priority(優(yōu)先) for families who've worked the same land for generations. Here, few adults have college degrees, and outsiders(局外人) (teachers included) are often kept at a respectful distance.
Since 2002, Gaul's students have been divided into four classes, each of them taught almost every subject by two teachers. The goal: To find common threads across disciplines to help students create a big picture that gives fresh meaning and context to their class work -- and sparks(激發(fā)) motivation for learning.
Working within state guidelines, each team makes its individual schedules and lesson plans, incorporating non-textbook literature, hands-on lab work and field trips. If students are covering the Civil War in social studies, they're reading The Red Badge of Courage or some other period literature in English class. In science, they study the viruses and bacteria that caused many deaths in the war.
Team teaching isn't unusual. About 77 percent of middle schools now employ some form of it, says John Lounsbury, consulting editor for the National Middle School Association. But most schools use four- or five-person teams, which Gaul tried before considering two-person teams more effective. Gaul supports the team concept by "looping" classes (跟班) so that the same two teachers stick with the same teens through seventh and eighth grades. Combining teams and looping creates an extremely strong bond between teacher and student. It also, says teacher Beth Ahlholm, "allows us to build an excellent relationship with parents."
Ahlholm and teammate Madelon Kelly are fully aware how many glazed looks they see in the classroom, but they know 72 percent of their eighth-graders met Maine's reading standard last year -- double the statewide average. Only 31 percent met the math standard, still better than the state average (21 percent). Their students also beat the state average in writing and science. And in2006, Gaul was one of 47 schools in the state to see testing gains of at least 20 percent in four of the previous five years, coinciding roughly with team teaching's arrival.
A Classroom With Context
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小題1: of the school
| ◆Being a farming town, Gaul achieved little in 小題2: before.
◆Further education is considered less important there.
◆The community is relatively 小題3: rather than open to the outsiders.
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Ways of solving
the problems
| ●dividing the students into different classes and creating ways to make the students well 小題4: to learn.
●conducting小題5: and lesson plans for each team
●establishing a strong 小題6: between teacher and students through combining teams and looping
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小題7: of success
| ■72 percent of the eighth-graders小題8: Maine's reading standard
■the school beating the state average in 小題9:
■students’ math average being 小題10: higher than the state average
■four of the previous five years witnessing at least 20 percent test gains
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