Projects+in+Progress

===**Please post as much as you can about your project topic to date to share with classmates. Some conversations I've had:** ===

**Lisa --investigation into IB curricula in relationship to the //cultures// of curriculum we've been studying** ﻿ If anyone wants to work together, great! Let me know.

**Serge --investigation into writing in math/math literacies in relationship to a sociological perspective (and proposal) as to how to collect data on the impact of introducing this curricular innovation to his classes**  So, I am on my own with this...... with Karen's help I've been able to find an abundance of supportive professional articles, but not enough research. However, I know it is out there so I'll keep looking. Anyone have personal thoughts on the importance of linguistic skills and mathematics? -Serge

**LORI/Jenn --investigation into teaching ELL's in relationship to the history and philosophy of this pedagogy -- writing proposal for new philosophy statement and rubric for evaluating students**

Brian -- "Tickling Your Funny Brain: Humor, Satire and Irony in the English Language Arts Classroom" ===Probably work alone on this one since its pretty specific to my work, but I would love to hear people's thoughts, ideas, etc. When does humor work in your classroom? //How// and //why// does it work? When does it NOT work in your classroom? Do different kinds of humor work for different age groups? Anything else you want to share would be great too. Favorite comedian? Favorite comedic movie? Etc.=== Here's my SpicyNode (does that sound dirty): http://www.spicynodes.org/a/f48cc23a0d26cdafff212a689cd67caa

 **Drew** / **Paola** --Gender Stereotypes & Prejudices: As and international educator how do the cultural and personal gender stereotypes and prejudices affect your teaching philosophy and practice? Here's our SpicyNode so far... :) **http://www.spicynodes.org/a/3e4904e6b2803ed7126cf8f7a2ce3d49**


 * Dan- **- The Waldorf Culture and its extractable elements-- The Waldorf school exists in relative isolation, where early childhood development is approached from a diametrically different perspective. It rejects many cultural titans and assumptions that would otherwise pervade a school environment and attempts to educate its students in, what appears to me at least, a bubble. However, I do seem to personally identify with many Waldorf elements, but am unsure of how to extract those elements and employ them in my classroom, considering that my school and its students do not exist in an overarching Waldorf environment.

Eduardo - I will try to find out, based on my own experience, and going back to the existing and most widely adopted theories on second language acquisition, which ones have survived over the years, and why. Inputs and ideas are welcome.


 * Alycia **--I'm going to look at the role of reading groups and their practice in early elementary literacy programs. I have yet to work with reading groups in the classroom (but will be doing so this coming year), so I would appreciate any input people have on what they know about reading groups.

Kim ﻿ - I am going to do my final project on the methods of motivation and how it affects learning at the elementary level.

Meral/Miriam Montessori approach to early years literacy link to spicynode so far is []

Tor - How has the influx of students with a multicultural background affected/changed the norwegian school system.