''Heterogenius'' Classrooms--Behind the Scenes: Detracking Math and Science--A Look at Groupwork in Action

''Peering into science and math classrooms to bear witness to the transformative possibilities of detracking, 'Heterogenius' Classrooms offers wide-angle inspiration and explicit zoom-in on details of practice. . . . Through accessible language and detailed illustrations, these very fine educators carefully reveal the magic but also the how-to's of rigorous curricula, complex tasks, and deep classroom participation.''

--From the Foreword by Michelle Fine, Distinguished Professor of Psychology, The Graduate Center-City University of New York

''I love it. We need it. We're living through dangerous times and how we organize schooling is an essential ingredient in restoring community, providing for both a better and more equitable experience for all children. Thank you Watanabe et al.!''

--Deborah Meier, Steinhardt School of Education, New York University

''For most of the pre-service mathematics teachers I work with, designing and teaching a lesson with problems and questions that will engage untracked groups of students in rich mathematical discussion is great theory but is impossible for them to imagine in practice. 'Heterogenius' Classrooms provides just the connection they need to see. This well organized DVD provides an 'existence proof' that when teachers implement the community building methods of Complex Instruction, their students can and do engage in productive mathematical work.''

--Judith Kysh, San Francisco State University

''Professional developers struggle to find concrete examples of positive groupwork in math and science to help teachers incorporate successful strategies into their teaching. 'Heterogenius' Classrooms combines video snapshots of teachers using these strategies with explicit and clear descriptions of each strategy, how and when to use it, and why the strategy is effective. This is a powerful resource that should be a part of any professional developer's library.''

--Rebecca Smith, Co-Director, Science & Health Education Partnership (SEP), University of California, San Francisco

While researchers have documented the promise of detracking reform, many teachers still find it difficult to teach students with a wide range of academic skills in one classroom. Through engaging classroom footage and powerful interviews with teachers, students, and administrators, this 80-minute DVD showcases best practices from successful detracked math and science secondary classrooms. The companion book features the backdrop to the film, including lesson plans, student handouts, rubrics, and reflections written by featured teachers in order of their appearance in the film. Concluding chapters cover topics such as support for struggling students, professional development opportunities for teachers, and frequently asked questions about and additional resources on detracking. 

In this current high-stakes testing climate, educators must make a decision about how to address the needs of students who are not meeting grade-level expectations. Do they place these students in separate, remedial classes, or do they detrack? This resource shows that detracking--more rigor with multiple entry points and support--is the socially just and effective alternative to remediation through tracking.

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Temple S. Lovelace

Dr. Temple S. Lovelace is an Associate Professor of Special Education at Duquesne University in Pittsburgh, PA. Her research interests include social justice and equity through a disability inquiry lens, as well as innovative classroom based instructional and intervention strategies in the areas of academic and behavior supports. With 15 years experience as an educator, she has remained committed to serving young children and supporting quality and innovative education initiatives that provide the opportunity and access all children deserve. Dr. Lovelace spearheaded the revitalization of the widely successful Fusion program, which is a partnership between Duquesne University and Center of Life, a Hazelwood-based community empowerment organization. As a graduate of The Ohio State University and a doctoral-level board certified behavior analyst, Dr. Lovelace's research has been focused on the principles of behavior analysis and education in urban contexts. Currently, Dr. Lovelace is focused on achieving equity for persons of color with disabilities and their families. In a partnership with The Color of Autism Foundation, Dr. Lovelace hopes to continue her community-based work using Pittsburgh and Detroit as models for how families, communities, schools and universities can work together in support of groundbreaking instruction and intervention supports for the Autism community. Research Interests "Making" and "Tinkering" as Evidenced Based Practices (rooted in STEAM & Literacy) Critical Citizenship of African American Students with Disabilities Youth Voice: Impact on Resilience, Engagement and Education Reform Culturally Responsive Behavior Interventions Teacher, Student, Community - Mediated Transformative Educational Practices (Behavior and Academic Interventions) STEAM-based learning for Females and other Underrepresented Group