The DREAM Classroom
This module introduces you to the general layout of summer camp and expectations for the camp structure.
Overview of Summer Camp
DREAM summer camp is focused on ensuring that students ages 8-15, many of whom are below grade level in reading and math, achieve significant academic growth in reading and math during the four weeks of intensive instruction that comprise summer camp.
In order to reach this goal DREAM focuses on three primary objectives (1) Providing quality instruction for our students and developing their life skills, (2) Training local teachers and students of education in best instructional practices, and (3) Developing cross-cultural skills in our local and international volunteers which allow them to work effectively as a team.
So, is it school or summer camp?
The answer is both and neither. In the U.S., typical summer camps engage students in fun activities that allow them to build skills beyond academic skills (reading, writing, and arithmetic).
To achieve the goals of summer camp, our work in the classrooms spans academic and socio-emotional facets of the participating children’s lives. Both aspects are important and guide our work; therefore, we want to make sure that as we value academic endeavors (reading, math instruction), we also foster fun, safe, and engaging environment where children can be develop as children and enjoy, play, sing. These two aspects don’t need to be (and shouldn't be!) mutually exclusive.
What characterizes the DREAM classroom?
The DREAM classroom emphasizes student-centered pedagogies and strategies. We believe in fostering as much student participation and involvement in classroom activities as possible, starting with inquiry-driven lessons that are relevant and speak to students’ lives and futures.
The DREAM classroom, like most classrooms in the Dominican Republic, is also a very flexible place where resourcefulness is a way of life. Making do without Internet access and sometimes even without electricity is a key expectation. Handwriting materials and having students copying down information is often necessary.
What does DREAM expect from the PD Coaches? Teaching
During camp, the PD Coaches work with a cooperating Dominican teacher (most likely an education student at a university) to teach the academic portions of the summer program – literacy and math skills. The goal is for PD Coaches to model best practices in learner-centered instruction for the cooperating teacher. It is key for both the PD Coach and the cooperating teacher to work together in teaching and share responsibility. By the end of the second week, the cooperating teacher should be doing at least half of instruction, and more than half of instruction during the last two weeks of camp with the PD Coach providing support and guidance.
Planning and resources
Planning for summer camp classes happens during a planning period during each tanda (see schedule below). While some planning can take place outside of school, working with the cooperating teacher would be pretty limited outside of school. Resources for school include shop paper, markers, crayons, and books from our library. Technology access is generally not available. Copies are limited to two handouts per week per classroom for class sets.
Coaching
As mentioned in the teaching portion, the larger role of the PD Coach is to model instructional strategies for the cooperating teachers and help the teachers as they develop teaching skills. Strategies for coaching the cooperating teachers include modeling, co-teaching, and observation/debriefs. We encourage PD Coaches to do as much of the planning and teaching as possible together with the cooperating teacher. By the same token, we greatly discourage the PD Coach to do most of the planning and teaching on their own without coordinating with the cooperating teacher.
Below you can find some great readings that deal with the coach/teacher relationship. These are all very short and quick reads but very helpful from The Mentoring Leadership Resources Network at http://www.mentors.net/articles.php.
In the Overview of Mentoring section:
"Collaboration through peer coaching and mentoring"
In the Information for mentors and about mentoring practices section:
"What distinguishes a mentor?"
"Expert versus Novice Teacher"
"Advice to Beginning Mentors"
"Testimonial: A mentor reflects"
"A thin chalk line"
"Lessons from mentors in cross-grade and cross-subject settings"
What is the schedule for the summer program? Orientation
Summer programming begins with a weeklong orientation for all staff that allows them to become familiar with staff responsibilities, expectations, and different policies and procedures. Two of these days will be dedicated for classroom preparation. Think of this week as “back to school” where you’ll have some PD and some time in your classroom to accommodate your materials.
First week of camp
The first week of camp is very intense and flexibility is key. It involves identifying student reading levels (based on previously given assessments) and math levels (tested during the first week of camp). There are expectations for setting norms and building classroom procedures with students, so bring your best ideas! There is also a Desfile that ends the week, celebrates camp, and introduces the community to the DREAM staff.
What is the theme for summer camp?
This year’s summer camp is based around Social Justice. While we will discuss the theme in greater detail during orientation, you’re welcome to think of resources you might want to bring with you to use in reference to the theme. In preparation, you might want to do some reading around issues in the Dominican Republic that can spark conversations about social justice.
What is a typical summer camp day like?
The following is a sample schedule for the tanda (session). There are two tandas each day with some time for lunch in between. Lunch takes place at your site, so please plan to be on site the entire day.
Camp assembly
All staff and kids gather to talk about the theme and get pumped for the start of the day
Drop Everything and Read
(Para todo y lea)
EVERYONE (staff and kids alike) reads for a period of 20 minutes (bring your favorite book(s)!)
Academic Period
Group lessons on reading or math
Academic Period
Learning stations on reading or math skills based on group lessons
Extracurricular activity
Art, music, physical education, or camp theme-based class
There will be staff to teach the extracurricular time, so this will be your planning time.
Closing activity
Academic assistants lead a fun activity before students are dismissed.
For more on what a typical DREAM classroom looks like and further explanations of learning stations, Drop Everything and Read, and the goals of summer camp, please take a look at the following video: https://www.dropbox.com/s/3gowy5sdiipnfsf/training%20vid-.mp4?dl=0
This module introduces you to the general layout of summer camp and expectations for the camp structure.
Overview of Summer Camp
DREAM summer camp is focused on ensuring that students ages 8-15, many of whom are below grade level in reading and math, achieve significant academic growth in reading and math during the four weeks of intensive instruction that comprise summer camp.
In order to reach this goal DREAM focuses on three primary objectives (1) Providing quality instruction for our students and developing their life skills, (2) Training local teachers and students of education in best instructional practices, and (3) Developing cross-cultural skills in our local and international volunteers which allow them to work effectively as a team.
So, is it school or summer camp?
The answer is both and neither. In the U.S., typical summer camps engage students in fun activities that allow them to build skills beyond academic skills (reading, writing, and arithmetic).
To achieve the goals of summer camp, our work in the classrooms spans academic and socio-emotional facets of the participating children’s lives. Both aspects are important and guide our work; therefore, we want to make sure that as we value academic endeavors (reading, math instruction), we also foster fun, safe, and engaging environment where children can be develop as children and enjoy, play, sing. These two aspects don’t need to be (and shouldn't be!) mutually exclusive.
What characterizes the DREAM classroom?
The DREAM classroom emphasizes student-centered pedagogies and strategies. We believe in fostering as much student participation and involvement in classroom activities as possible, starting with inquiry-driven lessons that are relevant and speak to students’ lives and futures.
The DREAM classroom, like most classrooms in the Dominican Republic, is also a very flexible place where resourcefulness is a way of life. Making do without Internet access and sometimes even without electricity is a key expectation. Handwriting materials and having students copying down information is often necessary.
What does DREAM expect from the PD Coaches?
Teaching
During camp, the PD Coaches work with a cooperating Dominican teacher (most likely an education student at a university) to teach the academic portions of the summer program – literacy and math skills. The goal is for PD Coaches to model best practices in learner-centered instruction for the cooperating teacher. It is key for both the PD Coach and the cooperating teacher to work together in teaching and share responsibility. By the end of the second week, the cooperating teacher should be doing at least half of instruction, and more than half of instruction during the last two weeks of camp with the PD Coach providing support and guidance.
Planning and resources
Planning for summer camp classes happens during a planning period during each tanda (see schedule below). While some planning can take place outside of school, working with the cooperating teacher would be pretty limited outside of school. Resources for school include shop paper, markers, crayons, and books from our library. Technology access is generally not available. Copies are limited to two handouts per week per classroom for class sets.
Coaching
As mentioned in the teaching portion, the larger role of the PD Coach is to model instructional strategies for the cooperating teachers and help the teachers as they develop teaching skills. Strategies for coaching the cooperating teachers include modeling, co-teaching, and observation/debriefs. We encourage PD Coaches to do as much of the planning and teaching as possible together with the cooperating teacher. By the same token, we greatly discourage the PD Coach to do most of the planning and teaching on their own without coordinating with the cooperating teacher.
Below you can find some great readings that deal with the coach/teacher relationship. These are all very short and quick reads but very helpful from The Mentoring Leadership Resources Network at http://www.mentors.net/articles.php.
In the Overview of Mentoring section:
"Collaboration through peer coaching and mentoring"
In the Information for mentors and about mentoring practices section:
"What distinguishes a mentor?"
"Expert versus Novice Teacher"
"Advice to Beginning Mentors"
"Testimonial: A mentor reflects"
"A thin chalk line"
"Lessons from mentors in cross-grade and cross-subject settings"
What is the schedule for the summer program?
Orientation
Summer programming begins with a weeklong orientation for all staff that allows them to become familiar with staff responsibilities, expectations, and different policies and procedures. Two of these days will be dedicated for classroom preparation. Think of this week as “back to school” where you’ll have some PD and some time in your classroom to accommodate your materials.
First week of camp
The first week of camp is very intense and flexibility is key. It involves identifying student reading levels (based on previously given assessments) and math levels (tested during the first week of camp). There are expectations for setting norms and building classroom procedures with students, so bring your best ideas! There is also a Desfile that ends the week, celebrates camp, and introduces the community to the DREAM staff.
What is the theme for summer camp?
This year’s summer camp is based around Social Justice. While we will discuss the theme in greater detail during orientation, you’re welcome to think of resources you might want to bring with you to use in reference to the theme. In preparation, you might want to do some reading around issues in the Dominican Republic that can spark conversations about social justice.
What is a typical summer camp day like?
The following is a sample schedule for the tanda (session). There are two tandas each day with some time for lunch in between. Lunch takes place at your site, so please plan to be on site the entire day.
(Para todo y lea)
There will be staff to teach the extracurricular time, so this will be your planning time.
For more on what a typical DREAM classroom looks like and further explanations of learning stations, Drop Everything and Read, and the goals of summer camp, please take a look at the following video:
https://www.dropbox.com/s/3gowy5sdiipnfsf/training%20vid-.mp4?dl=0