On Common Ground® Strengthening Teaching through School-University Partnership

YALE-NEW HAVEN TEACHERS INSTITUTE® SPECIAL EDITION NUMBER 15, FALL 2015

JACOB LAWRENCE, DREAM SERIES #5: THE LIBRARY, 1967 Supporting Teachers in High-Need Schools

By Peter Salovey the poor performance of students in our to partner universities with high-need public schools, especially our high-need public school districts to this end. Our henever I talk to teachers, I public schools, at every level, K-12. own faculty participants as seminar lead- find myself reminiscing about These teachers, who have unbelievably ers both in New Haven and in our nation- W my own education in public difficult jobs in overcrowded classrooms, al work are a "Who's Who" among our top schools, where I had many great teachers, should be respected as heroes. The best professors, more than a hundred of whom two of whom were especially inspiring. I way to help them live up to that image, in have taught seminars; and as the work was later to discover, when reunited with their own minds and in the mind of the spreads, this is also true nationally. classmates, how many of those teachers' public, is to improve their professional As part of our "Who's Who," four Deans students had been influenced by them to self-confidence by empowering them col- of Yale College and many of our most become elementary, secondary, and col- legially and improving their command of acclaimed professors have taught Institute lege teachers themselves. the subject matter they teach. The Yale and National Initiative seminars over the As a university teacher, I very much National Initiative, with its roots in the years. This is a model we don't just per- regret the eagerness of educational pun- Yale-New Haven Teachers Institute, is the form locally. The Institute successfully dits to turn teachers into scapegoats for pioneering and still the most robust way (continued on back cover) Knowledge to College: On Knowing the Subjects We Teach

By Paul H. Fry River." Here you see the whole bridge — 1925), but causing enough concern about the icon of Hart Crane, Joséph Stella, and changing horizons to bring about the he two key expressions in this many others — with its columns, Gothic establishment of the island's first zoning issue's theme statement are "sup- buttress forms, cable stays, and suspen- laws in 1916, the year of Greacen's paint- T porting teachers" and "high-need sion interacting. Greacen was a New ing. You can see — but from the viewer's schools." To this end, one important form Yorker whose parents lived on the current eye only as a dim horizon — the new sky- of support provided by the Teachers site of the Rockefeller Center, his father a scrapers in the upper right. The viewer's Institute model is the improvement of shoemaker. That tells you a lot about eye has a rather low point of vantage, per- teachers' content knowledge, which in small beginnings and grand outcomes, haps a rooftop, in Brooklyn. The most turn increases the knowledge of their stu- and who knows whether, watching the prominent object in the foreground is a dents. We think our cover image, Jacob emergence of New York as a modern smokestack. All the tenement windows Lawrence's "The Library," are dark, the rooms behind reflects this entire chain of them not yet visited by elec- collaboration. In the interest tricity. We receive the power- of support, then, and with ful impression of teeming life the ultimate purpose of sup- hemmed in by all the signs of porting students by making poverty that would haunt the them better, the Yale-New building facades of Edward Haven Teachers Institute, Hopper's much later urban the Yale National Initiative, paintings. The rather brightly and the Institutes in colored broad posters on the Philadelphia, Delaware, and upper walls of the waterfront soon Richmond support buildings — precursors of teachers in an atmosphere of billboards — bespeak a kind non-threatening collegiality of promise alongside the by increasing their knowl- bridge, as if to say, even here edge and understanding of in Brooklyn prosperity is pos- the subject matters that the sible for the enterprising, but Common Core State our neighbor the bridge will Standards require them to take you to a new horizon. As teach. Assisted by the colle- New York had begun to grow, gial mentorship of seminar the need for such a bridge was leaders at their partner uni- envisioned, and it had been versities, in the course of taking people over the river things teachers' increased since 1883. knowledge of these subjects Naturally the bridge took EDMUND WILLIAM GREACEN, BROOKLYN BRIDGE, EAST RIVER, 1916 will improve their students' people in both directions, but performance and make them more excited metropolis, Greacen might not have been for his focus Greacen has made the about learning. reflecting on such things as he painted this emphatic choice of one direction only: In On Common Ground has frequently fea- picture. contrast with the dark, sunken, imprison- tured images of bridges, for reasons that After all, the picture is very uncharacter- ing feeling of the foreground structures, are not far to seek. Because Number 15 istic for a painter whose forte was genteel the buildings on the Manhattan side — emphasizes support, as well as getting stu- Impressionist subjects influenced by the and not just the Midtown buildings at the dents to a better place, we thought it French Masters. Here we have a very dif- upper right — glow with what seems an would be good to present a bridge that's a ferent subject. Manhattan across the river almost inward light. The sun lights the support network, and to that end we have was just beginning to sprout skyscrapers, foreground too, but it lacks the power of chosen the image above, Edmund the first of which was the Flatiron transformation and truly illuminates only Greacen's 1916 "Brooklyn Bridge East Building of 1903, followed by others of the advertisements. Seen from a region of Paul H. Fry is William Lampson Professor of modest height by today's standards (the infernal smoke, Manhattan is a shining English at Yale University. Chrysler Building wasn't started until (continued on page 11)

2 ON COMMON GROUND Contents

1 Supporting Teachers in High-Need Schools 21 Powerful Relevance in a Small World: Studying the Peter Salovey Black Arts Movement in the Age of Michael Brown 2 Editorial Knowledge to College: On Knowing the Sydney H. Coffin Subjects We Teach 22 Genetic Engineering and Human Health Paul H. Fry W. Mark Saltzman 4 Feature Extending the Common Ground: The 22 Imagine the Unimaginable Yale-New Haven Teachers Institute and the Laura A. Carroll-Koch National Endowment for the Humanities 24 Energy Sciences William D. Adams Gary W. Brudvig 5 The Promise of the Teachers Institute Approach 24 Gasoline or Biodiesel? Ellen Eliason Kisker Jinsue C. Hafalia 8 Supporting Teachers in High-Need Schools in 26 Place Value, Fractions, and Algebra: Philadelphia Improving Content Learning through the Alan J. Lee Practice Standards 9 Treating Teachers with the Respect They Deserve Roger E. Howe Raymond F. Theilacker 27 Building Fearlessness in Middle-School Problem 10 Can We Teach the Common Core Standards in Solvers Mathematics? Anne E. Agostinelli Roger E. Howe 28 Immigration and Migration and the Making of 12 Collegiality, Creativity and Continued Learning a Modern American City Jane K. Marshall Mary T. Y. Lui 14 The Teachers Institute Approach to Supporting 29 Students Narrate Their Rites of Passage Teaching and Increasing Retention Krista B. Waldron Ellen Eliason Kisker 30 Understanding History and Society through Teaching Curriculum Units from National Images, 1776-1914 Timothy J. Barringer Seminars, 2012-2014 30 The World Needs More Critics A Tribute 16 The Diné Nation on Common Ground W. Miles Greene in Healing 32 Pain to Pride: How Can the Pain of the Past W. Mark Saltzman Generate Hope for the Future? 17 Microbes Rule! Rodney Robinson Paul E. Turner 34 Eloquence 18 Students Discover Their Inner Biologist Joseph R. Roach Kathleen Tysiak 34 Energizing the Debate 19 Of Microbes, Skin Wars, and Teenagers April Higgins Vanessa Vitug 36 Playing with Poems: Rules, Tools, and Games 20 Narratives of Citizenship and Race since Langdon L. Hammer Emancipation 36 The Sestina Jonathan Holloway Jennifer Giarrusso

Credits: Front Cover: Jacob Lawrence. Dream Series #5: The Library. 1967. Tempera on board, 24" x 35 7/8". Courtesy of the Pennsylvania Academy of the Fine Arts, Philadelphia. Funds provided by the National Endowment for the Arts, the Collectors' Circle, the Henry D. Gilpin and John Lambert Funds, and the Pennsylvania Academy Women's Committee. © 2015 The Jacob and Gwendolyn Knight Lawrence Foundation, Seattle / Artists Rights Society (ARS), New York. Page 2: Edmund William Greacen. Brooklyn Bridge, East River. 1916. Oil on canvas, 37" x 37 1/2". Gift of Mr. and Mrs. René Faure, daughter of Edmond Greacen, AG.1972.2.1. Courtesy of the Cummer Museum of Art & Gardens, Jacksonville, Florida. Page 10: Jasper Johns. 0 Through 9. 1961. Oil on canvas, 54" x 41 1/4". Tate Gallery. © Jasper Johns/Licensed by VAGA, New York, NY. Photo Credit: Tate, London / Art Resource, NY. Page 13: Gordon Parks. Emerging Man, Harlem, New York. 1952. Photograph by Gordon Parks. Courtesy of and copyright The Gordon Parks Foundation. Page 16: Harrison Begay. Navajo Medicine Men Making a Sand Painting. Casein tempera, 13 1/2" x 20 3/4". Courtesy of Faye Gorman, for the estate of Harrison Begay. Photo Credit: Adobe Gallery Santa Fe. Page 18: P. Goldsmith, E.L. Feorino, E.L. Palmer, and W.R. McManus. Human immunodeficiency virus. 1989. Scanning electron micrograph. Public Health Image Library (PHIL), courtesy of the CDC. Page 19: Richard Irving Bowman. Floating Nuclei. 1987. Color lithograph with hand-applied detail, 12" x 17". Collection of Kimberly Bowman. Page 20: Thomas Kelly. The Fifteenth Amendment. 1870. Lithograph with watercolor, 22" x 28". Courtesy of James R. Vivian. Photo Credit: Yale Photo and Design. Page 21: Shepard Fairey / obeygiant.com. Afrocentric (Red). 2007. Screenprint, 18" x 24". © Obey Giant Art. Page 23: Anthony Bianchi. Structure of DNA Double Helix. 2015. Adapted from Biomedical Engineering: Bridging Medicine and Technology by W. Mark Saltzman, Cambridge University Press, 2009. Page 25: Edward Ruscha. Standard Station, Amarillo, Texas. 1963. Oil on canvas, 64 15/16" x 121 13/16". Hood Museum of Art, Dartmouth College, Hanover, New Hampshire; gift of James Meeker, Class of 1958, in memory of Lee English, Class of 1958, scholar, poet, athlete and friend to all. © Ed Ruscha, courtesy of the artist. Page 27: Jacob Lawrence. The Migration of the Negro, Panel no. 58. 1940-41. Tempera on gesso on composition board, 12" x 18". Gift of Mrs. David M. Levy, The Museum of Modern Art. Digital Image © The Museum of Modern Art / Licensed by SCALA / Art Resource, NY. © 2015 The Jacob and Gwendolyn Knight Lawrence Foundation, Seattle / Artists Rights Society (ARS), New York. Page 28: Jacob Lawrence. The Migration Series, Panel no. 1: During World War I there was a great migration north by southern African Americans. 1940-1941. Casein tempera on hardboard, 12" x 18". The Phillips Collection. Washington, D.C. © 2015 The Jacob and Gwendolyn Knight Lawrence Foundation, Seattle / Artists Rights Society (ARS), New York. Page 31: Winslow Homer. Old Mill (The Morning Bell). 1871. Oil on canvas, 24" x 38 1/8". Photo Credit: Yale University Art Gallery. Page 32: Eyre Crowe. Slaves Waiting for Sale: Richmond, Virginia. 1852-53. 20 3/4 x 31 1/2 in. Heinz Family Collection. Page 35: John Steuart Curry. The Social Benefits of Biochemical Research, Northwest Panel. 1941-43. Oil and tempera on canvas, 9 ft. x 4 ft. x .07". Commissioned with support from The Brittingham Fund — The University of Wisconsin Trust. Photo Credit: Robin Davies. Page 37: Elizabeth Bishop. Red Stove and Flowers from Exchanging Hats: Paintings by Elizabeth Bishop. © 1996, 1997, 2011 by Alice Helen Methfessel. Reprinted by permission of Farrar, Straus and Giroux, LLC.

FALL 2015 3 Extending the Common Ground: The Yale-New Haven Teachers Institute and the National Endowment for the Humanities

By William D. Adams unit for use in their home schools. Subject science and technology as the keys to matter, curriculum and pedagogy are there- "work readiness," are pushing humanities ince its founding on September 29, by combined in mutually supportive and subjects from the center to the margins of 1965, the National Endowment for clarifying ways. school curricula. S the Humanities (NEH) has been The success of the Institute model led in Further complicating these pressures is deeply committed to supporting teachers 2004 to the creation of the Yale National the rapidly growing presence of digital and and humanities education. Over these 50 Initiative to strengthen teaching in public Web-based technologies and teaching tools years, the agency has made more than 4000 schools. "The Initiative is a long-term in the classroom. Writing in The Atlantic grants for seminars and institutes involving endeavor to influence public policy on several months ago, Michael Godsey nearly 85,000 high school teachers and col- teacher professional development, in part observed that resources radiating from the lege faculty. Those teachers and faculty by establishing Teachers Institutes that will Internet threaten to transform the teacher's have in turn benefited millions of students provide state and local policy-makers role from that of primary source of class- with new and richer course content and effective examples of the innovative room content to facilitator or curator of new approaches to teaching humanities Institute approach in their own communi- content coming from the Web. This is the subjects. This investment in human capital ties."1 More recently, and in concert with reality of the "flipped" classroom, where is one of the most important contributions the Obama administration's efforts "to online resources not only constitute content the NEH has made to our nation's schools build sustainable collaborations in commu- but also forge direct, interactive relation- and colleges and to the broader culture. nities with strong K-12 and higher educa- ships with students.5 NEH's relationship with the Yale-New tion partnerships,"2 the Institute has further How will professional development pro- Haven Teachers Institute is nearly as old as amplified its aspirations by committing "to grams like those run by the Yale-New the agency itself. The Institute made its increase by one-third the number of urban Haven Institute and supported by the NEH first application to the NEH in 1977 — 38 and rural school districts that send teachers adapt to these pressures and realities? What years ago — and the relationship has con- from high-need schools to participate as are the policy ramifications of the margin- tinued to develop since that time, including Fellows in national programs of the alization of humanities curricula and the an important NEH Challenge Grant of Teachers Institute."3 ascent of Web-based teaching technologies $750,000 in 1991 that helped the Institute The creation of the Yale National Initiative and products? Can the professional devel- establish a permanent endowment. NEH was an important step. Notwithstanding opment model forged by the Yale-New and the Institute also share a commitment bright spots of progress in some parts of the Haven Teachers Institute and NEH cope to the notion that good teaching can be nur- country, urban schools and school districts, with these new realities? Or must we sup- tured through the close involvement of especially in low-income neighborhoods, plement them with other forms of curricu- teachers with one another and with aca- continue to struggle. And so, under the cir- lar intervention and support and new forms demic mentors from the college and uni- cumstances, do their students. As measured of teacher training and development? versity community in seminar settings by the National Assessment of Educational These are important and still unresolved devoted to humanities subjects. Progress examinations, low-income and questions. But one thing seems certain in But the Yale-New Haven Teachers minority students continue to lag majority the months following disturbances in Institute added several dimensions to this populations in nearly every measure of edu- places like Baltimore, St. Louis, and New model. The first is the centrality of com- cational attainment.4 York: focused attention on low-income munity-based partnership between colleges Within this familiar context of unequal and minority schools and communities is and universities and local schools and resources and attainment, there are several more important than ever. The commit- school districts. The second is a core com- relatively newer challenges and pressures ment of the Yale-New Haven Teachers mitment to enhancing the effectiveness of facing secondary school teachers and Institute and the Yale National Initiative is teachers in public schools that serve low- schools, especially in the humanities. exemplary in this regard, and urban uni- income and minority populations. And the Across every region and all levels of pri- versities around the country ought to take third is a program that explicitly incorpo- mary and secondary education, humanities notice. Modeling this approach for other rates the development of specific teaching teaching and curricula have come under American communities, while providing strategies and lesson plans linked to pro- intense pressure. The reasons are by now leadership in addressing the new realities gram content. At the end of each Institute, familiar. City and state resource and budg- of our K-12 educational environment, is a teachers are required to write a curriculum et pressures, combined with expanding great service to the education community testing regimes and our increasingly exclu- across the country. William D. Adams is Chairman of the National Endowment for the Humanities. sive and shortsighted preoccupation with (notes on page 33)

4 ON COMMON GROUND The Promise of the Teachers Institute Approach

Ellen Eliason Kisker well as the leadership of the seminar ers' professional development needs and Coordinators, shape the implementation interests and encouraging participation in he Yale-New Haven Teachers of Teachers Institute seminars. The imme- Teachers Institute seminars yields a Institute, begun in 1978, has diate products of the seminars are the cur- diverse group of Fellows. During 1992 to T developed an approach to teacher riculum units created by participants and 2014, 39% of Fellows taught students in professional development that embodies the professional recognition and faculty grades 9 to 12, 31% taught students in many best practices: extended duration, a privileges at the university that participat- grades 6 to 8, and 28% taught students in focus on content and the pedagogy linked ing teachers receive for a year after begin- kindergarten to grade 5. Fellows had near- to the specific content, active learning ning the seminar. ly 6 years of experience, on average, in strategies, and alignment with state and The units are expected to lead to three their present position, an additional 3 local standards and curriculum.1 Teachers strands of outcomes corresponding to years of teaching in New Haven, and Institutes are implemented through part- teachers, students, and university faculty. another 3 years teaching elsewhere. nerships between local school districts For teachers, seminar participation is Fellows included both relatively new and institutions of higher education. expected to result in greater teacher lead- teachers (31% had 3 or fewer years of Each year, Teachers Institutes offer ership and collegiality and in increased teaching experience) and very experi- weekly seminars over several months, led content and pedagogical knowledge, enced teachers (19% had 20 or more years by university or college faculty members, which in turn are expected to improve the of teaching experience). on topics developed by Teacher quality of their instruction. For students, Teachers who have participated in a Representatives who canvass teachers to teachers' increased knowledge and YNHTI seminar are not precluded from identify topics that will enhance their improved instruction is expected to lead participating in subsequent seminars, and knowledge of what they teach. In the sem- to greater engagement in learning. every year at least half of Fellows are vet- inars, the faculty leaders present informa- Ultimately, these intermediate outcomes eran Fellows who have participated at tion and lead discussions on the seminar are expected to increase teacher retention least once before. During the years from topic, and they guide teachers in conduct- and advancement and improve teachers' 1992 to 2014, two thirds (64%; 50%- ing research and developing curriculum performance (as assessed in school dis- 79%)3 of Fellows overall were repeat par- units they will use with their students in trict teacher evaluation systems), enhance ticipants. the coming school year. In each seminar, student learning of curriculum unit topics, The teachers who participate in the the seminar Coordinator (an experienced and enhance the contributions of universi- YNHTI are strongly motivated by a desire Fellow) assists the seminar leader and sup- ty faculty to public education. All of these to improve the curriculum they use, to ports other Fellows in the seminar. During outcomes converge to support higher stu- increase their content knowledge, and to the seminar, teachers have opportunities to dent achievement. work with other teachers. Nearly all present their curriculum unit in progress What Teachers Say About Their Fellows during 1992 to 2014 cited the and receive feedback from other teachers Teachers Institute Experience opportunity to develop curriculum to in their seminar. The Yale-New Haven Teachers Institute motivate students (94%; 82-100%) and to Seminar leaders also deliver talks to (YNHTI) has a long history of collecting meet their needs (90%; 73-100%) as an acquaint all Fellows with their seminar data to inform its work, and these data important incentive for participating in and encourage them to disseminate units now constitute a rich, longitudinal record the YNHTI. Nearly as many (70%; 57%- from it. The seminar leaders receive com- of Institute processes and outcomes. Each 85%) cited the possibility of increasing pensation and participants receive stipends year, at the end of their seminar, Fellows their control over the curriculum. in recognition of the time and effort they must complete a questionnaire that cap- YNHTI Fellows also sought to improve are investing in improving teaching and tures key information about their teaching their content knowledge. An important curriculum. Teachers also receive faculty background and their seminar experi- incentive for most Fellows to participate privileges at the university or college. ences, asks them to rate various aspects of was the opportunity to increase their mas- How the Teachers Institute Approach is their seminar experience, and includes tery of their subject (89%; 80-95%) and to Expected to Support Teaching and open-ended questions encouraging exercise intellectual independence (89%; Learning2 Fellows to describe their experiences and 79%-98%). Teacher and university faculty back- the outcomes they expect (and if they The opportunity for collegiality also grounds, characteristics, and interests, as have participated before, the outcomes drew many Fellows to the YNHTI. Ellen Eliason Kisker is Managing Partner of they experienced after past seminars). Approximately 85% (77%-97%) of Twin Peaks Partners, LLC. The careful process of discerning teach- (continued on next page)

FALL 2015 5 (continued from previous page) According to Fellows, it is through the and draw conclusions backed by their Fellows cited the opportunity to work process of developing curriculum units data. Taking all of this and applying it with Yale faculty, and 76% (63%-84%) and the use of these units that many of the to a topic that I hope will be interesting cited the opportunity to work with teach- effects of YNHTI participation are expect- to them, will be a great motivation. ers from other schools as an important ed to occur. Most Fellows were motivated A number of teachers mentioned that in incentive to participate. Nearly two-thirds to participate in the YNHTI by a desire to preparing their unit, they learned research (64%; 50%-78%) reported that the oppor- improve curriculum, and most recent skills that can be applied to other areas of tunity for interdisciplinary work was an Fellows (91%) reported that their curricu- their teaching, and they learned about avail- important incentive to participate. lum unit fills a gap in the existing curricu- able university and community resources The effort to identify topics that address lum or extends it in an important way. that may be useful to their teaching. the needs and preferences of teachers who Several teachers noted that unlike the The most direct effects of teachers' par- might participate and select appropriate existing district curriculum, the curricu- ticipation in the YNHTI on student learn- seminar leaders appears to ensure a good lum units they created were designed to ing are likely to result when teachers match between seminar offerings and support differentiated instruction for stu- implement their curriculum unit with their teacher needs. Every year from 1992 to dents of varying levels and learning styles students. Fellows who participated in the 2014, nearly all Fellows reported that the within their classrooms. The survey YNHTI between 1992 and 2014 reported program was useful to at least a moderate reveals that this may be widespread; most at the end of their seminar that they extent, and 74% (61%-94%) said it was Fellows (85%; 72%-97%) reported that planned to teach their new curriculum unit useful to a great extent. Most Fellows their unit was designed for average stu- to an average of 73% (62%-86%) of the (73%; 59%-83%) reported that they dents, but high proportions of Fellows also students they teach. intended to participate again in the future. reported that their unit was designed for The potential effects on student learning YNHTI leaders (seminar leaders, semi- advanced students (68%; 56%-78%) and of using the curriculum units created by nar Coordinators, Teacher Representa- the least advanced students (65%; 56%- Fellows may be magnified through repeat- tives) played key roles. During 1992 to 76%). In their narrative comments, a few ed use of the units over time and by dis- 2014, most Fellows (80%; 68%-94%) Fellows noted that knowing more about a semination of the units by the YNHTI and described their seminar leader as useful topic and having access to more resources especially through Fellows' sharing of to a great extent. Most Fellows also on the topic enables the teacher to draw on their units with their colleagues. Some vet- described their seminar Coordinator as a much larger body of material to both eran Fellows noted that they continue to useful to a great extent in providing infor- support struggling students and challenge use all or parts of units they created in pre- mation about unit deadlines (86%; 66- academically strong students. vious YNHTI seminars. 97%) and unit writing (75%; 63%-91%), In describing their curriculum units, Through YNHTI activities, Fellows acting as a resource (72%; 53%-86%), more than one-third of recent Fellows increased their knowledge of their subject and facilitating discussions (64%; 49%- mentioned using deeper learning strate- and became more confident in their ability 83%). Finally, Fellows also reported that gies, such as asking students to conduct to teach it. The YNHTI supports teachers' their Teacher Representative was very research, analyze data, write about conclu- acquisition of content knowledge by offer- helpful in encouraging teachers to apply sions, or do performance tasks tied to the ing talks; through the reading lists, lec- (79%; 71%-93%), assisting with applica- Common Core. tures, and guidance of seminar leaders; tions (75%; 68%-94%), maintaining con- It has led me to do a bunch of research through the content expertise of other par- tact with prospective Fellows (72%; on a very important topic which result- ticipating teachers; and by providing 59%-84%), canvassing teachers for semi- ed in inquiry-based activities that will access to materials to which Fellows nar subjects (66%; 58%-78%), and pro- encourage students to do thoughtful would not otherwise have had access. moting use of curriculum units (57%; research, predict outcomes, analyze Throughout the years from 1992 to 2014, 43%-77%). data, draw conclusions and question nearly all Fellows agreed, and more than My professor was amazing. He had a validity. They will read scientific jour- half (55%; 42%-69%) agreed strongly, thorough knowledge of all aspects of nal articles and develop basic skills that by participating in the seminar, they the topics we were developing and we such as reading for information. They had gained knowledge of their subject and all had a wide range of topics. He was will design and run experiments that confidence in their ability to teach it. In the an excellent resource as well as a they will need to write about in the survey, most Fellows (81%; 70%-91%) thoughtful guide throughout the form of a lab report. They will be reported that the knowledge they gained process. required to write an accurate procedure was useful to a great extent.

6 ON COMMON GROUND The most import result of teaching curriculum unit was a platform for collab- The Promise of the Teachers Institute YNHTI units is that, through partici- orating with other teachers in their build- Approach Warrants Further Research pation in the seminars, I have greatly ing and establishing curriculum connec- YNHTI Fellows' feedback at the end of increased my confidence in teaching tions. Some Fellows indicated that the their seminars provides key support for the the various academic subjects. opportunities for leadership within the Teachers Institute theory of change and Therefore, my teaching flows in a way Teachers Institute have enhanced their sets the stage for further research and eval- that increases student participation. I ability to participate in interdisciplinary uation. A study of curriculum units and am able to answer their questions school committees. their use is under way to examine features more fully, give assignments pertinent Participation in YNHTI seminars may of the curriculum units created by partici- to the subject matter, and share my have fostered more general improve- pating teachers and to document use of the knowledge with colleagues. ments in Fellows' teaching. The interac- curriculum units by Fellows and other Fellows expected collegiality and peer tions Fellows had with their seminar teachers. Other studies under considera- support during YNHTI seminars to contin- leader and colleagues included discus- tion include an observational study of ue through new professional relationships sions of teaching strategies and feedback teaching practices and student engagement with other teachers in the district after the on their teaching. The YNHTI also may during curriculum implementation and a seminars ended. The majority of Fellows have improved teaching indirectly by study to document teacher retention. cited the opportunity to work with Yale increasing Fellows' motivation and Ultimately, these descriptive analyses may faculty and teachers from other schools as enthusiasm for teaching. More than one lead to more rigorous analyses of the an important incentive for participating, quarter of recent Fellows (28%; 20%- impact of the Teachers Institute approach and most Fellows found this aspect of the 32%) mentioned coming away from their on teaching and student learning. YNHTI very useful. During 1992 to 2014, YNHTI seminar with renewed energy Notes nearly all Fellows reported that contact and excitement for teaching. 1. Yale National Initiative (2007). The with Yale faculty was useful to at least a Fellows expected their curriculum units Teachers Institute Approach. New moderate extent, and half (54%; 38%- to enhance their students' engagement in Haven, CT: Yale-New Haven 74%) reported that it was useful to a great learning. In their narrative responses, Teachers Institute, Yale University; extent. Similarly, two thirds (68%; 50%- Fellows expressed strong expectations that Smith, Rogers (2009). To Strengthen 81%) reported that interaction with other their curriculum unit would engage their Teaching: An Evaluation of Teachers Fellows was useful to a great extent. In students in learning. Institute Experiences. Philadelphia: their narrative comments, some recent Each year that I have participated in Rogers Smith; Archibald, Sarah, Fellows highlighted the importance of the Institute, I have been able to cre- Coggshall, Jane G., Croft, Andrew, connections or relationships they formed ate a unit that allows me to reach my and Goe, Laura (2011). High-Quality during the YNHTI seminar. students and teach them through Professional Development for All The teachers I have worked with in my exciting and engaging ways. I have Teachers: Effectively Allocating cohort contributed their strategies and had the opportunity to reuse my units Resources. National Comprehensive classroom experiences, which were and enjoy seeing the excitement as Center for Teacher Quality Research not only helpful for my curriculum my class gets involved in the learn- & Policy Brief. unit project, but in addition taught me ing. Because of this genuine interest, 2. Kisker, Ellen E. (2011). The Teachers ways to become a better teacher in my the students remain motivated and, I Institute Theory of Change. On classroom. feel, learn the content in a meaningful Common Ground, Number 14, pp. 4-7. Participation in the YNHTI appears to way. 3. Here and throughout the article, the have encouraged some teachers to provide The greater ability to differentiate instruc- first percentage is the percentage of leadership. Some Fellows indicated in tion that some Fellows highlighted may all Fellows who participated during their narrative comments that work on have contributed to Fellows' higher expec- 1992 to 2014. This is followed by the their curriculum unit sparked their interest tations of their students' ability to learn the range of annual percentages during in contributing to curriculum development material in their curriculum unit. During the same period. For example, 64% and support in their school. For others, 1992 to 2014, nearly half of Fellows (48%; of all Fellows who participated from Institute participation inspired them to cre- 26%-67%) strongly agreed that as a result 1992 to 2014 were repeat partici- ate a community of practice or provide of their seminar, they had a higher expecta- pants. The annual percentage of professional development to other teach- tion of their students' ability to learn about Fellows who were repeat participants ers in their school. For some Fellows, their the seminar subject. ranged from 50% to 79%.

FALL 2015 7 Supporting Teachers in High-Need Schools in Philadelphia

By Alan J. Lee Some effective approaches to supporting pare notes, share resources, brainstorm teachers are to provide educators with rich strategies, exchange perceptions of prob- he Teachers Institute of professional development, and to create lems, and engage in myriads of other inter- Philadelphia (TIP), which has now appropriate curriculum to enrich students' actions that professionals in any field need T finished its tenth year of operation, experiences. The Teachers Institute model to do in order to be effective. Productive is based on the Yale-New Haven Teachers addresses these necessary components of interaction is difficult to build into the Institute which was established in 1978. real needs at the classroom level. This spe- school day on a regular basis: lunch is More than 300 teachers have attended one cialized form of professional development lunch (for 30 minutes), prep periods are or more of 45 TIP seminars on academic is unique in its emphasis on strengthening often taken up by the need to attend to topics since 2006. the content knowledge of teachers (as short-term demands such as making photo- The City of Philadelphia is experiencing opposed to pedagogy, which dominates copies, filing paper work, grading papers, a physical and cultural renaissance that is much of teacher training); in its long dura- attending an administrative meeting/con- readily apparent to visitors and regional tion (two-hour weekly sessions for four- ference — or just catching a breath and residents alike. With the glistening build- teen weeks); in its requirements for in- enjoying a cup of coffee. ings, fashionable restaurants, and robust depth research and curricular development; Teachers benefit from professional col- arts and cultural sector, it is easy for many and close working contact with top schol- laboration with their colleagues, and a people to overlook a stubbornly high ars in their respective fields. shared mission with school administrators. poverty rate in the less successful parts of Research has indicated that academic Where teachers are isolated and feel little the city which is especially pronounced in preparation of teachers is a key determinant incentive to take on leadership roles among the city's public education system. The in predicting successful student outcomes. their colleagues, outcomes suffer, and low-income student population ranges The ultimate beneficiaries of this intensive turnover and instability will often be high. from 35% to 100% in many schools, and training are the students who will meet In a TIP seminar, part of the richness of the the School District (SDP) is experiencing engaged, confident teachers who have high experience comes from the intellectual stim- ongoing fiscal crisis. While hard working expectations for their students' success. ulation of the academic materials presented administrators and dedicated teachers have Our annual program evaluations have by the university scholars. But in seminars, in recent years miraculously raised the reported tremendous enthusiasm among there is also the exchange of classroom per- graduation rate to about 70%, this progress participants for the Institute experience. ceptions, concepts of potential teaching has been threatened by insensitive budget Year after year, there is near-unanimity in strategies, revelatory personal anecdotes, decisions made in the political arena. these surveys in agreeing that TIP seminars tips about sources of educational materials, Chronic underfunding and fiscal crises are useful to teachers in the classroom. and wider awareness of how the education have led to school closures; layoffs of key Given that the program usually demands a system works within the School District. personnel such as teachers, counselors, and commitment of an estimated 40 to 60 hours Institute seminars are one of the few places nurses; large class sizes; shutdown of of teachers' time, and presents a template where teachers spanning the range of grades school libraries; curtailing of arts and of high standards for the creation of cur- K through 12 sit at the same table, with the sports programs; and a widespread lack of riculum units, teachers eagerly enter the diversity also extending to wide ranges of technology and basic supplies such as program aware that they will be challenged teaching experience, and sometimes multi- books, paper, pens, and even toilet paper. by the demands. Yet each year half of all disciplinary subject expertise. In the face of such challenges, it is not participants are teachers returning for more Institute teachers find that they are not surprising that student outcomes suffer. training after an experience in some previ- alone: their experiences and challenges in Teachers may leave their positions in ous year. the classroom are not unique, but rather frustration, transferring either to more Why would teachers, many of whom feel shared by others who may have notions of stable schools in the city or out of the overburdened, put themselves in such a how to cope successfully with such prob- SDP altogether. Retaining teachers can be demanding situation? Why do they return to lems. The construction of these profession- difficult for struggling schools, and a this challenging program again and again? al networks of educators across grades, high turnover of faculty not only increas- It may be counterintuitive, but teaching is subjects, schools, and levels of experience es instability in schools, but also weakens often a lonely endeavor. While in the pres- breaks down isolation and allows educa- communities where effective education is ence of large numbers of children and tors to be mutually supportive, even needed most. younger people for many hours, teachers empowered, within the larger dynamic of Alan J. Lee is the Founding Director of the have quite limited time with other adults the school system. Further, such Teachers Institute of Philadelphia. with whom they want (and need) to com- (continued on page 33)

8 ON COMMON GROUND Treating Teachers with the Respect They Deserve

By Raymond F. Theilacker table as peers with their university col- Teacher Representatives in their schools. leagues, as well as with coworkers from a Responsibilities include: acting in the Editor’s Note: The Delaware Teachers variety of grade levels and often from capacity of liaison with the teacher(s) in Institute has recently received gratifying other core subjects. Any experienced their districts who sit on the Institute public acknowledgment. In "Delaware's Fellow will vouch for the sense of value steering committee; polling teachers Plan to Ensure Equitable Access to felt at the seminar table — value derived annually for those topics on which they Excellent Education for All Students, from being able to share their unique dis- would like seminars developed; serving as 2015-2025," the Delaware Teachers coveries, inventions, and training with oth- content experts in the topics on which Institute is cited, under Strategy 5, as an ers, and the value of gaining similar they have written curriculum units; shar- ideal model for "Enhanced Professional knowledge from their associates. ing curriculum units with local faculty; Learning Opportunities for All Delaware I don't think this feature of Institute pro- representing and promoting the Institute Educators." The Plan emphasizes that "by tocol can be overemphasized. In the 40 with building principals and curriculum developing teacher leaders in individual years I spent in the classroom, there were officers; helping with annual open house schools serving high-need student popula- precious few times I felt valued by my col- events; and recruiting teachers to partici- tions, the Institute strengthens the schools' leagues or supervisors. Validation is not pate in seminars. learning environment." built into the teaching profession — in fact Another way in which a teacher can take my own experience has borne witness to a leadership role is serving as a seminar Teachers Institute in Delaware regular characterization of the profession Coordinator. In addition to helping the was first envisioned in the spring as blue collar work, which of course it is seminar leader with clerical and organiza- A of 2004, when a young colleague not; but an objective look at the job ele- tional tasks, teachers can and do become and I were invited to apply to the first sem- ments, pay, and working conditions would mentors, writing partners, professional inars offered in the Yale National make any outsider think that it is. Add to resource persons, and friends to their fel- Initiative. At the time, I had been a class- these factors continuous public criticism low seminarians. The third role teachers in room teacher for almost 35 years, and was for low scores and perceived inferiority on Delaware can perform is that of Teacher very skeptical of any brand of profession- an international scale, and you might well Leadership Committeeperson. In this al development, having endured many ask why anyone would aspire to become a steering group, teachers develop calen- years of one-size-fits-all programs that teacher. Nevertheless, the pubic schools dars, create policy, oversee and modify all were guaranteed to change instruction, are filled with many fine teachers whose Institute events and activities, represent boost student achievement, refine curricu- chief concern is the well-being and posi- the needs and desires of the teachers in lum, streamline classroom management, tive growth of the young people they their districts, and work personally with improve school climate, enhance labor serve. Institute seminars acknowledge and district superintendents and curriculum relations, create strong interpersonal rela- revere teachers for what they know and officers. The eight teachers in this group tionships, and remove warts. Now, as I what they do. I believe that this is enough have consistently shouldered the responsi- leave service in the role of founding direc- to keep teachers in the profession, and bilities of leadership in as serious a fashion tor of the Delaware Teachers Institute, my indeed to create a new breed of teacher as I have seen in my career. The result is an thoughts and emotions wrestle with one leaders. intense loyalty to the Institute and the another for dominance in choosing the Delaware — as is the case in other strong will to see it flourish and grow into best things to say about the Institute's Teachers Institute locations — has seen more school districts. brand, and how Institute participation the steady growth of teacher and faculty My experience is that teachers are eager plays a role in supporting and retaining participation throughout the four part- to take on leadership responsibilities to teachers, particularly among the highest nered school districts, and the establish- promote their Institute, their own learning, need student populations. ment of a very stable network of teachers and quality instructional planning for their On the support side, which I believe is who serve in various leadership roles. students. Doubtless many have resisted the Institute's greatest strength, there is the More than 150 teachers have earned fel- moves and even "promotions" to serve in not-so-obvious effect of treating teachers lowships, and more than half of those these capacities. I am proud to have been with the respect they so richly deserve. have returned for at least one more semi- instrumental in bringing this enormously Institute seminars bring teachers to the nar. The leadership to which I refer takes important organization to Delaware, but Raymond F. Theilacker was the Founding several forms. First, teachers from various am more proud to enter retirement having Director of the Delaware Teachers Institute in school sites (numbering over 35 in worked with teachers — the finest people New Castle County. Delaware) are invited annually to serve as there are.

FALL 2015 9 Can We Teach the Common Core Standards in Mathematics?

By Roger E. Howe the overall curriculum, there were calls for of any math curriculum. One of these is standards with more focus. A first response place value, an idea that shapes most of our he Common Core State Standards was produced by NCTM, with their docu- day-to-day practice of arithmetic, but in Mathematics (CCSSM) attempt ment Curriculum Focal Points. This did not which was largely neglected in U. S. cur- T to define what mathematics stu- repudiate the PSSM, but attempted to iden- ricula, except as embodied in procedures. dents should know and what kinds of math- tify at each grade level a small number of Another is fractions, which are to be ematical tasks they should be able to accom- topics that merited emphasis, with the rest approached through unit fractions, con- plish at each grade level, K-8, and over the to receive reduced emphasis in that grade. ceived of as new units. Our national semi- course of their high school careers. They are However, the call for "fewer, deeper, nar in 2014, on "Place Value, Fractions, the most recent product of the standards higher" sets of standards also attracted and Algebra: Improving Content Learning movement in mathematics, which first burst other groups. The Council of Chief State through the Practice Standards" gave a lot on the national scene in 1989 with the School Officers (CCSSO), and the of attention to fractions, which formed an release by the National Council of Teachers National Governor's Association joined important part of the curriculum units of of Mathematics (NCTM) of their several Fellows. The unit fraction Standards for School Mathematics. approach was well received. At the fall This document was widely influential, reunion, one Fellow reported that, after and resulted in adoption of mathematics he taught his unit, several of his stu- standards by most states. The original dents expressed outrage that they had NCTM Standards were refined in the not been shown the unit fraction Principles and Standards for School approach in earlier grades. Mathematics, released by NCTM in So, will the CCSSM improve mathe- 2000. matics achievement in the United However, all these documents suf- States? If they are well implemented, fered from the curriculum bloat they have the potential to do so. endemic in the U. S. in the late decades However, there are many reasons for of the twentieth century: too many top- pessimism. The main ones are outlined ics treated too superficially. William by Elizabeth Green in her recent book, Schmidt of Michigan State University, Building a Better Teacher, and the who studied curricula in many coun- associated New York Times Magazine tries, popularized the phrase "mile article, "Why is Everyone Afraid of the wide, inch deep" to characterize this Common Core?" situation, and pointed out in many Standards should be viewed as aspi- talks in many places that high achiev- rational documents – they describe ing countries had curricula that were what we hope our students will learn. much more focused on a year by year What students actually do learn basis, although over time they covered depends on what teachers do in class- most of the topics in U. S. curricula, rooms. To realize the potential benefits and with better learning outcomes. JASPER JOHNS, 0 THROUGH 9, 1961 of the CCSSM, what teachers do will Comparative studies of state standards forces to produce the CCSSM. This was a have to change substantially from most documents conducted in the mid-2000s several-year process, and since they were current practice. Unfortunately, in the U. S. also revealed many inconsistencies completed, the CCSSM have (with strong educational system, mechanisms to pro- between them. Topics were introduced or encouragement from the Federal govern- mote teacher change almost do not exist. emphasized in different grades, and in dif- ment) been adopted by nearly every state Organized professional development is fering amounts and different orders, from (with a few since rethinking their position). sporadic, top-down, and often not focused state to state. By and large, the CCSSM do adhere to on subject matter. Also, teaching is con- As a result of the incoherence of the state the "fewer, deeper, higher" motto that moti- ceived of as a private act driven by innate standards among themselves, as well as vated their creation. Also, and quite impor- talent, not as a skilled activity that can be increasing perception of the incoherence of tantly from my perspective, they incorpo- communicated and improved by collabora- Roger E. Howe is William R. Kenan Jr. rate genuine improvements in pedagogical tive effort. Improvement of teaching is Professor of Mathematics at Yale University. approaches to some of the bedrock topics seen as an individual responsibility, and

10 ON COMMON GROUND Fry: Knowledge to College essentially a volunteer activity, to be done (continued from page 2) futures. Teachers who have experienced a in "spare time." The CCSSM may well end city, not exactly on the hill, as this is a collegial relationship with university pro- up another victim of this systematic neglect realistic picture and not an allegory, but fessors will themselves see the transition of improvement. The issues are clearly shining nonetheless with the promise of to college more vividly and support it as a described by Elizabeth Green, concentrat- betterment. To see this clearly, we need to goal within reach. ing mostly on the example of Japan. Green forget that today Brooklyn is itself "the I think that's one of the most important explains that high-achieving countries have new Manhattan," and remember when and interesting themes of the essay in this regular mechanisms for teachers to Brooklyn had no status at all. When a new issue by former New Haven teacher Jane improve their practice, and to spread effec- baseball team arose there in 1884, signifi- Marshall. She starts her essay by stressing tive practices. In Japan, teachers engage in cantly a year after the bridge opened, the the contrast between Yale and her nearby lesson study: groups of teachers select a team, its official name from 1895 on place of work, Richard C. Lee High topic and meet over the course of a year to referring to Brooklynites' agility in dodg- School; but then she describes a transfor- design the best lesson they can think of on ing the new electric streetcars, would mation. As a person for whom the aura the topic. The group may be advised by a soon enough be called "dem Bums." and perhaps also the supposed pedantic faculty member from a local university. The Yale-New Haven Teachers Institute irrelevancy to real life of a college profes- The result of their deliberations is then test- and Yale National Initiative support high- sor was repeatedly demystified in happy ed on real students, with all group members need schools of the sort that Brooklyn had collaborations, Jane Marshall was herself observing, then analyzing the results. Such in 1916. Our mission is to build a bridge, more attuned to college teaching than she public lessons take place in individual amply supported, that can take students to was even as a college student, and more schools, in districts, and even in whole a better place while retaining their teach- ready to point her students toward college regions. ers where they are most needed. The as a natural outcome, not an unnatural There are analogous mechanisms in bridge takes people back and forth, and leap. The image that accompanies her China. Teachers have several hours each that suggests flexible mobility, not just the essay, the famous Life photographer day for background work and for confer- apathetic "some go up, some go down," as Gordon Parks' "Emerging Man, Harlem," ring with colleagues. There is regular visit- though quality of education didn't matter. not only repeats the theme of the Greacen ing of classrooms of one teacher by anoth- Our bridges start people in grim inner painting, it reflects her experience in one er. They have a 3-stage career ladder for cities from which there is seemingly no of her many inter-arts Institute seminars, regular teachers, with more senior teachers exit and take more and more of them to a "New York City Photography and Poetry." mentoring newer ones, and then another 3 shining city, from which they may well We are honored to present the article by stages of "super class teachers," who study wish to return to enlighten their place of the Chairman of the National Endowment effective modes of presentation for particu- origin. for the Humanities, William D. Adams, lar topics, publish papers on such research, We emphasize high-need schools. An who describes the NEH's long involve- and organize professional development for important reason to support teaching in ment in the funding of our seminars in the the regular teachers. high-need schools was highlighted at the Humanities, and goes on to celebrate the The Yale-New Haven Teachers Institute January White House Summit on College power of the Institute model, making and Yale National Initiative are not the Opportunity that was attended by Yale's what headway it can against the many same as either of those systems, but they President Peter Salovey, as he indicates in obstacles he describes that are faced by share with them the features of being in our inspiring lead article. It was agreed on teachers in the trenches today. We are substantial part teacher-driven, and of hav- that occasion that one of our highest likewise honored to have two articles by ing collaborative professional improve- national priorities is to facilitate the Ellen Kisker, the statistical and social pol- ment as a significant part of their activity. admission of high-need students to col- icy analyst of Twin Peaks Partners LLC, One of the reasons I keep coming back to lege. Not just to Yale, though, or to private who works closely with the Institute to run seminars for the Institute is the enthusi- institutions like Yale, but to colleges find the most effective means of evaluat- asm I see in the Fellows, and I know a large everywhere, from State and Land Grant ing our program. The first of these arti- part of that enthusiasm comes from the universities to community colleges. cles, available in extended form as a chance to work with similarly dedicated Dedicated teachers are required to raise brochure, outlines Kisker's "theory of colleagues. It is symptomatic of the tragedy students' abilities with this goal in view, change," her longitudinal study of teach- of U. S. education today that the Teachers but it is also a matter of creating aptitude, ers' reports concerning their seminar Institute is such an exceptional form of pro- of making students aware that college is experiences and their lasting effects. Her fessional development. both accessible and important for their (continued on page 38)

FALL 2015 11 Collegiality, Creativity and Continued Learning

By Jane K. Marshall school teachers would tap into a wealth of and speculation. This theory of analysis, knowledge. In free-wheeling seminar ses- akin to "close reading," could be applied to must confess; at first I was skeptical sions, all would enjoy the give-and-take of literature as well. I provided a new pairing about taking part in the Yale-New ideas. Collegiality was there from the out- — this one of Mark Gertler's image The I Haven Teachers Institute program. As set. For example, public school teachers Merry-Go-Round with D.H. Lawrence's a second-year teacher, I was full of self- shaped seminar offerings by suggesting story "The Rocking-Horse Winner." Such doubt. All I wanted was practical advice topics of particular interest. University an approach fosters higher-thinking skills. — including ready-made, sure-fire lesson professors altered syllabi to reflect the top- No longer could Hester, the mother in plans. My school, Richard C. Lee High ics for curriculum units put forth by teach- "The Rocking-Horse Winner," be seen School, now defunct, was barely a mile ers. Teachers realized from first encoun- merely as a greedy woman. Students from Yale University, yet it seemed a ters with the Institute that their own ideas would also find responses to 20th-century world apart. Comparing the buildings was were both valuable and valued. mechanism in both the painting and the telling in itself. The high school, made Teachers Institutes are havens for public story. almost entirely of concrete, was set low school teachers; places where content A happy by-product of material culture and surrounded by what was called "the areas are revered and enhanced through analysis is the structured context for moat," where teachers parked their cars. exciting connections; places where teach- expository writing that it provides. The very word, moat, projected the feeling ers at all levels are encouraged to teach Students could easily follow the three of siege. The University, on the other with the needs of students placed fore- steps in constructing essays. A beginning, hand, offered "dreaming spires" and love- most; places where mutual regard is cele- middle and end could suggest themselves ly courtyards. And anyone could see that brated; and — perhaps most important — naturally. With practice, students would the experiences of university and public places where the creativity so necessary become proficient in applying the steps on school teachers were vastly different. for successful teaching is recognized and their own. In the long run they could Professors worked with complex, even applauded. engage independently in analyses of paint- esoteric ideas, and taught older, eager stu- Early on in my career, I realized that my ings and stories — becoming cultural his- dents. Public school teachers were kept students were primarily visually-oriented, torians, in a sense. busy trying to convince younger students hence often uninterested in the written Wisely, Teachers Institutes enable teach- that their very subjects were worth study- word. I thought I might use this realization ers to cross disciplines. I was able to work ing in the first place. In short: University in constructing a curriculum unit to coun- with history and art history professors as and public school teachers in the same teract my students' aversion to poetry. My well as English professors. In time I would classroom? How could a bridge between first unit, "Poetry and Paintings: A create an entire course simply called these worlds possibly be created? I would Comparative Study," would enable stu- "Visual Art and Literature" — its more learn that the bridge was the Institute's dents to think harder about what we see formal title: "Exploring Literature and belief in parity among all participants. The and what we read. The unit considered ele- History through the Visual Arts." I felt that common ground was mutual, abiding ments inherent in both paintings and poet- such an approach enabled students to see regard for ideas having to do with content ry: mood, metaphor/symbol and pattern. the interrelation of disciplines and de- — and the means of imparting said content For example, students explored the mood compartmentalize students' perceptions, to students. of Picasso's The Old Guitarist, considering the basis of comments like: "Writing is for Relationships are worthwhile only when color, shape and sensory imagery. They English class. Why do we have to write in both parties are learning. As it turned out were intrigued by this "non-English" history or art classes?" or "What is the in these seminars, university and public activity. When we paired the Picasso with point of literature? I'd rather study what school teachers would both learn. with Robert Frost's "An Old Man's Winter really happened in history class." Professors would learn about the reality of Night," they saw that poetic devices such Other seminars likewise inspired course public education in the inner city, and as metaphor, personification and sensory development: "Arts, Artifacts and Material come to appreciate the creativity required imagery are visual as well. Culture," "The City in American for good public school teaching. Public A later seminar, "Time Machines," Literature and Culture," "Time Machines: returned me to comparisons of paintings Artifacts and Culture," "Society and the Jane K. Marshall was a Teachers Institute and literature. Following seminar leader Detective Novel," "Writing about Fellow ten times between 1980 and 1989 Jules Prown's theory of material culture, American Fiction" and "Detective Fiction: while she taught English at Richard C. Lee and Cooperative Arts and Humanities High we learned to practice three main forms of Its Uses as Literature and History." Aided Schools in New Haven, Connecticut. analysis in order: description, deduction by seminars such as these, I continued to

12 ON COMMON GROUND ment — that which we seek to encourage in our own students. When I was a second-year teacher, I just wanted practical advice, with tested lesson plans. Later what seemed to matter most was having somewhere to expand my knowledge and to think. That was a giant step forward. Had I not experienced the process of seminars and writing — had I not felt encouraged to continually learn — I might not have enjoyed success. In fact, I very much doubt I would have "stayed the course" teaching in New Haven public schools. In short, the Teachers Institute experience made teaching at Richard C. Lee High School, and later The Cooperative High School, possible for me. With Institute curriculum units in place, I witnessed remarkable student transfor- GORDON PARKS, EMERGING MAN, HARLEM, NEW YORK, 1952 mations and changes in attitude toward my consider social or cultural history as critically — coming to understand the idea subject, English. Hence the teaching expe- revealed in various written and visual art of "popular culture" and recognize its role rience became a rewarding one. I should forms. For example, students would study in social thought formation. emphatically add, too, that my students 1930s Britain by way of non-fiction I have always wanted students to enjoy became my instructors, because they and (excerpts from George Orwell's Down and the freedom that comes through active their needs required me to become a better, Out in Paris and London), fiction (Agatha engagement with others' expressions and more creative teacher. The Teachers Christie's The ABC Murders) and two viewpoints. I believed that they would Institute provided a very necessary sup- Alfred Hitchcock films of the period. We become astute consumers and judges of port, and an impetus to continue on. As I noted the similarity of themes in all these popular cultural representations (which became a better teacher, the resilience and works. Also, students took note of vari- affect us all: here I am recalling an offen- courage of my students became apparent ance in style. They would learn to evaluate sively egregious re-telling of John Ball's In to me, reinforcing my commitment to New the varying projections of social history the Heat of the Night as a television series) Haven public schools. What I have learned while acknowledging such topics as as well as better critics of art that isn't during my career is personal as well as intended audience, voice and audience ephemeral. professional. "And that," as Robert Frost expectations. Just as important as content is the writing once wrote, "has made all the difference." Yet other curriculum units included: requirement in Teachers Institutes. These I should emphasize that my story is but "New York City Photography and Poetry" units were possible because I approached one of many. Experiences in Teachers (in which students learned the elements of content and pedagogy through writing, Institute programs in a variety of locations photography and poetry against the back- which, in its process, fostered a better- result in successful teaching and learning drop of three distinct time periods) and focused and more precise realization of outcomes for many teachers and their stu- "America in Film and Fiction" (in which goals. Through writing, what I had discov- dents. The university-school bridge (about students identified the social concerns of ered was transferable to others. Thus which I was initially skeptical) has been America in the 1930s and early '40s while learning and teaching kept interacting. The replicated in effect within the walls of hun- gaining exposure to the elements of film- effective teacher remains forever a stu- dreds of public school classrooms, making as well as the short story). dent. Teachers Institutes don't just provide enhancing teacher-student interactions and Eventually I created "American the opportunity to learn methods, to enjoy the learning process in general. These Detectives: On TV and in Books," broader reading or to learn from the bridges have proven to be substantial, enabling, once again, a look at social con- expertise of professors, as important as enduring — even crucial — as we endeav- cerns in three time periods. Students were these opportunities are. Teachers Institutes or to provide meaningful, equitable school asked to respond to fiction and television enable personal and intellectual develop- experiences for all students.

FALL 2015 13 The Teachers Institute Approach to Supporting Teaching and Increasing Retention

Ellen Eliason Kisker Turnover is even higher among begin- make effective teaching possible. Teachers ning teachers and teachers in high-poverty are more likely to stay in schools with sup- chool district officials often cite public schools. One quarter of beginning portive principals; schools where teachers high teacher turnover in schools teachers leave their school after one year. network, collaborate regularly, and learn S serving disadvantaged students as a Of these departing teachers, about 60% from one another; and schools with a pos- key challenge in their efforts to improve move to a different school, and 40% leave itive work culture, a strong sense of col- achievement and reduce the achievement teaching. High-poverty public schools lose lective responsibility, and norms for gap. Teacher turnover can be detrimental to about 20% of their teachers each year. behavior and high expectations among fel- instructional quality, and replacing teach- Persistent high teacher turnover leads to low teachers and students. Teachers want ers requires financial resources that could instructional, financial, and organizational an intellectually stimulating community in otherwise support classroom teaching. problems that can interfere with trusting which they can experience a sense of The Teachers Institute approach to profes- relationships between teachers, students, learning, changing, and growing. Status sional development is designed to strength- and parents and directly affect student and respect for teachers also influences en teaching in high-need public schools learning. Maintaining high quality instruc- teacher retention. through university-school partnerships in tion is especially difficult when turnover is Teachers in schools with more low- which university faculty and public school high. In schools with high teacher turnover, income students or higher proportions of teachers work collaboratively in seminars students are taught by a higher proportion minority students are more likely than on topics suggested by teachers. Developers of new, inexperienced teachers and teach- teachers in other schools to report poorer of the Teachers Institute approach expect ers who have been reassigned to teach a working conditions. New teachers in that by increasing collegiality among district grade they haven't taught before, both pat- schools serving disadvantaged students, for teachers and university faculty, by providing terns that lead to disruptions in instruction, example, are less likely than their counter- teachers with opportunities for leadership lower instructional quality, and lower stu- parts in other schools to report receiving while they remain in the classroom, and by dent achievement. mentoring, curriculum support, and colle- increasing teachers' confidence in their When teacher turnover is high, schools gial support. These poorer working condi- teaching, the Institute will increase the like- must repeatedly recruit, hire, induct, and tions likely contribute to the higher teacher lihood that teachers will remain teaching in develop replacement teachers, all activities turnover, lower teaching quality, and lower their current district and school.1 Surveys of that are likely to divert financial resources student achievement found in high-poverty participants confirm that their experiences away from classroom teaching. Thus, and high-minority public schools. in the Institute seminars have supported schools with high teacher turnover also Participation in a Teachers Institute Can their commitment to teaching in high-needs may have fewer resources for curriculum, Provide Support that May Promote public schools. materials, and professional development Higher Teacher Retention. This article describes the scope of teacher for teachers. Teachers Institutes create partnerships turnover in the U.S., identifies the key fac- High teacher turnover also may impede between school districts and local univer- tors that research shows are associated with the development of strong collegial rela- sities or colleges to provide professional high teacher turnover, and presents evi- tionships among teachers, lead to the loss development in a way that offers the kinds dence that the Teachers Institute approach of institutional knowledge, and make of support teachers need to remain teach- to professional development can promote teachers reluctant to take on leadership ing in high-poverty, high-minority public higher teacher retention. roles. These effects may in turn limit the schools. Teachers Institutes offer teachers High Teacher Turnover Rates Impede school's capacity for instructional an intellectually stimulating opportunity to Progress in Raising Student improvement and limit achievement learn along with other teachers in their Achievement in High-Poverty, High- among all students, not just those whose school and district. Institutes are carefully Minority Public Schools. teachers left. designed to respect and build on the peda- Teacher turnover rates are relatively high. Poorer Working Conditions Contribute gogical expertise that teachers bring to the About 15% of public school teachers leave to Lower Teacher Retention Rates in Institute seminars. The roles of seminar their school each year, half to teach in High-Poverty Schools Where a Stable leaders and teachers are defined, and another school in the following year and Teaching Staff is Needed Most. teachers receive a stipend in recognition of the other half to move out of the teaching A range of working conditions matter to their time and effort. Teachers Institutes profession. teachers, but research shows that the most provide intensive professional develop- Ellen Eliason Kisker is Managing Partner of important are the ones that shape the social ment, one of the four components of com- Twin Peaks Partners, LLC. context for teaching and learning and prehensive induction programs. The

14 ON COMMON GROUND Institutes also provide curricular support together to improve teaching and learning analysis showed that teachers who had par- and access to collegial support in improv- in their school. ticipated in the Institute by 2000-2001 ing pedagogical practice. By offering teachers the opportunity to were almost twice (1.93 times) as likely to When working conditions in a school are learn together in a collegial setting and by remain teaching in the district in 2004- poor, teachers' experiences in the Teachers facilitating professional relationships 2005.2 Institute seminars may help counterbal- among teachers in different schools in the Conclusion ance the conditions in their school and district, the Teachers Institutes may over Lower teacher retention in high-poverty provide some of the support they need to time build collegial relationships among public schools remains an obstacle to remain in their current teaching position. teachers in a school and in the district that instructional improvement, student When teachers are unable to develop support teacher retention in the school and achievement gains, and reductions in strong collegial working relationships at district. achievement gaps. Multiple factors influ- their school, the opportunity to work with The focus of teachers' work in the ence teachers' decisions to remain teaching other district teachers in a Teachers Teachers Institute is the development of a at their school and in their district, includ- Institute seminar may provide some of the curriculum unit that the teacher can use in ing factors related to school working con- professional interactions and feedback that his or her classroom the following year. ditions, salary, and curriculum. Teachers teachers, especially new teachers, need. Through this work, teachers take the initia- Institutes address some of these factors by The supportive relationships that teachers tive to improve the curriculum; they fill providing an intensive professional devel- form often continue beyond the Institute gaps in the school's curriculum or supple- opment experience that offers curricular seminars. ment it with new material that addresses support, fosters collegiality and new pro- Due to the fact that my experience in standards. fessional relationships with other teachers the Institute program has been such a Every year I make new contacts and in the district, and encourages teacher lead- positive one I would like to continue connections across the district that ership without leaving the classroom. the process of curriculum development serve to give me a stronger sense of a Teachers who participate in Teachers and to encourage other teachers to par- New Haven teaching community. This Institute seminars express a strong com- ticipate and reap these benefits as well. is a strong factor in why I never left the mitment to teaching in their school, and It is my intention to remain at my district, even when other districts were data show that they remain at higher rates school district as a classroom teacher offering more money back when I than other teachers in their districts. More for the foreseeable future. started teaching. research is needed to reach causal conclu- By providing opportunities for leader- At the end of their Institute seminar, most sions, but the Teachers Institute is a prom- ship without leaving the classroom, the teachers report that they expect to remain ising approach that supports teaching in Teachers Institutes also may facilitate in teaching in five years, but a few teachers high-poverty public schools not only by leadership in other school-wide decision- indicate that they expect to take an admin- increasing teachers' content knowledge and making and increase the likelihood that istrative position, go to graduate school, or their confidence in teaching it but also by teachers remain teaching in their present retire. Among those who expect to remain supporting retention of teachers in their school. Teachers Institutes have sparked in teaching in five years, most expect to schools and districts. some teachers' interest in curriculum and remain teaching in their school (68% to Notes led them to participate in school or district 82% across Institutes in 2014) or in their This article presents principal findings committees addressing curriculum issues. district (9% to 16% across Institutes in from a longer report with complete cita- Other teachers have reported that serving 2014). tions that can be found online at as a Teacher Representative or seminar Some evidence exists showing that teachers.yale.edu. A large number of refer- Coordinator has helped them develop Teachers Institutes may increase teacher ences were reviewed during preparation of leadership skills and apply them in their retention. Among teachers who had partic- the report and this article. school, thereby gaining their principal's ipated in the Yale-New Haven Teachers 1. Kisker, Ellen Eliason. (2011). The recognition for taking initiative and pro- Institute during or before the first year of Teachers Institute Theory of Change. viding leadership in their school. In one the study (2000-2001), 63% were still On Common Ground, Number 14, high school where several teachers have teaching in the New Haven School District pp. 4-7. participated in the Yale National five years later, compared with 43% of 2. Smith, Rogers M. (2009). To Initiative, the teachers have stepped into teachers who had not participated in the Strengthen Teaching: An Evaluation department leadership positions and con- Institute. After controlling for race, sex, of Teachers Institute Experiences. tinue supporting each other and working and years of teaching experience, the Philadelphia: Rogers Smith.

FALL 2015 15 The Diné Nation on Common Ground in Healing

By W. Mark Saltzman

met Jolene Smith in May of 2011, early in her first trip to New Haven. I I asked Jolene, "What do you think of Connecticut?" She answered, with a wide smile, "Everything is green and wet," an excellent description of a difference between springtime in New Haven and Jolene's home in Kayenta, Arizona. Jolene is a teacher-leader from the Diné Nation, a collection of public school districts that participates in the Yale National Initiative. That year, I was leading a seminar on "Organs and Artificial Organs," in which Jolene was a Fellow. The seminar presented an overview of human bodily functions by considering each major organ, one at a time. The structure of each organ, as well as its arrangement of parts, was examined with attention to how that structure leads to reliable, efficient function. We also dis- cussed approaches for making artificial kid- neys, hearts, blood vessels, and nerves, which can be used when organs fail. During this seminar, Jolene prepared a unit aimed at upper elementary students, such as the 6th graders that she teaches. The unit — called "Diabetes, The Silent Enemy" — describes the essential functions of the pan- creas, with particular attention to presenting HARRISON BEGAY, NAVAJO MEDICINE MEN MAKING A SAND PAINTING these physiological concepts together with the Navajo Philosophy of Life and Navajo My education in the tradition of Diné drugs. The seminar used mathematics to language. I was deeply impressed by healing moved forward in 2012, when I led describe the duration of drug action: what Jolene's ability to put this human burden in a seminar on "How Drugs Work." I was determines the frequency with which drugs the context of how insulin works, as well as fortunate to have Jolene as a Fellow again, must be taken? Finally, the seminar consid- by the challenge she faces when guiding her together with Marilyn Dempsey, a teacher- ered a remarkable feature of modern medi- students to reconcile their natural heritage leader from the Window Rock Schools, cine: drug discovery is now accomplished with the "modern" approach to medicine also in northeastern Arizona. We discussed using high-throughput techniques, in that dominates in the U. S. Through our the biological basis of drug action, choos- which thousands of prospective "drugs" are work together on her curriculum unit, I ing examples of drugs that are used to treat screened to identify compounds with the learned from Jolene about the Diné common conditions such as heart disease, right biological and chemical activity. Philosophy of Education and traditional infections, pain, and cancer. This discus- Jolene and Marilyn prepared units on forms of healing. Jolene's contributions sion led to a description of the chemical healing medicines in the Diné Nation. enlivened our seminar discussions by chal- basis of drug specificity: why do drugs Jolene prepared a unit aimed at 5th and 6th lenging the group to think beyond Western affect one condition (or one set of cells in grade students — called "Medicine modes in both education and medicine. the body) and not all others? Drug speci- between Two Worlds" — which describes W. Mark Saltzman is Goizueta Foundation ficity is never perfect, so the seminar dis- herbs and their methods of preparation, Professor of Chemical and Biomedical cussed side-effects, which are the most and compares their healing effects to Engineering at Yale University. important limitation in our ability to design Western medicines. Marilyn wrote a unit

16 ON COMMON GROUND Microbes Rule!

called "Diné Be' azee': Diné Traditional By Paul E. Turner and cancers. Microbes may even help Medicine." Marilyn's unit, designed for solve humanity's energy problems by pro- 5th through 8th grade students, also intro- n summer 2014, Kathleen Tysiak and viding efficient biofuels and longer-lived duces students to traditional methods for Vanessa Vitug participated in my Yale batteries. This seminar explored the world healing, emphasizing three sources of I National Initiative seminar, "Microbes of microbiology, allowing K-12 teachers to medicine: sage brush, juniper, and piñon Rule!" We emphasized how microbes, design curriculum units for subjects as trees. These units are now available for especially bacteria and viruses, dominate diverse as biology, chemistry, mathematics teachers throughout the world; they pro- our planet and impact our lives in multiple and social studies. vide a sound bridge between the Diné tra- ways. These microscopic creatures evolved Along with two books, A Planet of dition and our modern experience of drugs billions of years before other organisms, Viruses by Carl Zimmer (2011), and The for treating disease. As I learned, these and the early evolution of photosynthesis Amoeba in the Room: Lives of the Microbes views are not far apart: many of the most genes in bacteria led to elevated atmospher- by Nicholas P. Money (2014), we discussed popular and effective Western drugs are ic oxygen levels, permitting later evolution readings from magazines, newspapers, and derived from plant sources, like the Diné of larger life forms with higher energy online resources. Together with articles sources of medicine. But there are also demands. We also discussed how microbes suggested by the Fellows, these readings important differences, particularly in the associated with the human body — the concerned very recent discoveries in micro- modes of preparation and ceremonies that microbiome that outnumbers our own cells biology, together with topical issues such as accompany the use of Diné traditional 10 to 1 — help us maintain healthy immune the Ebola virus outbreak and controversies medicines. Jolene's unit describes beauti- systems and proper body weight. The over childhood vaccination. fully the holistic process of traditional Human Genome Project surprisingly The curriculum units stemming from this healing, which focuses on the entire indi- revealed that 10 percent of our genes come seminar were highly diverse, reflecting the vidual, seeking what they call hozho, or from viruses, which provide vital functions varied interests and backgrounds of the harmony, order, balance, and beauty. such as placenta formation. The seminar Fellows. They designed curriculum units for Marilyn's unit focuses on the traditional also emphasized the many negative impacts classrooms ranging from K through 12. Of methods of preparation of healing medi- of microbes on our health and economy, these, the ones described by Kathleen cines from juniper, sagebrush, and piñon. especially the huge disease tolls exacted in Tysiak of Chicago and Vanessa Vitug of San With her focus on both healing and the humans and in agricultural plants and ani- José were especially impressive. Kathleen's Navajo language, Marilyn's written mals. Microbial diseases have changed the unit, "Making Connections in Science: description of the plants and people that course of human history, as in the devastat- Viruses and the Immune System," is create medicines in the Diné tradition bal- ing 1918 influenza pandemic and the Great designed for high school students and pro- ances the past and the present, and offers Famine, when microbes destroyed most of vides an introduction to the essential role of deep opportunities for teachers to guide Ireland's potato crops. We learned that the human immune system in combating their students in embracing what is valu- microbes rule the planet, affecting our lives disease pathogens. Kathleen also shows able in both worlds. for better and for worse. why there is continued difficulty in develop- All of us in the Yale National Initiative The seminar also stressed how scientists ing drugs that combat HIV, and highlights were deeply saddened to learn of Marilyn and engineers are harnessing microbes to why the future of the human species will Dempsey's death in March of 2014. solve many of our most difficult challenges. likely involve our ongoing battle against Marilyn had a profound impact on the work Long ago, humans unknowingly 'domesti- disease agents. Vanessa's unit, "It'll Make of the Yale National Initiative, and on the cated' microbes to produce foods, such as Your Skin Crawl — Microbes and Skin individuals who worked beside her on her yogurt, cheese, bread, and alcoholic bever- Physiology," shows how a curriculum unit many trips to Connecticut. The Initiative is ages. More recently, we discovered that can be used to enrich fundamental class- fortunate indeed that Jolene continues and microbes could be used beneficially to room instruction in human physiology. Her expands the tradition of thoughtful, active exert warfare (biocontrol) against harmful unit is designed to engage the interest of leadership that Marilyn created. The microbes that threaten our food supplies, high school students, instructing them about Initiative has profited enormously from the protecting multi-billion-dollar food indus- the integumentary (skin) system. Her stu- participation of teachers from the Diné tries from collapse. In addition, microbes dents use hands-on activities to gain a better schools; these teachers represent a part of are being developed to treat deadly diseases understanding of how beneficial microbes the nation that is different from New Haven of humans, such as autoimmune disorders interact with human skin to provide a pro- in many ways, but shares in our commit- Paul E. Turner is Professor of Ecology and tective barrier against infection by harmful ment to students as our future. Evolutionary Biology at Yale University. microbial pathogens.

FALL 2015 17 Students Discover Their Inner Biologist

By Kathleen Tysiak students to examine models of various book also gave everyone a very accessible viruses in their textbook. They had to sim- introduction to smallpox and HIV — both s a teacher, I aspire to create a ply define a virus using various visual rep- of which were used as case studies for classroom that engages my stu- resentations from the textbook. When exploring vaccines and the pathogen-host A dents; to develop lessons that checking in, I caught students reading parts arms race. allow my students to build their capacity as of the chapter. When I reminded them to As a teacher, my favorite part of this unit learners, as citizens, and as scientists while use the visual models only to create this was actually watching my students tackle engaging in relevant material. This can be definition, numerous groups responded by 30+ page literature reviews. When first pre- difficult to do in a time where there is pres- explaining that they had already come up sented with these papers, students were sure to "cover the curriculum" and help stu- with a tentative definition but had more extremely frustrated. They wanted to give dents earn the highest possible scores on questions of their own: The textbook had up and wait to be given the important infor- exams. In trying to help my students become these answers and it was their right to see if mation. When we chunked these texts, college and career ready, I often feel that they could find them. I found myself in a though, and had students engage in discus- there is not enough time to create the types of teacher's dream, watching students hungri- sions, their confidence in reading scientific lessons that I desire for my classroom. ly rush ahead to find more information literature grew exponentially. These were no The Yale National Initiative allowed me from their textbook! longer scary, impossible reading selections, to slow down, think about my stu- but authentic sources of highly rel- dents' needs, and critically exam- evant information. Students were ine my own AP Biology curricu- exposed for the first time to the lum. After identifying gaps in my proper formatting of scientific curriculum around viruses and writing. They also realized that the physiology, I decided that I want- connections I had been asking ed my unit to focus on the con- them to make were actually nection between viruses and the themes that real scientists used in immune system. Using YNI's their own research. On one of the resources, I was able to conduct final days of the unit, I gave stu- research and find primary dents an article from the Internet resources that allowed my stu- that gave an overview of why we dents to engage in complex work still have no vaccine for HIV. My and make their own connections intention had been for students to in science. use this to reach a cohesive con- As we began the unit as a class, clusion about why this has been so students immediately began difficult. Instead, they were up in examining models as a source of HUMAN IMMUNODEFICIENCY VIRUS, 1989 arms. "Why would you even give information. Rather than simply us this? It doesn't even include focusing on vocabulary terms and con- According to my students, the most excit- most of the important details!" cepts, they had conversations about pur- ing part of the unit was actually the supple- In the world of education, we often throw pose, form, and function. Knowing that the mental text, Carl Zimmer's A Planet of around words like "authentic learning unit also encompassed information about Viruses. Students loved discussing the dif- experience." This unit made that more than viruses, students started making their own ferent types of viruses and finding fun facts just a buzzword. As my students and I have connections and asking questions. Within and statistics. Reading excerpts from these watched the world get closer to a function- the first few days of the unit, students texts and sharing information gave us a al vaccine for HIV, I've observed them get began shifting from a task-completion common fund of examples to discuss. As excited about being able to express their mentality to one that encouraged both we learned more details about viruses, stu- understanding of the underlying methods curiosity and skill building. As we moved dents kept coming back to these examples that might enable the vaccine to work. I into the virus portion of the unit, I asked for building their own connections. Within know that this unit helped my students gain a day of introducing the text, I had former skills they will need for college; but, more Kathleen Tysiak is a Science Teacher at students coming back to my classroom importantly, I have realized that the unit George Westinghouse College Preparatory asking if they could check out the book to has revitalized the passion of us all for Academy in Chicago, Illinois. read alongside my current students. This Biology.

18 ON COMMON GROUND Of Microbes, Skin Wars, and Teenagers

By Vanessa Vitug deserved a prominent focus within my tion about skin microbes throughout one human physiology course. To that end, week. In groups, they organized, priori- s a Physiology teacher, I'd mostly after a summer's worth of reading, tized, and gave value to the microbes in perceived germs as threats, harm- researching, writing, and editing I wrote a their arsenal. As their instructor, my role A ful pathogens against which I unit called "It'll Make Your Skin Crawl: shifted from lecturer to facilitator, helping waged war. Armed with cleaners and soap, Microbes and Skin Physiology." With to guide their learning. Within a week's I met the enemy on the frontline of my guidance and support, I developed and time, my 90 students amassed more infor- classroom. Intent on eradicating them, I designed an activity that would not only mation about their microbes than I could waged chemical warfare on these micro- teach my students about human skin phys- ever hope to teach in a month of classroom scopic creatures, fighting them on the sur- iology but would also illustrate the dual instruction. face of my classroom tables, on my stu- role that microbes play in preventing and As they assembled their chosen cadre of dents' hands, and on our bodies. Then, dur- causing disease. microbes that could infiltrate and weaken ing the summer of 2014, I had the pleasure By October, it was time to present my the skin's defense mechanisms, they of participating in Paul Turner's seminar students with a new challenge. Instead of learned to decide why one microbe is more entitled "Microbes Rule!" Spending two delivering content by directing my students pathogenic than another. Then, they weeks in the Yale National Initiative semi- to simply learn skin physiology from pic- explained why, alternatively, another nar on microbes completely changed my tures and diagrams, I sought to allow them microbe could act as an ally for its host, viewpoint, as I first learned to respect, and to discover the skin's incredible ability to strengthening rather than weakening the ultimately to love my enemy. castle. During the appointed Skin Wars As a teacher whose focus has pri- (cue Star Wars themed music) Day, stu- marily been on human physiology, dents manned their battle stations, my own knowledge of viruses and armed with cards that summarized bacteria was rudimentary at best. And each of their researched microbes. In so, just as teachers encourage stu- groups they battled against each other, dents to challenge themselves with presenting one offense card or defense learning something new, I accepted card to each other. As they reasoned, Paul Turner's seminar as a challenge. defended, and counter-argued, my Throughout "Microbes Rule!" our classroom became raucous and ener- group of teachers explored the rich gized. Students cried, "There's no way diversity of microbes; we learned your group's staph bacteria can go about pathogenic bacteria and virus- through all of the epidermis, it's not the es, but we were also introduced to strain that causes all those symptoms!" RICHARD IRVING BOWMAN, FLOATING NUCLEI, 1987 beneficial microbes that clean our Their motives for learning the content oceans, and even digest plastics. The topics act as a barrier against the teeming micro- transcended the assignment parameters, as we discussed were varied and timely; we bial world we live in through their own students passionately defended and justi- explored the possible cause of today's research. fied their claims. measles outbreaks, the controversy over My unit opened with a simple yet intrigu- For a concluding activity, students were vaccines, the historical impacts of small- ing supposition: "You are at war, and asked to evaluate the unit. Every student pox, and the alarming danger surrounding unless you defend your castle (body) felt that the activity was challenging and bat droppings! against the onslaught of microbes intent on worthwhile. They loved the competition it Textual discussions grounded in Carl commandeering your body's resources, inspired and appreciated being given the Zimmer's colorful and insightful book, A these infiltrators will ultimately usurp your freedom to decide which microbes to Planet of Viruses, inspired and challenged dominion and claim your castle as their research. Because of the time spent devel- our notions of man's prominence with such own." Their challenge was to devise ways oping each unit, the feedback received on lines as, "There are more viruses on Earth to protect their own skin (front-line activities and content, and the chance to than there are stars." With the realization of defense) from being penetrated and infil- develop multiple modes of delivery, the microbes' impact on humanity, I quickly trated by microbes, both good (helpful) and unit has always been successful. I look for- came to realize that studying them bad (disease-causing). Using computers, ward to the time when I have enough YNI Vanessa Vitug is a Science Teacher at Mt. cell phones, textbooks, articles, and videos, units to comprise a whole year's worth of Pleasant High School in San José, California. students researched and amassed informa- lessons!

FALL 2015 19 Narratives of Citizenship and Race since Emancipation

By Jonathan Holloway ple who experienced the Cold War and The Initiative is intense. We packed were alive when the Berlin Wall came more into our two weeks together than I n 2012 I had the great honor of lead- down and when tanks rolled through could have imagined. Mid-way through ing a Yale National Initiative semi- Tiananmen Square!), I was able to have the second week I was exhausted — we I nar, "Narratives of Citizenship and much more engaged conversations about all were exhausted. However, a few days Race Since Emancipation." The seminar why we needed to pay such careful atten- later, as we were preparing to say our examined key narratives of the African tion to our nation's narratives of excep- good-byes, I was already anticipating my American experience since emancipation tionalism. return to the Initiative classroom. It was with a focus upon how these narratives Sydney Coffin's work is a case in point. exhausting, yes, but working with these address citizenship. We leaned heavily on Sydney (a very proud Philadelphian) committed teachers was so inspirational, I primary sources of all types — film, liter- developed "Putting Both Fists in the Air: ature, speeches, art, music — and cast an The Addition of Women's Voices to the equally wide net when it came to authors Black Power Era, 1960s-70s." This unit — intellectuals, politicians, artists, and brought together Sydney's interests in lit- activists all had a say by the time the erature, movement politics, social justice, course was complete. and the intersections where race and gen- This seminar was a high-level version of der reside. Sydney drew upon local the survey course that I teach at Yale each Philadelphia figures, signaling to his stu- dents that exceptionalist histories of resistance and accomplishment were not just national narratives. Students in his Programs like class were going to learn that great people Yale National Initiative did great things on the very same neigh- borhood streets the students called home. are absolutely vital if As a way to reinforce the notion that his we are to have any course was about local histories and that even "mere students" had an active role to hope of providing play in shaping a national narrative, a proper education Sydney invited his students to craft spo- ken word poems that linked their experi- for our children. ences to black power, to activism, and to women's struggles. This was ambitious and inspiring work. spring, "African American History: Fortunately, Sydney was well-prepared Emancipation to the Present." Because I for the challenge. Like his colleagues in was working with a population through our seminar, Sydney was unafraid to the Initiative that had more life experience speak openly about his frustrations with than Yale undergraduates it was a delight the quality of current debates about citi- to be able to pursue the nuances that zenship and about our national hesitancy undergird such seemingly simple sen- to embrace all of our past, even when tences like "What does it mean to be that past was unflattering. Indeed, my American?" Given the teachers' lived seminar participants were constantly had to find a way to do more. As I began experiences with long-running debates supporting and challenging each other, to think about my plans for a return to the about immigration, social services, trick- asking pointed questions about their Initiative in the summer of 2016, howev- le-down economics, wars on poverty and respective interpretations of the semi- er, I received an invitation from Yale's drugs, etc. (my goodness, these were peo- nar's primary sources. The conversations president that threw a wrench in my plans: were always moving forward. For the he wanted me to serve as the next Dean of Jonathan Holloway is Dean of Yale College most part my job was to hold tight to the Yale College. and Edmund S. Morgan Professor of American Studies, African American Studies, rudder so that we kept moving in the I took up that post on July 1, 2014, and and History at Yale University. proper direction. have been consumed in its demands ever

20 ON COMMON GROUND Powerful Relevance in a Small World: Studying the Black Arts Movement in the Age of Michael Brown since. This is a complicated, time-inten- By Sydney H. Coffin Emanuel, Clarence Major, and Etheridge sive job requiring that I adjust my senses Knight, among others, as the unit evolved of scale and proportion. I now see in new "Black people are more than what people my research expanded to include memoirs ways the expansive reach of the college think" and criticism written by such luminaries curriculum and the critical role that Yale — Duamel Santana, on the poem of the time as Angela Davis, Elaine faculty can play in shaping the next gen- "2 b black" by James Emanuel Brown, Assata Shakur, and Kathleen eration of learners — whether they be Cleaver, whose daughter, through another Yale students or Yale National Initiative hen I was a kid, I used to stare small world coincidence, was a classmate participants. Although my schedule won't at a photograph I had found of mine at the same school from which permit me to lead my own seminar any- W among the articles my father the writer Alice Walker had graduated. wrote as a reporter for the Philadelphia This year, when I taught the unit I creat- Inquirer; it showed a row of black men ed in the 2012 season of the Yale National stripped down to their undershorts on a Initiative, called "Putting Both Fists in the street sidewalk while Philadelphia police Air: the Addition of Women's Voices to held guns in their hands. The image stuck the Black Power Era, 1960s-70s," I no with me, and when I participated in a national seminar called "Narratives of Race and Citizenship Since Emancipation" with Professor Jonathan Holloway as seminar leader, the photo- graph and its political content returned to haunt me throughout the creation of my unit. When Professor Holloway and I met for the first time in his office and I brought up the photograph, he suggested a number of useful books, including Up South: Civil Rights and Black Power in Philadelphia by Matthew Countryman, a graduate school classmate of his. In a small world moment, I told him I had grown up with Matthew Countryman in the Germantown section of Northwest Philadelphia. Germantown was a hotbed of political

activity in the 1960s-70s, and other child- SHEPARD FAIREY, AFROCENTRIC (RED), 2007 hood friends included Mungu and Morani Sanchez, twin sons of poet Sonia longer taught at the same school for Sanchez, featured in the unit I was to which it was written. Nonetheless, and write over the next several months. more than I could have predicted, the unit THOMAS KELLY, THE FIFTEENTH AMENDMENT, 1870 Sanchez, Nikki Giovanni, June Jordan, took on new life in my new school. Carolyn Rodgers, the late Maya Angelou, Whereas initially I had imagined the unit time soon I would be remiss if I conclud- and later Alice Walker, "spoke truth to as a precursor to understanding hip hop ed without reaffirming the value and power" as the Black Arts Movement and the culture that evolved out of Black importance of the Yale National Initiative. gained momentum, leading to the Power philosophy by the 1980s and 90s, As I develop a broader understanding of women's liberation movement. With these at this time teaching the poetry arrived on our national educational climate, it is women my focus, together with male fig- the heels of Michael Brown's shooting, more evident than ever before that pro- ures Amiri Baraka, Ishmael Reed, James Eric Garner's public suffocation, and most grams like the Initiative are absolutely recently the killing of an unarmed and Sydney H. Coffin is an English Teacher at vital if we are to have any hope of provid- Edison/Fareira High School in Philadelphia, handcuffed Freddy Gray in Baltimore. ing a proper education for our children. Pennsylvania. (continued on page 33)

FALL 2015 21 Genetic Engineering and Human Health

By W. Mark Saltzman hope that the defective genes can be underlying molecular biology. The semi- replaced with new functional genes, which nar also made excursions into the field of uring the summer of 2013, Laura will cure the disease. biotechnology, which harnesses what we Carroll-Koch participated in a Since the discovery of recombinant DNA know about DNA to manufacture new D Yale National Initiative seminar technology in the 1970s, our society has medicines, to improve foods, and to treat on "Genetic Engineering and Human quickly gained the capability to manipulate diseases where medicines fail. The discus- Health." Nucleic acids, such as DNA, are and use DNA as a tool for understanding sions in the seminar were enhanced by our the key information storage molecules of and treating disease. DNA technology has reading from: Introduction to Genetic life. The study of nucleic acids is multifac- also changed the way that we manufacture Engineering, Third Edition, D.S.T. eted: it involves examination of the structure drugs. Human genes can now be inserted Nicholl, Cambridge University Press and function of nucleic acid polymers, the safely and efficiently into bacteria, yeast, (2008); and Biomedical Engineering, W. capacity of these molecules to hold infor- viruses, or animal cells. This capability has Mark Saltzman, Cambridge University mation, the changes in information content already led to the production of recombi- Press (2009). that happen upon modifications of nucleic nant proteins as therapeutic drugs; diabet- Laura prepared a curriculum unit called acids, the diverse roles of nucleic acids in ics around the world now use recombinant "Harnessing the Power of DNA," which the life of a cell, and the characteristics that human insulin that is safe and inexpensive. was designed for elementary school teach- make them useful tools in biotechnology DNA technology is also changing forensic ers and students. Her unit provides a and bioengineering. Many diseases result science, agriculture, and other aspects of description of the basic science of DNA and from failures at the DNA level. These fail- contemporary life. Some bioengineers are molecular biology, including a presentation ures can arise from defects in genes them- even learning how to use DNA as a tool, of ways to use this information to treat dis- selves (causing genetic diseases) or in the deploying DNA molecules as molecular eases that have proven very difficult to regulatory regions of genes (causing can- Tinker Toys for building tiny but well- treat. In her curriculum unit, Laura brings to cer). Some diseases are the result of a defect defined objects, not unlike the models of the foreground a theme that is present in all in a single gene. Although most of these dis- DNA that Laura builds with her students. of the units produced by Fellows in this eases are rare, a few — such as cystic fibro- Laura and the other Fellows examined seminar: teachers can generate excitement sis and muscular dystrophy — are relatively nucleic acids, beginning with an introduc- in their classrooms by exposing their stu- common. Scientists and engineers are now tion to the science of genetics and ending dents to new concepts in genetics and involved in the search for safe and effective with descriptions of some of the ways that genetic engineering, with the hope that methods for gene therapy in humans, in the DNA is now used in human health. Along many young people will be inspired to the path from genetics to bioengineering, careers in science, to help realize the poten- W. Mark Saltzman is Goizueta Foundation Professor of Chemical and Biomedical the seminar focused on the structure of tial for science and engineering to improve Engineering at Yale University. nucleic acids and the basic concepts the lives of the world population. Imagine the Unimaginable

By Laura A. Carroll-Koch cally engineer therapies for diseases; creat- small enough pieces and presented through ing seeds that may one day be the basis of concrete activities. magine your fourth graders speaking cures for cancer. Imagine the unimagin- I began the unit on genetic engineering about the DNA molecule, its organiza- able. Harness your students' potential with by teaching my students how to make a I tion, purpose, and potential. Imagine the power of DNA and genetic engineering DNA molecule out of licorice and gummy your students fluent enough in the lan- knowledge. bears. Wide-eyed and eager, they hung on guage of science to begin discussing ways My intent and purpose in writing this unit my every word as I explained that DNA is in which the DNA molecule could be was to give teachers a way to teach stu- the blueprint of life itself. It is the recipe restructured, reorganized, transported, and dents the framework from which to begin that makes your arms, legs, brain, eyes, and integrated into a cell system. Imagine your thinking about genetic engineering at its all the parts of your body now and in the students creating simulations that geneti- very root, DNA. My belief is that young future. This recipe also tells your cells what Laura A. Carroll-Koch is a Fourth-Grade students are capable of understanding the to become, how to work, and when to Teacher at John S. Martinez School in New complex concepts of genetic engineering grow. This extraordinary recipe, I Haven, Connecticut. when the concepts are broken down into explained, is in the nucleus of every single

22 ON COMMON GROUND cell of your body! Surprisingly, this recipe the beaker. Students watched mesmerized created analogies until the words flowed has only four main ingredients, I explained as strings of DNA began to rise through the from their lips like water through a faucet. further, and they pair together; Adenine alcohol to the surface of the mixture. After In a cell celebration, students made cell with thymine, and guanine with cytosine. a few minutes, students saw the DNA make models and presented them to the class, After I illustrated the DNA molecule on the a slimy, white cloud on the surface of the explaining each organelle and its function. board and explained the base pairings, stu- mixture. They took turns lifting the DNA Fluency around the subject took root as dents excitedly began to build their DNA and touching it. They descried the DNA as students proudly presented their cell mod- molecule. They quickly and easily matched "snot" beneath giggles. This concrete, els to the class. and color coded the gummy bears repre- hands on activity not only furthered their Building upon cell knowledge, students senting the base pairing; orange-guanine, 5 3’ learned how DNA makes proteins through yellow-cytosine, red-adenine, green- a simulation activity on transcription and thymine. Students excitedly built their translation. First, students made a large cell DNA molecules with the licorice and C G on chart paper, utilizing construction paper gummy bears, while enjoying an occasion- to form the DNA molecules in the nucleus. al snack. I watched as students referred to A T Then they cut open the DNA molecule the board to confirm their base pairings, with scissors, thus simulating the Helicase whispering their matches, "thymine and G C enzyme which opens the double helix. adenine, apples in a tree, and cytosine and T A Next, students matched up a yellow piece guanine, cars in the garage." After students of construction paper to the open DNA, matched the complementary bases, they transcribing the code to construct the mes- connected their gummy bear base pairs to senger RNA (mRNA); this time pairing the licorice with toothpicks, which resulted A T Adenine to Uracil and C to G. Then stu- in a concrete representation of the DNA dents moved the mRNA out of the nucleus ladder. I watched broad smiles of pride T A into the ribosome factory. As a part of this spread across their faces as students gently C G simulation, we made ribosome factories lifted the DNA ladder, carefully twisting it with blue construction paper. Two vertical to form the familiar double helix. Finally, G C slits allowed the mRNA to be woven students drew their creation in their science through the ribosome. The yellow con- notebook, color coding the base pairs and struction paper mRNA was folded by 3's to labeling the parts of the DNA molecule. mark every codon. As the mRNA moved After they had built the candy model, I T A through the "factory," each codon was wanted my students to see real DNA with T A translated into an amino acid. Finally, stu- their own eyes. So, I taught my students to dents threaded a colored bead, representing extract DNA from strawberries. I began A T an amino acid, onto a string when each this activity with a demonstration of the codon was "read" by the ribosome. In the procedure and then grouped students by G C end, students watched a beautiful string of fours to try it on their own. Students began beads grow, representing the protein that by putting the fruit in a ziplock bag and was made from the DNA code, after it was 5’ enthusiastically smashing it, in order to 3 transcribed and then translated. Students break down the cell walls. Next, they STRUCTURE OF DNA DOUBLE HELIX, 2015 proudly wore their protein bracelets for added water and a bit of detergent to open days. the nucleus membrane, releasing the DNA understanding, it brought their knowledge Understanding the process of transcrip- into the cell gut soup. After they strained to life. tion and translation, students could then the mixture through a coffee filter, I went Next, giving a broader context to the understand diseases as broken DNA code. to each group to gently pour rubbing alco- DNA molecule, students learned about the Our focus could now turn to correcting hol onto the surface of their mixture. We cell, its organelles, and their functions. broken code. During this part of the unit, set the beaker on the table. All eyes were Since the language of the cell was chal- students created an engineering "tool kit," table level, staring at the mixture, quietly lenging, we made flashcards, played filled with corrective possibilities. I asked waiting, "There it is! I see it! " Nicole games, wrote songs, drew pictures (adding them to use their imaginations and shouted with excitement, as she pointed to labels with captions), wrote essays, and (continued on page 33)

FALL 2015 23 Energy Sciences

By Gary W. Brudvig strations were chosen so that they could diffraction glasses aided these discussions. actively involve the participants and at the A connection was made between natural ith concerns about the impact same time illustrate the scientific principles photosynthesis and the excess production on the environment of our cur- related to energy. of biomass that has been buried to form the W rent use of fossil fuels and our The books by David Walker entitled "fossil fuels" that provide most of our cur- national energy security, energy is in the Energy, Plants and Man and by David J. C. rent energy. Next, we delved into various news on a daily basis. Many students have MacKay entitled Sustainable Energy — forms of energy, including hydroelectric, seen Al Gore's movie "An Inconvenient without the hot air were used as the pri- biofuels, wind, geothermal, solar and Truth" and are familiar with some of the mary technical books for the seminar. We nuclear. A particularly memorable experi- issues relating to energy use, but they may also read Daniel Yergin's The Quest: ence was the production of biodiesel fuel not know much about the science related to Energy, Security and the Remaking of the from cooking oil and its combustion in an energy. The aim for this seminar was to dis- oil furnace burner. The seminar also cuss the science related to current sources of included a discussion of energy use in the energy and potential future sources of ener- future that included progress in develop- gy. We can learn much about sustainable The Fellows prepared an ment of systems for artificial photosynthe- energy use by studying natural processes. outstanding collection of sis and fuel cells. Nature has solved the renewable energy At the end of the seminar, the Fellows problem through the process of photosynthe- curriculum units that prepared an outstanding collection of cur- sis that is carried out by green plants. Green include a number of riculum units that include a number of plants are amazing chemical factories and excellent activities that will engage the stu- provide a working example of renewable excellent activities that will dents' interest and teach them about Energy solar energy conversion, but this is often not engage the students' interest Sciences. Information on the responsible appreciated. By understanding how green use of current sources of energy to lower plants carry out the processes of solar energy and teach them about our carbon footprint, as well as the impact utilization, we can obtain some answers to Energy Sciences. of our energy use on our planet Earth, is the question of how we can harvest solar provided in many of the curriculum units. energy by using processes of artificial photo- A particularly innovative unit was prepared synthesis. by Jinsue Hafalia, entitled "A Chemistry When I was a child, my own hands-on Modern World, a fascinating but not highly Perspective: Gasoline or Biodiesel?". As experiences with science and nature left the technical analysis of our current energy described in the following article, Ms. greatest impressions and fueled my desire use. The beginning of the seminar focused Hafalia compares current sources of energy to learn more. Therefore, many demonstra- on energy, light and photosynthesis. The based on fossil fuels with the renewable tions were included in this seminar — at seminar began with a discussion of how energy source provided by biodiesel. I least one demonstration, and frequently 2- green plants use light to convert carbon would encourage all teachers of elemen- 3, in each seminar meeting. These demon- dioxide and water into sugar and oxygen tary through high school students to review gas. This included discussions on the the curriculum units prepared during the Gary W. Brudvig is Benjamin Silliman nature of light and the fundamental steps Energy Sciences seminar. These materials Professor of Chemistry and Professor of Molecular Biophysics and Biochemistry at by which light is absorbed by green plants provide a valuable resource for incorporat- Yale University. and converted into chemical energy. ing topics of science and society related to Demonstrations of the colors in light using "Energy Sciences" into the classroom.

Gasoline or Biodiesel?

By Jinsue C. Hafalia cules are mysterious things to many stu- concept to understand. The great struggle dents and even adults. The idea that of chemistry teachers is to help students " love chemistry" is not a phrase that everything in this world is composed of make relevant connections of these many chemistry teachers hear from matter made by the rearrangements of things called "atoms" to the world that I their students. Atoms and mole- atoms into molecules is a very strange the students live in.

24 ON COMMON GROUND Through Gary Brudvig's seminar on "Energy Sciences," teachers were able to create relevant and engaging curriculum units to bring back to the classroom. During these seminars, I learned about the energy crisis not only from a scientific perspective but also from a political and economic perspective as well. It was eye opening to see the complexity of this global issue. During the two weeks of the seminar, Gary also taught us about current research that is being done to find alterna- tive sources of efficient, renewable energy right on the Yale campus. The unit that I came up with focused specifically on comparing gasoline with biodiesel in hopes that students could EDWARD RUSCHA, STANDARD STATION, AMARILLO, TEXAS, 1963 relate through their experience of riding in cars and buses for transportation. I want- dents could have a better understanding of ing from what students read in their ed to focus on energy sources that could how they had been looking at the topic of English classes. Students had a hard time be described using chemical formulas energy all throughout the year. I also following the flow of some articles' logic rather than other sources of energy such as incorporated articles about the energy cri- and deciphering research-supported fact wind power. The unit was spread through- sis, the consequences of using too much versus opinion. As students began reading out the year and revisited whenever the fossil fuel, and alternative energy sources the articles that I had assigned to them, I different topics covered in class made it to introduce students to the crisis posed by immediately realized that I needed to sup- relevant to bring in the ideas of heat or our society's current energy usage. This port the articles with a lot more scaffold- chemical reactions. Students were first was the jumping off point for students to ing, so that students could follow the introduced to gasoline and biodiesel when begin their own research. argument. Especially with the shift to the class learned about combustion reac- Looking back on the execution of the Common Core, I learned that I need to tions. Then we revisited that pair during unit, I realized that students generally did expose students more to scientific writ- balancing equations, taking a pause to well when we discussed gasoline and ings and help them analyze the informa- understand the carbon dioxide output for biodiesel within the topics covered tion they read. these two sources of energy. Finally, the throughout the year. The difficulty came, Through teaching my curriculum unit, I class looked at the two fuel types when however, when they tried to piece the saw that bringing current events with no they were learning about stoichiometry information together to look at the bigger clear answers into the classroom not only and mass-to-mass relationships between picture of the energy issue. As we began sparked the interest of students but also reactants and products. the culminating project, I could see that helped them to see how they could per- The purpose of incorporating the fuel students were struggling to understand the haps one day help find a solution. The sources throughout the year was to pre- complexity of the issue, and even in the Yale National Initiative stretched me as a pare the students for their culminating end, I am not sure many of them truly teacher by providing me with confidence project, which was a presentation in understand that the gravity of the impact in my knowledge of the subject to bring which students promote one type of ener- that irresponsible use of fossil fuels has on back the information to the classroom. gy source that they believe is best fit for the environment. Nevertheless, I believe Gary's seminar and being surrounded by their community. I decided to review on that their interests were piqued, and I hope like-minded teachers from all over the this occasion the running theme through- that these very students will become country helped renew my passion for out the year and repeat some of the activ- agents of change in the future. teaching and creating new curriculum. I ities of the unit in succession so that stu- In addition, the unit helped me to recog- am truly grateful for the opportunity to Jinsue C. Hafalia is a Science Teacher at nize the importance of incorporating more participate in the Initiative and hope to Yerba Buena High School in San José, reading and writing in science. Science continue to modify and improve my unit California. articles use a very different style of writ- every year.

FALL 2015 25 Place Value, Fractions, and Algebra: Improving Content Learning through the Practice Standards

By Roger E. Howe sions function as instructions. Thus 2×3+8 and make substantial use of two models for says, "Multiply 3 by 2, and add 8 to the fractions that were discussed in the semi- he seminar on "Place Value, result." On the other hand, 2+3×8 says, nar: number line models and area (aka Fractions, and Algebra: Improving "Add 2 to the product of 3 and 8." When "cornbread" or "brownie pan") models. T Content Learning through the variables are involved, the instructions Josephine Carreno develops her unit for Practice Standards" took its inspiration include "Pick a number." This applies each fourth graders who are still getting used to from the Practice Standards of the time a variable first appears in an expres- fractions, and presents them with many Common Core State Standards for sion. Thus x - 2 says, "Pick a number x, and different models. Patricia Lee's unit is for Mathematics (CCSSM), which were devel- subtract 2 from it." Learning to read fifth graders who will need to study frac- oped in 2009-11, and have been adopted by expressions correctly is like learning spe- tions intensively to stay in the hunt with the large majority of states. The Practice cialized terminology in any subject. It mathematics. She emphasizes the number Standards are eight in number: requires a lot of practice, and mastery of line because it is a comprehensive model 1. Make sense of problems and perse- the vocabulary and the grammar. that is especially good at conveying the vere in solving them. Anne Agostinelli took these simple prin- idea that fractions belong to one overall 2. Reason abstractly and quantitatively. ciples and skillfully wove them into activi- system, and that any two of them can be 3. Construct viable arguments and cri- ties that developed a classroom culture of compared for size. Rajendra Jaini's unit is tique the reasoning of others. collaboration, discovery and steady for his chemistry students who need to 4. Model with mathematics. improvement. Her students responded. The increase their facility with fractions in 5. Use tools strategically. idea that "Algebra is delicious," is one I order to deal with stoichiometry and other 6. Attend to precision. will savor for a long time. aspects of chemistry. 7. Look for and make use of structure. Fractions was one of the topics especial- The topic of place value is represented 8. Look for and express regularity in ly mentioned in the somewhat unwieldy by Torrieann Kennedy's unit for her sec- repeated reasoning. seminar title, and for good reasons. One ond grade class. She emphasizes role of The seminar took the point of view that is, fractions have been one of the topics the base ten units (1, 10, 100) in express- these standards are not to be taught direct- with which U.S. mathematics instruction ing 2- and 3-digit numbers and in addition ly. Rather, they are habits that develop over has been least successful. A second is, that and subtraction. Anne Agostinelli and time when students experience good teach- the Common Core has adopted a new and Marissa Brown have produced units deal- ing of challenging material. They can be potentially more promising approach to ing with algebra. Anne's unit focuses on pointed out explicitly when students have fractions, by starting with the idea of a introducing symbolic expressions in ways experienced enough examples. Accordingly, unit fraction. In particular, this approach that help students make sense out of the the Fellows of the seminar concentrated on gives students a better chance of revising new language known as algebra. writing units that implicitly embody the their understanding of the idea of number, Marissa's unit is built around understand- Practice Standards by giving coherent and so that they can come to think of fractions ing linear functions from multiple points connected views of important topics of the and whole numbers as being on an equal of view — from real-world contexts or mathematics curriculum, built around col- footing. Unit fractions are fractions with 1 scenarios, from tables, from graphs, and lections of challenging problems. in the numerator: ½, ⅓, ¼, ⅕, etc. A unit from symbolic equations. Key to connect- The main topics of the units were diverse. fraction, say ¼, of some quantity, is ing tables with graphs is the idea of rate of Several dealt with fractions, one with place another quantity, of which it takes 4 change, and its geometric analog, slope. A value, some with algebra, and one with copies to make the original quantity. So, major take-away for her students is that an functions. I was delighted that Anne ¼ of a foot would be 3 inches; ¼ of an algebraic relationship is linear if and only Agostinelli decided to write a unit centered hour would be 15 minutes; ¼ of a quart if the associated function has constant rate on expressions, because this is a perennial would be one cup. This approach gets stu- of change if and only if the associated problem topic in the curriculum, and one to dents thinking of fractions as numbers graph is a straight line. which I have devoted considerable that express quantity relationships, rather Finally, Nancy Rudolph's unit stretches thought. than "so many out of so many," an the boundaries of the seminar. She has For dealing with expressions, I advocate approach that leaves many not even think- written a unit to help her pre-calculus stu- regarding them as recipes for computation. ing of fractions as numbers, but as two dent better grasp the idea of inverse func- The various operations symbols in expres- juxtaposed numbers. tion. In so doing, she must sharpen their Roger E. Howe is William R. Kenan Jr. Three of the units deal with fractions. All understanding of the formal structure of Professor of Mathematics at Yale University. use the approach through unit fractions, functions.

26 ON COMMON GROUND Building Fearlessness in Middle-School Problem Solvers

By Anne E. Agostinelli

he Common Core State Standards (CCSS) have been the topic of T much media coverage. Mainly, the impacts being discussed are the ones on teachers who are revamping their curricula and parents who can no longer help their children with homework, particularly in mathematics. However, the student experi- ence is changing as well, and this change is overdue, given the huge advances in tech- nology and a job market that is ever-chang- ing. Gone are the days of the college and vocational tracks; we are now preparing students for jobs that do not even exist at this time. Middle-school students are especially impacted by the shifts in the CCSS in math. They come with gaps in content JACOB LAWRENCE, THE MIGRATION OF THE NEGRO, PANEL NO. 58, 1940-41 knowledge of important topics that have been relocated to lower grades, such as My students started our year solving lenging ourselves in brain development, linear algebra and depth in ratio and pro- problems together and doing a lot of oral and the gifts that making mistakes provide portion. For students who have not had and written reflection on how their strate- to our learning. Students were willing to much success in math over the years, this gies and working together helped them to attempt challenging problems, and that was can potentially be crushing to both their arrive at "Aha's," which we put more value a huge obstacle overcome that set the foun- spirits and their learning. So what is a on than actual solutions. The problems we dation for learning that we needed. teacher to do? worked with our first week were inspired Once we had begun to build our class- One of my favorite features of the CCSS- by movies, like "Die Hard" (how can we get room culture, students dove into the CCSS- M is the Standards for Mathematical this water evenly distributed before a bomb M with mostly open minds. The unit on Practice, describing the habits of effective goes off?), and Dan Meyer's "Three Acts" expressions and equations I developed dur- mathematicians. They include the "soft (what do we do when we add too much ing the seminar had been carefully skills" of learning and doing mathematics, chocolate to Nana's milk without starting sequenced through the guidance of Roger like persevering through problems, attend- over?), and visual patterns representing lin- Howe. His deep understanding of the con- ing to precision, and finding and making ear and exponential relationships. tent progressions helped me navigate the use of structure in problems. What was the key to problem selection? gaps that our K-12 implementation of the I recognized that many of my students No particular prior mathematical knowl- standards had created. had decided long ago that they either were edge was necessary to be able to attack the Students were engaged in problem sets "good" or "bad" at math. As someone who problems. Of course there were methods that scaffolded their understanding of ideas fell completely out of love with math dur- more efficient than others, but very few through the content sequence of the unit. ing freshman year Geometry, I could relate groups had that content knowledge yet and The contrast between the first five weeks to both feelings. Having also fallen back hardly anyone fully solved any of the prob- of my algebra classes last year and this year into love with math years later through the lems. But that was not the point. is stark. The time taken on setting a culture guidance of an amazing professor, I also During this first week, we also focused of learning as well as the logical sequence of knew that neither self-diagnosis is a final on defining and developing growth mind- lessons and focused problem sets in the unit verdict on one's experiences and abilities in sets in mathematics. We first had to believe are the reasons why. My students are excit- mathematics. that we could do it before actually doing ed about math and believe they can do it. As Anne E. Agostinelli is a Mathematics Teacher much. It was a success. We watched videos one of my students remarked in an interview at Lyman A. Budlong Elementary School in on neuroscience, reflected together and in after the unit, "Algebra is delicious!" Chicago, Illinois. writing about the value of effort and chal- I could not agree more.

FALL 2015 27 Immigration and Migration and the Making of a Modern American City

By Mary T. Y. Lui

Editor's Note:Lawrence's Migration Series, which so aptly illustrates the theme of Mary Lui's seminar, may seem simply to focus on the hopes that accompanied the exodus from the South during the Jim Crow era. But Lawrence is prescient: there is hope, but there is a sense of solitude in the series, despite the grouping of figures. As Isabel Wilkerson points out in a New York Times review of the MoMA exhibition catalog, Lawrence sometimes represents a boy standing apart: quizzically observing the consequences of his parents' migration. One of the destinations in our image is St. Louis, reminding us that despite progress, the life of a displaced person is always hard, and that we are still in the age of Ferguson. JACOB LAWRENCE, THE MIGRATION OF THE NEGRO, PANEL NO. 1, 1940-41 n 2014, I led the seminar titled tion in the course's rich and powerful pri- job to secure food and shelter were all "Immigration and Migration and the mary texts such as Harriet Jacobs's scenes that would be familiar to her stu- I Making of a Modern American City," Incidents in the Life of a Slave Girl or dents and allow for meaningful connections that used the histories of New York, Stephen Crane's Maggie: Girl of the Streets. to the lives of earlier immigrants and Chicago, and Los Angeles to examine the Over the course of the seminar, the teachers migrants. Krista shared with the seminar overlapping histories of migration and set- developed strategies for using primary texts the challenges faced by her students — tlement in U. S. urban formation in the last as doorways for helping their students enter extremely at-risk youth — who did not two centuries. The seminar challenged par- into the urban past and engage deeply with have a history of academic success and ticipants to see American cities as spaces of the social and economic struggles of often felt alienated by the public education encounter where longtime residents and system. Krista's passion and strong faith in newcomers engaged in a broad range of her students led her to develop a unit that social interactions. Historic contestations The teachers experienced would validate their struggles while helping and collaborations over work, housing, and the impact of immigration them see their own lives and choices leisure as well as personal and collective through a critical social lens. efforts toward self-determination, social and migration first-hand Krista's unit, focused on urban youths' legitimacy, and political power came to life through their daily contact "rites of passage" stories, brings her stu- through a wide range of primary sources: dents into deep engagement with the past autobiography, literary fiction, census, with the diverse student and allows them to consider the power of photography, painting, film, newspaper bodies and communities writing as social critique. The authors cho- articles, cartoons, and maps. sen for her unit — Jacob Riis, Richard The teachers participating in the seminar where they live and teach. Wright, Piri Thomas, Stephen Crane, and experienced the impact of immigration and others — all turned to the pen to voice their migration first-hand through their daily European immigrants, African Americans, concerns with urban life and expected their contact with the diverse student bodies and Latino Americans, and Asian Americans. writing to move their readers and stimulate communities where they live and teach. As Krista Waldron from Tulsa, Oklahoma social change. Krista's creative use of these a result, the teachers readily connected their saw in many of our primary source readings writings aims to foster critical readers, students' lives and struggles to our seminar vivid descriptions of "rites of passage" thinkers, and writers. Armed with the tools readings and discussions and found inspira- experienced by urban youth across time. of historical inquiry and writing, they will Mary T. Y. Lui is Professor of American Engaging in a fight to claim territory and be empowered to narrate and comment on Studies and of History at Yale University establish a sense of belonging or finding a their own lives and communities.

28 ON COMMON GROUND Students Narrate Their Rites of Passage

By Krista B. Waldron prompts and of varying quality in their more responsive, and more careful and careers as students; indeed, I'm sure I have practiced. When the stories came, they "There is no agony like bearing an untold assigned too much of it over the years, were real, raw, and driven by deep moti- story inside you." knowing that it was a form of prose my vation. To do justice to their stories, they —Zora Neale Hurston more reluctant writers would reliably pro- found greater value in lessons they'd had duce, though often uninspired. I knew that about using concrete language. Some also discovered this sentence of Hurston's as an English teacher I could potentially took their self-evaluation on their writing while reading for my first Yale make a mess of lessons on immigration trackers more seriously. I National Initiative unit three years and migration. I needed a theme to which These are the opening sentences from a ago, and I kept hearing its echo while my students would respond to sustain 14 year old's narrative: "I remember going working on my most recent one. Two momentum, and I settled on the universal to JBDC and getting locked up. When I got notions stand out to me upon the comple- theme of rites of passage. to the back they made me take off my tion of my third year writing curriculum as Moving out on my own. clothes and get in the shower but only for 5 a Fellow. First, the power of narrative is Getting arrested. minutes. They only let me sleep in a long t- strong with young and maybe damaged Getting off probation. shirt and socks and that's it. It is always writers. Second, careful attention to appro- Attempting suicide. cold in the jail cells. And all they give you priate practice and text-selection for at-risk My first fight. to sleep with is a cot and a blanket." students can make or break the execution Getting saved. With their less-than-perfect attendance of a unit. After a decade of teaching and our high student turnover rate, not all English in an AP- and IB-driven magnet students completed and polished a rite of school, I've spent my last twelve years in A classroom for passage story. But they all had stories to alternative schools. Three years ago, coin- at-risk students tell. This is from a first draft, including ciding with my first year as a Fellow, I original errors: "i heard footsteps, fast pace decided I wanted to move to what is inar- can be the crucible in ones, close ones, angry ones. I also heard a guably the school with the students most which they can clutching sound, the sound of a gun simply at-risk, a partnership between the public putting a bullet in the head, i turned to see school system and our juvenile justice unburden themselves if i was hearing what i was really hearing. bureau. The three things my students are with their stories. The only thing my eyes seen was a gun most likely to have in common are chronic being pointed our way, i began to run and poverty, lack of previous academic suc- warn my older brother. They began to let cess, and a history of trauma. I knew the I have photographs of my students loose fire, by the grace of God i made it to unit I would write would have to accom- standing at the front of the room, holding the car and got in. BANG! the back win- modate students who were reluctant, signs that share their own rites of passage, dow was gone. My brother began to drive afraid, frustrated, and challenged by life. including those above. Among other and yelling at me instructing me to get The research I did that summer changed activities, in class we read research on down and stay down, thats what i did. I some of how I teach literature and writing what happens to young people who don't began to cry and pray to God that we make to at-risk students, and it has shaped my have enough socially sanctioned growing- it home safely…" planning and teaching since. The products up rituals. We studied images by Jacob What made their work on these stories of my unit, "The Settled and the Unsettled, Riis of immigrants in New York City's so urgent? I believe that it all goes back to Then and Now: Rites of Passage in Urban Five Points neighborhood at the end of the the two key lessons I've internalized in my Life and Narrative," from Mary Lui's semi- 19th century. They learned sophisticated time as a Fellow — that a classroom for nar, "Immigration and Migration and the annotation techniques while they read part at-risk students can be the crucible in Making of a Modern American City," of Steven Crane's Maggie: A Girl of the which they can unburden themselves with reflect both Hurston's quotation and lessons Streets, a text I wasn't sure some of my their stories, and that teachers can provide I've learned as a Fellow in the Initiative. students would read — much less enjoy that through exposure to literature and My students were no strangers to writing — even though it met criteria for selecting informed writing instruction. Zora Neale personal narratives from a variety of texts for at-risk teens. Somehow they Hurston was correct; my students did understood that the work they were doing have stories burning to be told. The telling Krista B. Waldron is an English Teacher at Phoenix Rising Alternative School in Tulsa, was different, and the work that I'd done was indeed therapeutic, and the tellers Oklahoma. to prepare them was different — richer, were proud.

FALL 2015 29 Understanding History and Society through Images, 1776-1914

By Timothy J. Barringer connection with the experience of historical Miles Greene, in California 's Bay Area, individuals. Moving beyond the use of turned his attention to the Industrial he seminar on "Understanding works of art as historical documents, we dis- Revolution, perhaps the greatest transforma- History and Society through cussed the ways in which engagement with tive series of events in modern history T Visual Art, 1776-1914" brought an image, as with a story or novel, can across the globe. Important though it is, the together a group of teachers from across encourage empathy and access to the experi- Industrial Revolution is a complex phenom- the country whose mutual interest lay in ence of people with different cultural, ethnic enon not easily grasped by children who finding vivid new ways to engage students or economic backgrounds. have never known a non-mechanized, non- with the past. We live in an ever-more visu- As important for the seminar as the computerized world. Miles' curriculum unit al society, and the interface between young development of critical skills for analysis notes that the Industrial Revolution "acted people and the world around them tends digitally transmitted images was a return to as a major transitional force that resulted in now to be the computer screen rather than direct, unmediated encounters with the his- the advent of cities, factories, urbanization, the printed word. Indeed, students of all torical object — real things, from tiny and new structuring around labor, class and ages have a multitude of imagery at their objects in a museum case to streets of power," and uses visual representations fingertips; internet sources have democra- buildings replete with historical resonance. made in Britain and America, as well as tex- tized access to fine art and documentary Rodney Robinson's curriculum unit uti- tual primary sources, to dramatize these materials as never before. As a professor of lized the rich material survival of nine- tremendous changes in social life, ecology the History of Art, I learned a great deal teenth-century buildings in Richmond, and economic structures. Miles used the from discussing this new world of visuali- Virginia, to engage with the history of slav- new accessibility of images to create a rich ty with a group of teachers whose students ery and its legacies in the community. visual archive of industrialization. He also range from second to twelfth grades. Visiting sites within a few blocks of his introduced new modes of engaging with the The Fellows, then, set out to explore at school, Rodney is able to confront the phys- visual image including a "silent gallery" of methods for understanding culture and soci- ical remains of the system that condemned contemplation of works of art, an attempt to ety through art. The seminar proceeded his- African Americans to a state of "social slow the students down and help them to torically, and was focused on the "long" death." There could be few more vivid uses focus in depth. This pensive moment was nineteenth century, from the American of the historical fabric of a townscape. Even followed by an act of writing: students pro- Revolution to World War I, 1776-1914. A where the actual structures have been duced "90-word descriptions" of each piece major focus lay in the development of verbal demolished their memory remains, Rodney in the style of a museum label. skills in the description and critical analysis and his students aimed to explore the his- In combination, digital images and actual of images — not through the use of art his- torical echoes of the slave market and the survivals of the historical past can provide tory jargon, but through close looking, visu- machinery of repression that dominated the students with a powerful experience of his- al and contextual analysis. We worked life of Richmond's African American popu- tory, and through it, deeper insights into the together to discover and refine ways in lation until the Civil War. The class also world of present-day America. The units in which the analysis of works of art can enable provided a space for the celebration of "Understanding History and Society students, from kindergarten to twelfth grade, African American achievement in through Visual Art, 1776-1914" certainly to understand history and make a more direct Richmond, both during slavery and, most opened my eyes to the possibilities for importantly, since the end of that dark chap- innovative teaching of history both within Timothy J. Barringer is Paul Mellon Professor of the History of Art at Yale University. ter in American history. and beyond the classroom. The World Needs More Critics

By W. Miles Greene "energetic" tenth grade World History stu- I didn't want to stifle my students' potential dents. excitement over the unit by footnoting the " r. Greene, is this some sort of The projector illuminated my unit title, half-dozen primary texts they would be joke? This lesson is about art- "Power and the Machine: A Visual examining in the next three weeks, so I went M work?!" said one of my more Examination of Class and Gender through along with the sarcasm. "Yes, as it says in the Industrial Revolution," in front of the title, we will examine artwork to learn W. Miles Greene is an English and History Teacher at Emery Secondary School in Thomas Allom's evocative 1835 piece, what life was like for workers during the Oakland, California. Powerloom Weaving. Industrial Revolution." The fact that my

30 ON COMMON GROUND introduction to this new unit was met with one part mystification and two parts relief showed that I was off to a good start. In the summer of 2014 I developed this unit while participating in the Yale National Initiative, not only to help stu- dents master the social and political aspects of the Industrial Revolution but to help them make inferences, corroborate facts and understand that visual images are a vehicle for historical storytelling, a politi- cal snapshot of the time in which they were created. Like any teacher of social studies, I want my students to become better histo- rians. But such a challenging goal requires a creative strategy. Back in the classroom after my summer seminar, I asked my students the same seemingly unpromising question my semi- nar leader Tim Barringer had asked us: WINSLOW HOMER, OLD MILL (THE MORNING BELL), 1871 "What's going on in this picture?" the room that complemented the immersion in art- plied by this document. They were hooked; was uncomfortably silent, but I understood work. I used a method discovered in my they soaked up the content like a sponge that although it produced awkward lulls research at Yale called the 4-Reads strate- and were able to make accurate generaliza- and unhelpful remarks at times, this ques- gy, authored by Bayard Faithful of tions about the life of teenagers working in tion was a strategy central to my unit, TeachingHistory.org, which teaches stu- the dark, damp and totalitarian environment "Questioning Artwork." dents to read primary documents with four that was the industrial workplace in The philosophy behind Questioning objectives: context, meaning, argument England during the 19th century. Artwork was similar to one of those cruise and synthesis. Thus a non-visual learning Fast forwarding two weeks and a handful ship ads, "It's not the destination, it's the process also took place, as students exam- of activities later, students were given their journey that counts." I wanted my students ined complex primary sources about final assessment: choosing their own piece to wrestle with the painting's message and shocking conditions. of artwork to analyze in front of their peers intention — not so much to "get it right" as Some student focuses emerged. They in addition to writing a mock primary to "work it out." In this case, students were were disgusted by the dreadful living con- source fictitiously authored by one of the looking at Joseph Wright of Derby's An Iron ditions of sanitation workers in the newly characters in that piece. At this point they Forge (1772). By asking the right questions formed urban centers, illustrated in enjoyed both the responsibility and open- about the painting (and dedicating much of Chadwick's Report on Sanitary Conditions. ended creativity given to them by their the class period to it), students eventually There was outrage at the degradation and teacher. The final products were both enter- found significance in themes like authorita- inconsistent treatment of women described taining and indicative of how much they tive relationships, family lineage, privilege in an excerpt from Harriet Robinson, had learned using such rich and, at times, and pride. By examining things like cloth- Harriet Robinson: Lowell Mill Girls. The dense content. ing, lighting and body language, students Life of the Industrial Worker in Nineteenth- One student summarized his experience were able to develop claims about a piece, Century England resonated with students by saying, "I enjoyed how we were able to its message and its maker, essentially the most, as it outlined a number of inter- step into the painter's mind and also really becoming art critics in their own right. views with Michael Sadler, an English understand what the [primary source This strategy was messy at times, and Parliamentary investigator who was tasked authors] were thinking when they were at often required redirection, but it was a jour- with interviewing child workers about their work." Although putting my unit to work ney that was fun and leveled the playing experiences in the factories during the early came with its fair share of glitches, I am field for my weaker learners. Although the 19th century. Students were split into happy knowing that for many students, my unit featured the critical analysis of art, I groups, with each group responsible for work helped them become strong art crit- integrated a number of primary documents examining one of the dozen interviews sup- ics, and even stronger historians.

FALL 2015 31 Pain to Pride: How Can the Pain of the Past Generate Hope for the Future?

By Rodney Robinson

participated in Tim Barringer's sem- inar on "Understanding History and I Society through Visual Art, 1776- 1914". In this seminar, we analyzed some of the greatest artwork in history. Tim taught us multiple techniques to analyze art and images, and with the help of these tools I created various graphic organizers for my students to use in analyzing images and artwork from United States History. The main focus of my unit was on the slave trade in Richmond, Virginia. When we started the unit, my lesson plan was to have the students write the story of slavery through images, using the graphic organiz- ers. Students examined several famous pictures such as JMW Turner's The Slave

Ship, originally known as Slavers EYRE CROWE, SLAVES WAITING FOR SALE: RICHMOND, VIRGINIA, 1852-53 Throwing overboard the Dead and Dying — Typhoon coming on, and James mayor, want to build a baseball stadium an Charles Corey's 1895 book about Gillray's Barbarities in the West Indies. on the land, completely neglecting the his- Richmond's Colored History, and from At first, my students struggled because tory that surrounds it. It was the perfect W.L. Bost's Unchained Memories: Slave this was a new experience. The graphic teachable moment for my students Narratives while the students were analyz- organizers were too complex and they because neighborhood groups had been ing the picture to enhance their experi- became extremely frustrated. I had to take protesting. The students wanted to under- ence. The passages allowed the students a step back and reorganize. I adjusted the stand the uproar in their neighborhood. to develop deeper understanding by difficulty of the graphic organizers and exposing them to multiple perspectives on began to scaffold my students' art skills. the Lumpkin's Jail site. After a month of building their skills, I Lumpkin's Jailhouse After the trip my students wrote impas- then reassigned the story of slavery. The was the second busiest sioned essays explaining why the slave students felt more comfortable and wrote site should be preserved and sent those great essays explaining the voyage of slav- slave trading house essays to the mayor. Several students ery to the new world as they understood it in the South. Today, attended local protests against the pro- by using only images as their primary posed new ballpark and met a living source or rationale for their essay. it is an empty parking ancestor of Solomon Northrup. The focus of the class then turned to the lot, the source of I felt so much pride in my students slave trade in Richmond, Virginia and because they started out the lesson frustrat- Lumpkin's Jailhouse, which was the sec- major controversy. ed and bewildered but ended up becoming ond busiest slave trading house in the politically active. Eventually, the urban South during the early years of America. The students then analyzed the famous developers backed off the plan of a pro- Today, it is an empty parking lot running sketch Slaves Waiting for Sale, by Eyre posed baseball stadium, but an empty park- beneath Interstate 95. It has been the Crowe. The sketch was made at ing lot still sits on the Lumpkin's Jail site. source of major controversy because Lumpkin's Jail in 1853. The students ana- The next step is for the students to show urban developers, supported by the lyzed this sketch on a field trip to the site their pride in their neighborhood and (which as I say was an empty parking lot). organize support for a museum or perma- Rodney Robinson is a History Teacher at Armstrong High School in Richmond, I also read passages from Solomon nent monument to recognize one of the Virginia. Northrup's 12 Years a Slave, local histori- most historic sites in the country.

32 ON COMMON GROUND Lee: Philadelphia Coffin: Relevance Carroll-Koch: Imagine

(continued from page 8) (continued from page 21) (continued from page 23) connections have encouraged collabora- The unit became a cry for activism on creativity to fill their kits with all of their tion among teachers on projects and activ- the part of my students: ideas. Asking quality questions, students ities, and in conferences and programs, explored different vectors and genetic within and also beyond their respective "The government should listen to the therapies, all the while adding ideas to classrooms and schools. voices of the people." their tool kits. As genetic engineers, stu- Participants report tremendous enthusi- — India Montgomery, 12th grader dents practiced cutting out "sick" DNA, asm for the TIP in the annual program replacing it with "healthy" DNA, and evaluations. TIP Fellows consistently History repeats itself, and even though then sending it back into the cell through report that the program experience makes children repeat the mistakes of their par- a viral vector. In addition, students simu- them feel valued as professionals. Teachers ents without learning lessons from them, lated silencing genes by flooding the cell who feel supported and valued, who have we can also learn from children. I made with siRNA, which shut down the gene access to resources, and who are intellectu- plenty of mistakes teaching this unit, that coded for the production of a harmful ally stimulated will likely feel more satis- whether it was an over-emphasis on read- protein. fied with their work. By providing teachers ing, an under-emphasis on mixing up the Finally, armed with their tool kit of with professional development and sup- activities, or talking too much when I genetic arsenals and cell models, students port, we strongly believe that TIP positive- should have been listening, but I gained a worked in groups as engineers to develop ly influences their decisions remain in much deeper appreciation for the voices solutions to diseases. Their ideas showed a urban education. of my students. Although I thought I had deep understanding of the concepts as well The Institute aspects that allow teachers to written my unit out of a need to under- feel professional collegiality are significant. stand African American history, I discov- While the superb academic research portion ered instead how relevant the work was to Students worked in groups of our program is the most highly visible my own past, and to young people's as engineers to develop outcome for strengthening effective class- understanding of the present. room instruction, the development of com- Senior John Mosebay, who studied this solutions to diseases. plex support networks among diverse teach- unit for both years I've taught it, earnestly ers may be the critical factor in encouraging told me, "Power to the people meant more as innovative and creative approaches to teachers to stay in their positions. Together, power for every citizen." He went on to their potential solutions. One group decid- these two facets of the Institute program say that he loved to talk about history, and ed to create hospital ribosomes that experience seem to form the firm basis of that the unit gave him the opportunity to repaired or removed broken code when why annual teacher feedback often includes do so. "People then didn't just act up to RNA entered it. Another group sent siRNA the sentiment that the TIP program is the destroy things; they had organization. into the cell, using a viral vector. Yet "best professional development ever" expe- They were willing to fight for what they another group sent Nano robots, transport- rienced by participants. believed in; they were willing to die." ed by viral vectors, into the cell that were I had intended to screen a film related to programmed to recognize, hunt down, and Ntosake Shange's for colored girls who zap their targets. A final group sent in a Adams: Notes have considered suicide/ when the rain- multifaceted arsenal, harnessing the power bow is enuf, but at the end of the unit I of the cell's DNA, which had a corrective 1. Yale National Initiative Web site. took a risk instead and screened the film splicing mechanism capable of recogniz- 2. Commitments to Action on "Night Catches Us," a nostalgic look back ing and splicing out problematic genes. Educational Opportunity, Executive at the Black Panthers, set in the Our young engineers are the future. Office of the President, December Germantown of my childhood. The noise Although hypothetical now, their innova- 2014. of the world drowns out individual voic- tive, bright ideas prefigure future solu- 3. Ibid. es; yet as Senior Anthony McQueen said tions. As our students learn and grow, so 4. National Assessment of Educational in reflecting on the unit, "Every voice will their ideas and technologies, making Progress, Department of Education. should be heard." Teaching and under- what was once merely a hope our new 5. Michael Godsey, The Deconstruction standing lived experience, when one's reality. You can do this! Teach your stu- of the K-12 Teacher, The Atlantic, back yard is the mirror of our small dents to imagine the unimaginable and March 25, 2015. world, helps to that end. harness them with the power of DNA.

FALL 2015 33 Eloquence

By Joseph R. Roach riculum unit for the 2014 Yale National Before the seminar leader and the Initiative for public school teachers, she Fellows in "Eloquence" did anything else, uis took the news about rising sea tried to reassure Luis and the other stu- we first had to learn to use the word rheto- levels hard. A student in April dents. She hastened to emphasize that their ric in a positive rather than pejorative L Higgins's sixth-grade social stud- local environment was a matter of legiti- sense. As the foundational system of the ies class at Skyline Middle School in New mate concern but not fatal predestination. ancient arts of persuasion, "rhetoric" Castle County, Delaware, he heard April But words failed her. "No matter what I means finding the most effective way of speak about the vulnerability of low-lying said," she recalled, "I could not assure Luis telling the truth. It means finding the right localities to increased coastal flooding. He that everything would be all right. His sen- words, which are not always the same concluded that global climate change sitivity made me reflect on my method of words, for different audiences. When the would inevitably put all of Wilmington delivery and the sequence of activities for truth is both complex and contested — as under water. At that point, he put his head the lesson. My instruction had greater the truth about environmental issues is down on his desk in silent despair and emphasis on the negative impacts of sea likely to be today — an adversarial format stayed that way until the period ended. level rise and not enough weight on the or debate is often the best rhetorical As April recounts the episode in ways in which we can take action to approach. That is the solution that April "Energizing Debate: The Pros and Cons of improve the projected scenario for our found for her problem of how to motivate Renewable Sources of Energy," her cur- city." That is the problem that April Luis and the other students to take issues of Joseph R. Roach is Sterling Professor of brought with her to Yale, looking to find a climate change seriously while still keep- Theater and Professor of English, of African solution in "Eloquence," our seminar on ing their heads held high. This time, as she American Studies, and of American Studies at how to increase the likelihood that words eloquently explains, words didn't fail. Yale University. will succeed. Energizing the Debate

By April Higgins plant project that was rejected by mary source of energy. For the sea wall University of Delaware students, faculty, debate, a few students reported that they n my years teaching social studies at and residents of Newark in 2014. One doc- have beach houses and the rising sea Skyline Middle School, located in ument — an interview — required students poses a threat to their vacation spot. I New Castle County, Delaware, a class to identify the claims of each side and the Another student explained how she wants debate was something I always dreamed of evidence that was presented to prove their to be a marine biologist so she already has doing with my sixth graders but never had arguments. tons of good reasons why the sea wall the confidence to actually do. Then I met Next, we read two articles to assist stu- should not be built. For the ethanol Joe Roach, Professor of Drama at Yale dents in gaining a better understanding of motion, a couple of students told me how University. By taking his seminar on the process Delawareans used to gain the they have experts in the field whom they "Eloquence" and through his guidance, I public's awareness of the issue and stop the would like to interview to gain more was able to facilitate three lively debates in project. Last, the students watched a video information. One child's grandfather spent my classes that left my students energized clip of a town hall meeting to see persua- his entire career working on cars and and empowered. sive speaking in action and provide a offered a wealth of information on the use model for their debate. of ethanol. Another student's neighbor is a Day 1: Survey and Case Study Finishing with the model debate, we dis- chemical engineer and was able to help cussed the upcoming debate format and the student grasp exactly how ethanol is The first day of instruction included a pre- motions students will be participating in. produced. The wind power debate had liminary survey in the form of a knowledge Students picked from the following some powerful arguments as well. One rating and a case study on a recent motions: Delaware should build a sea wall student explained that he really needed to Delaware issue. along its coastline as protection from the be in the wind energy group because his Students were provided several docu- rising sea, Delaware residents should be mom has to pay a lot of bills and he ments in a case study related to the power mandated to use ethanol E85 Flex Fuel in believes converting to wind energy will April Higgins is a History Teacher at Skyline their cars, and Delawareans should work help bring her energy bills down. Others Middle School in Wilmington, Delaware. toward the use of wind energy as its pri- explained other benefits of wind power,

34 ON COMMON GROUND including a reduction in carbon dioxide handle responding to the arguments of the The debates themselves were high ener- emissions and Delaware's geography, opposing team, instead of just making gy, and the students took them very seri- which allows for offshore wind turbines. speeches about their topic. ously. I gave them mini whiteboards to encourage note-taking while the opposing Day 2: Debate Teams Meet and Prepare Day 3: The Debates! team was speaking. The teams really embraced the white boards, some using The students arrived to class on day two I organized the classroom with the two them to write key points for their speaker excited to learn which debate team they debating teams on opposite sides of the and others to draw diagrams that further were on. I had the students establish roles room and the remaining students serving as emphasized their argument. The collabo- within their team, including note takers, an audience as they waited for their own ration of teams during the debate almost data organizers, and three speakers. In brought me to tears, as the students my inclusion class, with nine special were huddled together whispering and education students and fifteen general frantically working to come up with education students, I only conducted their plan of action. two debates to increase the number of At the end of each debate we cele- students on the teams. In this way, all brated both teams' effort and accom- of the students were able to participate plishment with a round of applause. I without having to speak in front of the explained the strengths and weakness- class or become frustrated with the es of the arguments of both teams and amount of information to be collected determined a winning team based on a in order to participate effectively in the rubric included in my unit. For the debate. Many students in this class most part, the students in the audience have difficulty reading, but in the small were able to predict which team was group discussions they were able to the winner based on the arguments and grasp the concepts. The larger groups counter-arguments they made. also provided a buffer when students To conclude the unit I had the stu- were pulled from class owing to disci- dents complete a survey to assess their plinary action, testing, or illness. understanding of the unit objectives, as The students were given a little over noted earlier, and gain feedback on the sixty minutes to research their topic. I unit itself. In terms of the unit objec- provided the teams with packets of var- tives, there was an increase of student ious articles on their topic and allowed understanding from the beginning to them to use the two computers and an the end of the unit. The students report- iPad to look up any additional informa- ed that they liked having multiple tion. The energy and excitement in the debates with small teams, they enjoyed room was contagious! Teachers and being able to pick their topic, and administrators passing by stopped in to thought debating about Delaware see what the students were working on. THE SOCIAL BENEFITS OF BIOCHEMICAL RESEARCH (DETAIL), 1941-43 issues made it more emotional, since it The students were excited to find good is our own state. A highlight for me information or develop a strong argument. debate to take place. Before beginning the was when a student asked whether he They would dash to the computer to look debates the students filled in position sheets could speak with the principal to start an up more information and run back to their that included their position on the motions after-school debate team. Of course I said group to share what they found. and their basis for it. During the debate they yes! The students offered suggestions, To conclude the research period I gave took notes and wrote questions for the teams including more time for researching and each debate team a simulated speech from and at the end of the debate explained their allowing the students themselves to help the opposing team to challenge them to final opinion on the topic. The position sheet decide which team was the winner for each form a counterargument with appropriate kept most of the students engaged while of the debates. information. This part of the lesson was they watched the debates and helped me to This unit was a valuable experience for added to the unit as an afterthought, as I understand what content knowledge they my students, and I plan to use it for years to was uncertain how well the students would gained from their classmates. come.

FALL 2015 35 Playing with Poems: Rules, Tools, and Games

By Langdon L. Hammer college, focus on meaning. The danger in ments of repetition, all of which we this approach is in turning poetry into respond to in the way we respond to music. ho would think you could get a something that has one right answer and is Tuning into such patterns alerts us to the room full of ninth-graders in not something students might write, sensory properties of words, a dimension W Pittsburgh (or anywhere else) respond to, or care about once they leave essential to meaning, rather than an adjunct to settle into reading and writing sestinas to it, in all forms of communication. — a Medieval song form developed by the Meaning doesn't mean much without it. Troubadour poets of Provence? Moreover, I'm making poetry sound more profound aside from the pure good of getting ninth- Learning to play — and serious, and therefore more intimidat- graders to settle into anything, there is the collaboratively — the game ing, than ever. But that's where games question of Why anyone would want to do come in. Poetry involves a great deal of that. The sestina is not going to appear on of the sestina, Jen's students work, whether you are reading or writing a national or local assessment any time learned that it's OK to play it, but it's a kind of work that involves play. soon. From the point of view of pattern, poems Let me answer the why question by back- with words. It's in this sort are games played by certain rules. And ing up. To get at what poetry, in general, of play that we make and play is nothing to be afraid of. has to teach, we have to get over the fear of These were the guiding ideas behind our poetry. Students feel it; teachers feel it. discover meaning. seminar, and Jen Giarrusso made revelato- This has to do with the fact that poetry is ry use of them in her curriculum unit on the usually treated as something profound and sestina, a crazily-demanding verse form serious. It isn't! Well, no, it is; but just say- your class. Even for students who get good that, for reasons Jen explores in her unit, ing so is not the way to show you what is at finding meaning, the approach loses has a surprisingly vital place in modern profound and serious about it. what is specific about poetry. poetry. Learning to play — collaborative- Most approaches to poetry, starting in the By which I mean its material, formal ly — the game of the sestina, Jen's students primary grades and going all the way to dimension — the fact, for instance, that learned that it's OK to play with words. poetry is typically organized in lines, It's in this sort of play that we make and Langdon L. Hammer is Professor of English according to rhythmic patterns and ele- discover meaning. at Yale University.

The Sestina

By Jennifer Giarrusso ne of the proudest moments in I walked into "Poetry: Rules, Tools and my teaching career happened last Games" apprehensively; I had always had Editorial note: The image chosen for Jen's O November after I returned from a rough time teaching poetry to high school article is an Elizabeth Bishop watercolor, the reunion of the 2014 National Initiative. students (a senior once exclaimed, "I'm perhaps justification enough, but we also I stood in first period and watched one of going to be an engineer, I don't need to read think it has to do with Bishop's "Sestina," my students — Izzy — smile in a way I poetry!"). Some students liked poetry, but the focus of Jen's curriculum unit. True, the had yet to see since meeting her in August. mostly because it was short. Most had parallel is far from perfect: the grand- I had just told her and the rest of her class experienced a lifetime of "not getting it," mother's "iron kettle sings on the stove" in that I had spoken at Yale about the sestinas so they seemed incredulous that there the poem, but only beans and rice are in they wrote; that, specifically, I had read would ever be a different outcome. evidence in the picture; and the child in the Izzy's group's poem, "Home Alone," in the The unit I planned to redesign from our poem thinks of a "flower bed," not a pitch- reunion of my seminar and the professor school's curriculum asked students to read er of flowers next to the stove. The child was very impressed. She beamed in a way a survey of "important" poems, review var- wants the flowers in "the front of the I'd never seen a student do before in reac- ious poetic devices and create a scrapbook house," meaning perhaps that she wants a tion to news about their work. that reflected some aspect of their identity. better life. And yet: the gigantic size of Jennifer Giarrusso is an English Teacher at Students typically enjoyed this unit, but Bishop's watercolor flowers may suggest Allderdice High School in Pittsburgh, mostly for its fluffiness — it involved that they too belong elsewhere. Pennsylvania. touchy-feely creative writing, cutting and

36 ON COMMON GROUND pasting things, sometimes glitter — not much of a downside, really. But I wanted to adjust this project so that students would actually learn something new, not just review metaphors and similes, and actually build skills they would need to analyze poetry and literature in high school English classes. Most importantly, I wanted to fig- ure out a way to teach poetry so it might put a smile on a child's face rather than a sneer. This vague plan accompanied me to New Haven in July. I fumbled around with it for a few days of the seminar until Lanny showed us the sestina — particularly, John Ashbery's "Farm Implements and Rutabagas in a Landscape." This poem, which chronicled Popeye and his family (yes, Popeye the sailor man), made me smile. The sestina form comprises seven stanzas, six of which have six lines ("sest-") ELIZABETH BISHOP, RED STOVE AND FLOWERS, 1955 and an envoy with three. The end words of each line in the first stanza are also the end when reading the sestina. The students But Izzy's group's poem was my favorite. words in each of the other stanzas, moving began to get at this after reading "Sestina," In a poem called "Home Alone," their sub- to different positions, before all are repeat- but they still struggled; this was a weird ject was a young boy dealing with the chal- ed in the envoy. Although I was hesitant to form to them and a poem that certainly lenges of growing up. Each stanza moved write a unit about a type of poem I'd never wasn't "easy." through a different stage of his life until, by seen before, Lanny encouraged me to go After discussing "Sestina," the groups set the envoy, he was a father raising his own with it: the best teaching we do is about out to write their own. I gave students a child. It reflected on growing up and old something we're excited about, he said. template (much like the letters one would (with considerable prescience for a set of The research portion of my unit focused write to label a poem's rhyme scheme) so 14-year-olds) and how the things that on only the sestina, and I analyzed four dif- they could easily create the end word pat- excite us as children change as we grow, ferent ones. Rather than scrapping the tern. This writing process turned out to be but never really go away. The treatment of entire poetry unit for only sestinas, I added much more complicated than I expected, the topic perfectly exemplifies the "feel- the sestina reading and writing as a "mini- but equally as invigorating for everyone. ing" of returning to an idea, but an idea that unit," nestled into the scrapbook project. I Some groups had a rip-roaring good time changes at each encounter. I knew this chose to show my students "Sestina" by while others calmly worked through the would be the poem I'd show off when I Elizabeth Bishop. I first asked them to read pattern as if they were solving a jigsaw returned to Yale in October. it and give their impressions — what stood puzzle. I had to talk one group around Most of the kids either go "ooooooh" or out, what they noticed about the form. We when one member wanted to write it all seem unimpressed when I talk about my then formed groups and wrote inquiry- himself ("Group writing is AWFUL, Ms. experience at Yale. This time, while every- based questions about the end words, each G!") and mediate the disagreement of a one was delighted to hear that I shared their group focusing on one. group that couldn't settle on a topic. poems with REAL- LIFE YALE PROFES- The sestina lends itself particularly well The poems they wrote were amazing. SORS, it was Izzy's reaction that made to topics over which there is obsession and They wrote about the seasons, a sloth who clear the impact this unit had had. Learning the paradoxical feeling of moving through went to Starbucks, a group of animal about a new type of poem, reading one and time yet not doing so — imagine moving friends, "websites," war, Pittsburgh, then writing her own, had led to one of toward the center of a circle in a spiral pat- princesses, the Phantom of the Opera, one those smiles that you can't squelch. For tern. This is an incredibly hard thing to called "Interplanetary Love," and one once, poetry had made a student smile explain, but not terribly difficult to "feel" about things that are cray-cray. rather than groan or complain.

FALL 2015 37 Fry: Knowledge to College

(continued from page 11) guished teaching and administrative In introducing Sydney Coffin's account of second article outlines her ongoing career, having risen to deputy superinten- teaching his unit, Dean Holloway empha- research into the importance of teacher dent of Pittsburgh schools in 1983, she sizes how much his own involvement retention in high-need schools, conclud- accepted a visiting education professor- with the Teachers Institute has influenced ing with strong evidence that the Teachers ship at Chatham College. In 1999 she the way he thinks about the mission of Institute is a proven means of achieving became Director and the guiding inspira- teaching. To illustrate Dean Holloway's this goal. tion of the Pittsburgh Teachers Institute, seminar, "Narratives of Citizenship and Yale Mathematics Professor Roger while in the meantime taking on the job of Race since Emancipation," we have cho- Howe has written for us before on the Interim Superintendent of Pittsburgh sen the lithograph by Thomas Kelly (after many subterranean implications of ele- schools. For many years thereafter, she James C. Beard) of the Fifteenth mentary arithmetic, and the difficulty stu- attended the summer Intensive Session of Amendment according all male citizens dents will have in developing higher math the Yale National Initiative. We will never the right to vote regardless of race, color, skills if they don't understand these impli- forget the perfect pitch of her messages or previous condition of servitude. This cations. The challenge he addresses on the from the podium: her charismatic and lithograph was created in 1870, the year present occasion, with emphasis on place unusual mixture of dignified elegance, the Fifteenth Amendment was ratified, value and unit fractions, is the training of heartfelt compassion, suspenseful timing, and depicts notable politicians and aboli- teachers to teach the Common Core. He gentle sarcasm, and dry wit. What a tionists together with scenes of African points out that in other cultures with teacher! It was a pleasure and a rare privi- Americans participating in civic life. strong student outcomes, such as Japan lege to listen to her, and to know her. Taking up our Contents henceforth in and China, math teachers are offered, and The rest of the issue is devoted to a tra- order, then, we begin with articles related need to be offered, a common core of pro- dition that has been in place since the to our seminars on STEM topics, as it is in fessional development like the kind made founding of the Yale National Initiative. these areas that we have arguably expand- available by Teachers Institute seminars. Fellows in recent national seminars ed our offerings most effectively, especial- We are very happy also to include describe what it has been like to teach the ly in the National Initiative; and as it is progress reports from two Institute topic described in their curriculum unit. also in these areas that the urgency of Directors, Director Alan Lee of the The Fellows' articles are introduced by preparing students in high-need schools Teachers Institute of Philadelphia, and notes from the seminar leaders describing for college is felt most acutely. We have retiring Director Raymond Theilacker their seminar and the author's curriculum two articles arising from work done in the (our many thanks to you, Ray, for what unit. We begin this section of the present 2014 seminar led by Paul Turner, you have done over the years, and our issue not with an introduction to an article, "Microbes Rule!", and introduced by him warmest wishes for a happy retirement!). however, but with a tribute by Mark here: Kathleen Tysiak's successful effort to Alan's success in negotiating the politics Saltzman to two teachers from the Diné get her AP Biology students comfortable of Philadelphia education policy has been Nation of the Navajo in northeastern reading primary sources in scientific liter- truly remarkable, and his account here of Arizona who participated in his seminars ature on immunological diseases, and perseverance and success is most inspir- on "Organs and Artificial Organs" and Vanessa Vitug's exciting account of virus ing. Ray pioneered the experiment in "How Drugs Work," respectively. Both of battles, with the body a besieged castle and working with and coordinating multiple these teachers, Jolene Smith and the late the students debating the strengths and school districts, and his account, with his revered Marilyn Dempsey, developed weaknesses of attacking and defending similar emphasis on the obstacles thrown remarkable units showing the compatibili- viral armies. In Kathleen's article we place in teachers' way and the Institute's suc- ty of "modern" medicine with traditional an image of a virus from Carl Zimmer's cess in counteracting them, is similarly forms of natural healing. In honor of their inspiring textbook, A Planet of Viruses, inspiring. work, we accompany Mark's tribute with and in the San José-based Vanessa's article The accounts of these two fine Directors an image by the well-known Navajo artist we place an abstract painting that looks remind us — though in truth we need no Harrison Begay: Medicine men making a like a virus by a nearby Northern reminder — that the Teachers Institute sand painting of the kind used in healing California artist, the late Richard community sustained a very sad loss in rituals. Bowman. July 2015. We mourn and pay tribute to In this issue, we are pleased and honored Arising from Mark Saltzman's 2013 the former Director of the Pittsburgh to publish articles not only by Yale seminar on "Genetic Engineering and Teachers Institute, Helen Faison. When President Peter Salovey but also by the Human Health," New Haven's own Laura Helen retired in 1993 from her distin- Dean of Yale College, Jonathan Holloway. Carroll-Koch devised a unit that carried

38 ON COMMON GROUND her fourth graders (!) to startling heights of Movement flashed forward to recent vio- hopes on the activist side of his teaching sophistication in the understanding of lence against Blacks, which Sydney calls to save the neighborhood of the old DNA. Yes, they made DNA models with "the Age of Michael Brown." For this arti- Lumpkin Jail in Richmond from develop- gummy worms, like the fourth graders we cle we could think of no better image than ers, but the broader reach of his teaching all know and love, but their understanding Shepard Fairey's famous poster of Angela is the history of slavery in Richmond, and of how DNA works and their prognostic Davis. For Mary Lui's 2014 seminar on to that end we choose for his article a and diagnostic skills under Laura's tute- modern urban immigration and migration, Richmond painting by Eyre Crowe, lage are truly remarkable. It looks as Krista Waldron developed a gripping "Slaves Waiting for Sale." though her high-need children will be account of the demographic in the region Our article by April Higgins from ready for college very soon! The image of Tulsa where she teaches, fashioning not Joseph Roach's 2014 seminar, we've chosen for her article is a drawing of so much an account of migration as of a "Eloquence," takes us right back to DNA from Mark's recent book, stranded minority that develops ritual and "Energy Sciences," as the debates she Biomedical Engineering. And from Gary esoteric codes similar to the ones Mary stages, pitting modes of rhetorical skill Brudvig's seminar, "Energy Science," also emphasizes. Apt for Mary's seminar, and against each other, concern the pros and 2013, we have Jinsue Hafalia's article, placed in her introduction, is the image of cons of environmental issues in her state "Gasoline or Biodiesel?" on teaching stu- northward flight, with fugitives from Jim of Delaware. All these debates have to do dents to understand, or at least to begin to Crow lined up at windows marked New with energy conservation, and to that end, understand, the environmental conse- York, Chicago, St. Louis from the first resisting the temptation to show debaters quences of relying on fossil fuels. For this panel of the Migration series by Jacob staring each other down, we accompany article the image is Ed Ruscha's ironic icon Lawrence recently on exhibit at MoMA. her article with the directly appropriate of gas guzzling at its most imperial, As the caption to Lawrence's Panel 3 in painting by John Steuart Curry, "The "Standard Station, Amarillo, Texas." the series puts it, "From every southern Social Benefits of Biochemical For the seminar Roger Howe taught in town migrants left by the hundreds to Research." 2014, "Place Value, Fractions, and travel north." This is the work of And finally, from Langdon Hammer's Algebra," emphasizing the topics that are Lawrence's youth — the series of 60 pan- 2014 seminar, "Playing with Poems: centermost in his feature article here, els was completed during the Second Rules, Tools, and Games," Jen Giarrusso Anne Agostinelli echoes Roger in stress- World War when he was 23 — each image successfully challenged her students to ing the importance of scaffolding for per- executed on a gessoed wood panel in an realize that poems aren't just tedious vari- sons leery of math, and gives a moving unheated Harlem loft. The reader is ants on "Roses are red" by making them account of "building fearlessness" in stu- referred to an editorial note to Mary Lui's come to terms with the sort of poem that dents who thought they'd never "get it." contribution, with a few more remarks forces you to understand why poems are Numbers are complicated, their interac- about this series. written, the sestina. As he says, Lanny tions are at once fluid and structured, and Two interesting and well-described proj- introduced his Fellows to the form with we feel that no artist gets this elegant ects came out of Tim Barringer's 2014 John Ashbery's "Farm Implements and intricacy better — with the possible seminar, "Understanding History and Rutabagas in a Landscape," and for her exception of Mel Bochner — than Society Through Images, 1776-1914." students Jen chose to focus on Elizabeth Jasper Johns whose "0 Through 9" in the Miles Greene describes the way he gets Bishop's "Sestina." In celebration of that Tate Modern we reproduce for Anne's his students to understand the historically wonderful poem we choose Bishop's article. deplorable laboring conditions, especially watercolor, "Red Stove and Flowers," We represent the Social Sciences (in for women and children in the United which includes some of the poem's motifs. each case as it happens in seminars where States, as the Industrial Revolution Each of these teaching and learning social history was evoked at least in part unfolded. Miles will describe his particu- experiences was clearly galvanizing for through visual images) with four articles lar focus, but for our image we couldn't students. Anyone reading about them will drawn from three seminars. The 2012 resist choosing the beautiful and subtle wish to have been a student in each of seminar of Dean Jonathan Holloway, painting of American women going to these classrooms in turn. You can feel the whose introduction we have mentioned, work by Winslow Homer, "Morning excitement, and the intellectual awaken- produced Sydney Coffin's intense account Bell," in the Yale Art Gallery. Rodney ing, which are all that's needed to propel of teaching — with his usual Philadelphia Robinson develops his curriculum unit high-need students into college, and to specificity — the role of women in the "Pain to Pride" with a focus on his home support the teachers of high-need students Black Panthers and the Black Arts in Richmond and his school there. He in their mission.

FALL 2015 39 ® On Common Ground Yale University NON- PROFIT ORG. Strengthening Teaching through Yale-New Haven Teachers Institute U.S. POSTAGE School-University Partnership P.O. Box 203563 PAID New Haven, Connecticut 06520-3563 PERMIT NO. 4239 Number 15, Fall 2015 Minneapolis, MN CHANGE SERVICE REQUESTED Yale-New Haven Teachers Institute® Phone: (203) 432-1080 Fax: (203) 432-1084 E-mail: [email protected] World Wide Web: teachers.yale.edu

Executive Editor, James R. Vivian Chairman, Editorial Board, Paul H. Fry

The Yale-New Haven Teachers Institute is an edu- cational partnership between Yale University and the New Haven Public Schools designed to strengthen teaching and learning in local schools and, by example and direct assistance, in high- need schools around the country. Through the Institute, teachers from the university and the schools work together as professional colleagues.

Founded in 1978, the Institute is the first program of its type to be permanently established as a unit of a university. In 2004, the Institute announced the Yale National Initiative to strengthen teaching in public schools, a long-term endeavor to influence Read On Common Ground online at teachers.yale.edu. public policy on teacher professional development.

(continued from front cover) their own, and that is when the Yale-New teachers with whom they work and also a exports the model to school districts else- Haven Teachers Institute entered the dis- broader impact on the deeper problem con- where in cooperation with their nearby uni- cussion. While I was there, Gene Sperling cerning access to higher education that the versities: Philadelphia and the University of and Arne Duncan took note of the Teachers country faces. Pennsylvania, multiple school districts in Institute as an exemplary model for pro- At the sequel to the January meeting this Delaware and the University of Delaware moting these ends. Researchers have past December, Yale therefore recommitted — with Institutes soon to come in shown that the Institute approach promotes to increasing the preparation and effective- Richmond, Chicago, T ulsa, and San José. ness of teachers in public schools that Wherever the Institutes go, they improve enroll a significant proportion of students teacher morale by fostering collegiality and Our faculty has both an from low-income families. In recognition empowerment among themselves while of the Institute's contribution to this end, improving the teachers' knowledge and immediate effect on the and toward the goal of ensuring an equi- understanding of what they teach. teachers with whom they table distribution of effective teachers for I was privileged to be part of the White engaging and educating students from low- House Summit in January 2014, the special work and also a broader income families, I have agreed to host a theme of which was college access for impact on the deeper national Conference at Yale in October first-generation students from low-income 2015 on the role of Teachers Institutes in families. The initial theme of this gathering problem concerning access supporting and retaining teachers in high- was how colleges and universities might to higher education that the need schools. change their own admissions policies to To return in conclusion to the importance expand their applicant pool, but it gradual- country faces. of the Institute model to our faculty: ly became clear that although certainly Whenever I attend the annual University such steps could and should be taken, they Advisory Council meeting of the Institute, would have only a limited effect in improv- the dimensions of teacher quality known to a couple of our faculty who have been sem- ing matters for high-need students. improve student achievement and encour- inar leaders tell the story of their seminars. Admissions categories can only fluctuate ages its participants to remain teaching in They are enormously inspiring. I am a within a limited range. Attention then shift- high-need schools. One study found that data-oriented social scientist, but their ed to additional ways in which universities participants were almost twice as likely to anecdotes and case studies really make this could expand admissions pools, not just remain teaching in their school as were work come alive for me. It makes me wish Peter Salovey is President of Yale University teachers who had not taken part. Our facul- I were still in the classroom and leading and Chris Argyris Professor of Psychology. ty has both an immediate effect on the one of these seminars myself.