221+Agenda+-+1.14.14

9:25 - 10:15 - Introductions to each other and the course
 * Reviewer: Megan
 * Photographer: Julia
 * Notetaker next week - Julie
 * Introductions
 * Syllabus
 * [[file:EDTE 221_differentiation_Case_spring 2014.pdf]]
 * Pre-Assessment
 * [[file:221_pre-assessment2.docx]]
 * Goals
 * Connection to 240
 * Connection to the field
 * Policies
 * Attendance
 * Participation
 * Integrity
 * Kindness and Respect
 * Technology
 * Wiki
 * GoogleDocs
 * Mobile Devices
 * West-B and Fingerprints
 * Expectations for the course
 * Housekeeping
 * Discussion: P.E.T., platform for submitting work, sign-ups

10:15 - 10:30 - What does it take to become an excellent teacher? > Great educators are cultivated, not anointed. Since every child deserves a great teacher and only moves through school once, we need to invest now in developing more excellent teachers. They're not available off the shelf." Dan Brown > [] > > > Experience has taught me that great teaching is more art than science. We’ve all had teachers who broke the mold, who followed their own path despite working in a system that encourages conformity. The shame of it all is that we didn’t have more of them." John Edmondson > []
 * "Many people possess the dispositions needed to be a great teacher. However, actually becoming one means an embrace of one's craft, tremendous dedication to the job and continuous improvement, and participation in a healthy system that provides high-quality preparation, robust support, and environments that facilitate powerful student learning.
 * "Certainly teachers-in-training need to learn their craft, but not by reading a textbook or sitting in a lecture hall. . . . Can a college teacher-training program teach a sense of humor? Can someone learn to give up that need for control that I believe still attracts so many to the teaching profession? Can a person be taught to share their passions with students or admit they don’t have all the answers? In essence, can someone be taught to reveal their humanity? Is it possible to teach the mindset that believes failure is life’s best teacher even though schools preach the opposite? . ..

10:30 - 10:40 - Break

10:40 - 12:00 - What is involved in teaching something?
 * [[image:detroit.JPG]]
 * http://www.pixar.com/features_films/Brave#Film-Trailers/node/3980
 * http://www.pixar.com/behind_the_scenes/Creating-Brave
 * Explaining complexity

What is actually involved in teaching a lesson? What do you see? What instructional moves is the teacher making? Why? http://www.youtube.com/watch?v=uLbgWXLZ8fU https://www.teachingchannel.org/videos/stem-lesson-ideas-bungee-jump

High Leverage Practices http://www.teachingworks.org/work-of-teaching/high-leverage-practices

12:00 - 12:05 Closing
 * Your task, prepare to present a **2 minute** introduction to your class on the first day of field placement


 * To Do**
 * Join the wiki (instructions in an email)
 * Prepare a **2 minute** introduction to introduce yourself to your students on the first day of field placement
 * Familiarize yourself with the Common Core and Spokane School District Power Standards (spend ~45 minutes exploring these resources).
 * http://www.youtube.com/watch?v=PbagTYYCXYU - Watch this 9 minute video on the Common Core
 * http://www.corestandards.org/ - Go to the official Common Core website - Find the standards that apply to you and the grade/class you desire to teach. (For subjects other than math and English, go to the ELA standards and look up the "Literacy in History/Social Studies, Science, and Technical Subjects")
 * Explore the "power standards" that have been used in Spokane Public Schools - http://www.spokaneschools.org/Page/16310 - Read over the power standards for the grade and subject you desire to teach.