Abstract
Three college professors collaborate with a school district to develop and teach an integrated curriculum to English language learners. Dr. Weinburgh and her collaborators reflect on the 6 years of teaching and outline what they have learned. Most significant is the influence it has made on their college teaching and research agendas. Their experience in “practicing what they teach” includes the planning and implementation of inquiry-based science lessons that contain authentic mathematics and English literacy skills. Returning to what their K-12 colleagues call the “real classroom” has been educative at two distinct levels. The first value is practicing the very methods of teaching that they advocate with pre- and in-service teachers. The second value is in terms of interactions with college students. With the added insight from current work with children, they now approach their methods and content courses differently.
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Weinburgh, M.H., Silva, C., Smith, K. (2014). Learning from Fourth and Fifth Graders in a Summer School for English Language Learners. In: Dias, M., Eick, C., Brantley-Dias, L. (eds) Science Teacher Educators as K-12 Teachers. ASTE Series in Science Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6763-8_13
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