The middle grades curriculum is based on the Florida Sunshine State Standards. The information below provides an overview of how instruction is tailored to the unique needs of adolescents through TEAMS.
Students learn at various work stations that appeal to different learning styles, including hands-on activities, use of technology, traditional pencil-and-paper practice, as well as large and small group and individual teacher-directed instruction.
The model identifies four classrooms of students and at least two teachers as a TEAM.
Each teacher within a TEAM is the specialty teacher for language arts, social studies, science or mathematics (Math/Science and LA/Social Studies).
Students utilize a Work Log as both an organizational and communication tool.
TEAMS highlights-
Two or four core teachers form a team that meets weekly to plan coordinated activities so students can see the relationships among the disciplines and connect what they are doing in each class.
Subject areas are linked through several unifying themes (interdisciplinary units)
Specific subject area skills
Perpetual skills that transcend all subject areas (vocabulary development, following directions, analyzing data, etc)
Nonacademic personal development issues (character development/community service)
Integrating technology into the curriculum
The social studies classroom may use technology to encourage interactive discussion, analysis and reflective criticism.
The science classroom can use online PowerPoint demonstrations and computer probe ware to support investigations an inquiry.
In the mathematics classroom, computers and manipulative materials will be used to explore concepts, solve problems, and manipulate data.
The language arts classroom will support the full writing process and develop critical reading skills with the use of computers and printers.
Utilizing multidimensional work stations
Some whole group instruction and a great deal of individual, cooperative, and small group learning at learning stations.
Each classroom contains four learning stations so that students may explore a common topic using several modalities.
Stations include:
teacher station for small group and individual instruction
technology station
text station containing content area textbooks, printed materials an paper/pencil work
exploration station for hand-on activities such as art projects, math manipulatives, globes, and educational games
Providing students with strategies for self-directed learning through a systemic student orientation
Trained to stay on task while working independently,
Learn to move efficiently to various learning stations and
Take responsibility for solving work-related problems.
Learning the purpose and use of individual student Work Logs
Utilize Work Logs to record information about their daily classroom practice, note homework assignments, and test dates, express their opinions and set and assess unit goals.
A Typical TEAMS Nine-Week Unit
During each unit, there will be several station rotation cycles lasting one to three weeks.
Cycle begins with whole group instruction where the teacher presents information and gives directions for subsequent station activities.
Students begin the station rotation cycle, working at the various learning stations for several more days to complete activities assigned
Task Cards and notes from their Work Logs serve as reminders from the teacher's lecture.
Students usually work at the stations for 3-5 days.
When all station activities are completed, the process ends with whole group discussion and assessment.
Students reflect upon their work and make connections with the unit theme.
Teaches make a final assessment of students' knowledge of the subject content and application of skills.
TEAMS and our elementary Project CHILD were developed by the Institute for School Innovation . You can visit their website at www.ifsi.org
