EDTE+512

Syllabus

 * [[file:edte 512_su14_case syllabus.pdf]]

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 (woven throughout the course)
 * 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

[|Class Images]
__DI Guide (Partners)__ 1. Mo and Jordan 2. Kevin and Abbie 3. Greg and Henry! 4. Mona and Paul 5. Ben, Alec, and TJ 6. Alicia and Krystal

__CL Guide (Partners)__ 1. Mo and Abbie 2. Greg and Jordan 3. Kevin and Henry!! 4. Alec and Paul 5. Ben and TJ 6. Mona, Alicia, Krystal

Day 1 - 7/23/14

 * New Teacher's Survival Guide - Cultivating professional relationships with students
 * Professional Toolbox - Writing objectives, curriculum standards, assessment (Bloom's taxonomy)
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer

Day 2 - 7/24/14

 * 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 - Direct-Instruction
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Day 3 - 7/28/14

 * 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 - Direct-Instruction
 * Activity guide in partners
 * Peer-Reviewed Guides
 * 1. Mo & Jordan
 * 2. Kevin & Abbie
 * 3. Mona & Paul
 * Workshopped Guides
 * 1. Greg & Henry
 * 2. Ben & TJ
 * Individually Scored Guides
 * 1. Mona, Alicia, Krystal
 * 2.
 * Teaching Demos (partners)
 * 1. Abbie & Kevin
 * 2. Henry! & Greg!!!
 * 3. Ben, TJ, & Alec
 * Professional Engagement - Text-based instruction
 * Responsibilities:
 * Notetakeruser:gmaechler
 * Photographer
 * Reviewer
 * Snacks

Day 4 - 7/29/14

 * New Teacher's Survival Guide - core management practices - harnessing energy
 * Professional Toolbox - multiple representations (text-based instruction)
 * Teaching Lab - Text-Based instruction
 * Individual Activity Guides
 * Teaching Demos (Individual)
 * 1. Kevin
 * 2. Paul
 * 3. Alicia
 * 4. Mona
 * 5. Krystal
 * 6. Jordan
 * Professional Engagement - cooperative learning
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer user:jones.alecj
 * Snacks

Day 5 - 7/30/14

 * 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
 * Activity guide in partners
 * Peer-Reviewed Guides
 * 1.
 * 2.
 * 3.
 * Workshopped Guides
 * 1.
 * 2.
 * Individually Scored Guides
 * 1.
 * 2.
 * Teaching Demos (partners)
 * 1. Alicia, Mona, Krystal
 * 2. Mo & Abbie
 * 3. Alec & Paul
 * 4. Jordan & Greg
 * Professional Engagement - inquiry-based
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks: Paul

Day 6 - 7/31/14

 * 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
 * Individual Activity Guides
 * Teaching Demos (Individual)
 * 1. Mo
 * 2. Greg
 * 3. Abbie
 * 4. TJ
 * 5. Ben
 * 6. Alec
 * 7. Henry
 * Professional Engagement - Planning a lesson segment
 * Responsibilities:
 * Notetaker
 * Photographer
 * Reviewer
 * Snacks

Secondary Lesson Design Plan

 * [[file:Lesson Design Plan2_secondary_7.24.12.docx]]
 * Sample Lesson Plans
 * [[file:model lesson plan.pdf]]
 * [[file:science-sample lesson plan.pdf]]

**Final Assessment:**
1. Write two connected lesson plans using the secondary lesson design plan above.
 * For the "context for learning" section, briefly describe the class you are envisioning to teach these lessons to.
 * I don't expect a lot from the "academic language" and "differentiation" sections. You'll develop a much deeper understanding of these sections later on in the program.
 * The plans should include at least two different instructional strategies (direct, text-based, cooperative learning, inquiry)
 * The plans should be designed to be taught in consecutive days
 * The plans should be written with sufficient detail so an outside reader could clearly visualize and replicate your intentions

2. Write a 1 page, single-spaced commentary in which you respond to the following questions:
 * How do your plans **actively engage students** in **thinking critically** about the lesson content?
 * How and when will you **elicit evidence of student understanding** during the two lessons?
 * How do you plans **draw upon students' prior knowledge, interests, and lived experiences**?

3. There will be time to conference about your plans on Thursday -- bring to class some version of at least one plan and a response to at least one of the commentary questions.

4. Finished project is due Monday, August 4 by 9:00 a.m. Upload the project to Blackboard in ONE file.

Activity Guides

 * Direct Instruction


 * Text-Based Instruction


 * Cooperative Learning


 * Inquiry-Based Instruction