Summer+2012+512+Archive

=Summer 2013=

Links to our websites
Katherine's: [] Charlie's: [|Why Kids Should Not Hate Science] Kari's: [|https://delicious.com/#kdobler] Jeni's Blog: (clearly this could have been better- Jeni this is probably fantastic! BE POSITIVE! - [|marinhatcher] ) Click Here Kathy's: Click Here Shannon's [|Pinterest] Marin's [|Pinterest] Leah's: []

Syllabus

 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="edte 512_su13_case-1.pdf" link="file:gonzagateach/edte 512_su13_case-1.pdf"]][[file:gonzagateach/edte 512_su13_case-1.pdf|edte 512_su13_case-1.pdf]]
 * [|Details]
 * [[file:gonzagateach/edte 512_su13_case-1.pdf|Download]]
 * 233 KB

Course Goals
By the end of this course, teaching candidates will be able to:
 * Begin forging positive and professional relationships with students.
 * Add value to their classroom by collaborating with their cooperating teacher and supporting student learning.
 * Deploy several core classroom management techniques.
 * Scaffold instruction using modeling, layering, multiple representations, and questioning.
 * Access appropriate curriculum standards for my subject area
 * Write a measurable lesson objective/target
 * Align objective(s), instructional activities, and assessment within a lesson plan
 * Write questions for all levels of Bloom's taxonomy
 * Articulate in planning how I will discover, assess, and __#|build on__ students' prior knowledge
 * Articulate in planning how I will assess student learning in multiple ways (formative/summative, informal/formal)
 * Plan lessons using a variety of instructional strategies
 * direct-instruction - checking for understanding
 * inquiry-based - provocative questions, managing student-driven learning
 * cooperative-learning- meaningful tasks, individual & group accountability
 * discussion-based - think-pair-share; wait time
 * text-based - pre-during-post
 * Provide examples of how to differentiate instruction based on product, process, and content
 * Effectively search online to find high-quality professional resources and credible answers to my professional questions.
 * Write two-connected lesson plans in my subject area using the lesson design form
 * Engage in principle- and evidence-based reflection of my teaching at a level appropriate for a beginning teacher

Course Strands

 * New Teacher's Survival Guide - How to lay the foundation for a successful year
 * Professional Toolbox - Essential knowledge, skills, and dispositions for educators
 * Teaching Lab - Opportunities to practice teaching
 * Professional Engagement - Finding, applying, evaluating, and sharing professional knowledge

Day 1 - 7/24/13

 * New Teacher's Survival Guide - Cultivating professional relationships with students
 * Professional Toolbox - Writing objectives, curriculum standards, assessment (Bloom's taxonomy)
 * Teaching Lab - Opportunities to practice teaching - Communicating objectives
 * Professional Engagement - Searching
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 2 - 7/25/13

 * New Teacher's Survival Guide - Core classroom management practices - attention getting techniques
 * Professional Toolbox - Lesson Planning (level of detail; compare to a recipe) and giving directions
 * Teaching Lab - Modeling & setting expectations for a task
 * Professional Engagement - Text-Based Instruction, Zen of Powerpoint
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 3 - 7/29/13

 * New Teacher's Survival Guide - Core management practices - dealing with disruptions/distractions
 * Professional Toolbox - __#|Scaffolding__ (layering) - working from simple to complex; familiar to unfamiliar in the context of direct instruction
 * Teaching Lab - Text-Based Instruction
 * Professional Engagement - Discussion-based instruction
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 4 - 7/30/13

 * New Teacher's Survival Guide - core management practices - harnessing energy
 * Professional Toolbox - multiple representations (text-based instruction)
 * Teaching Lab - Discussion-based
 * Professional Engagement - cooperative learning
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 5 - 7/31/13

 * New Teacher's Survival Guide - Cultivating professional relationships with colleagues (communication plan, ways to assist, what not to do, co-teaching, asking questions)
 * Professional Toolbox - organizing and overseeing group-work
 * Teaching Lab - Cooperative learning
 * Professional Engagement - inquiry-based instruction
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 6 - 8/1/13

 * New Teacher's Survival Guide - Ways to add value in the classroom; what to do and what not to do
 * Professional Toolbox - Differentiating instruction
 * Teaching Lab - Inquiry-based instruction
 * Professional Engagement - Planning a lesson segment
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * __#|Snacks__

Agendas Su12
http://gonzagateach.wikispaces.com/Agendas

Syllabus

 * [[file:edte 512_su12_case.docx]]

Course Goals
By the end of this course, I can:
 * Access appropriate curriculum standards for my subject area
 * Write a measurable lesson objective/target
 * Align objective(s), instructional activities, and assessment within a lesson plan
 * Write questions for all levels of Bloom's taxonomy
 * Articulate in planning how I will discover, assess, and build on students' prior knowledge
 * Articulate in planning how I will assess student learning in multiple ways (formative/summative, informal/formal)
 * Plan lessons using a variety of instructional strategies
 * direct-instruction
 * inquiry-based
 * cooperative-learning
 * discussion-based
 * text-based
 * Provide examples of how to differentiate instruction based on product, process, and content
 * Find high-quality curricular and instructional resources online
 * Access and incorporate tech-based tools and resources to strengthen my instruction
 * Write two-connected lesson plans in my subject area using the lesson design form
 * Engage in principle- and evidence-based reflection of my teaching

Secondary Lesson Design Plan

 * [[file:Lesson Design Plan2_secondary_7.24.12.docx]]
 * Sample Lesson Plan (Note: The template is slightly different, but hopefully this helps you get the idea. The first file is the pre-planning; the second is the chart.)
 * [[file:sample lesson plan.pdf]]
 * [[file:sample lesson plan.2.pdf]]

Key Assessment

 * [[file:512 Key Assessment_su12.docx]]

Learning Contract

 * [[file:512_learning contract_7.12.docx]]

Activity Guides

 * Direct Instruction


 * Text-Based Instruction


 * Discussion-Based Instruction


 * Cooperative Learning


 * Inquiry-Based Instruction

Poem I switched my major from accounting to English ed But little did I know after just three weeks I’d be dead We moved from Herak Club to a new location It started with John teaching us foundations We jigsawed and waded a little too much But the information he taught us proved to be clutch Then Jonah showed up along with his passion for snakes “That’s not like any dope I’ve ever smoked”—he obvi got baked Heather thought light bounced, gosh she was wrong But let’s be honest, our answerers were not that strong Behaviorist, Constructionist, and chickens playing Bach No child left behind, and then some race to the top After an ambiguous final assignment We again went to John for some skill refinement At 6pm we all got that email We’re going back to middle school? I’d rather go to jail. Nervous and unsure, we showed up at Shaw But after the first day, we all left in awe. Despite awkward stories and conversations We managed to create some good relation…Ships with the kids. The second week with John was a much bigger struggle Wading, staying awake, and giggling we tried to juggle. Good thing we had book club at Jack and Dan’s Or I don’t know what else would have began. But the class ended Tuesday, and little did we know That class with Anny would be a different show. The very first day, she laid down the law Wait, we actually have to work hard?!—puh-shaw! Hours and hours we have all put in, But now we can puff out our chests and raise our chin. Because we’re actually beginning to do our job And what we’ve learned no one can rob. There’s only one day left, and I know we can make it To each other, and our studies we need to commit. Marissa is from whitworth, I know we all groan But she’s funny and normal, who would have known! Lucy is the precious innocent one, Happy late birthday, you’re now 21! Caitlin got overly excited for the Hunger Games But she’s from London, so there’s not any shame. Chris missed last class because he runs for our school He didn’t know to answer the questions on the board…gosh he’s cool! Andrew is another cross country kid, And laugh at Kelly making fun of Marissa he sure did Caleb is married and a science guy But he’s growing out a beard, so Kelly thinks he’s fly! Speaking of Kelly, that girl is hilarious She’s an English kid, and uses words like “precarious!” I nicknamed Kirk beef kirky, but everyone else prefers “Captain” If I were black, this poem I’d be rappin’ Drew shaved his beard one day and looked like a little boy But his history lesson today was a joy Sarah likes theater and put up with our group’s failure She was patient and forgiving, that is for sure! Abe has the coolest accent of us all And when he talks, all the middle school girls fall… in love That leaves us with Janey, at whom I like to stare Our softball team killed hers a few years ago…just thought I would share! We’ve shared laughs, memories, and pints of beer It’s been an incredible month, and I cannot wait for the year! user:Lomacey