Today's Targets:

  • SWBAT articulate his/her current professional stance in regards to becoming a teacher.
  • SWBAT navigate the CCSS
  • SWBAT begin crafting learning objectives



9:25 - 9:50 - Introductions
  • Questions
  • Introduce your partner
  • "Something's different" activity

9:50 - 10:20 - Teaching Questionnaire
  • What do teachers do?
  • Respond to this scenario. What could be going on here? What options do you have as her teacher?
    • Megan is in 7th grade and your 1st period class. Her attendance is pretty good, but she is often late and rarely appears to be fully engaged in class. She is constantly drawing or reading a book under her desk. When you tried to talk to her about it, she simply said "None of your business." She has rejected most of your efforts to connect with her except when she came to class with the book, Lord of the Rings and you asked her about it. In that brief conversation, you saw a side of her you'd never seen before. She was chatty and animated. However, once class started she went back to her typical pattern of looking bored and doing only the minimum amount of work to slide by.

  • What do you need to learn in order to become a "good" teacher?
  • In regards to your decision to become a teacher, what drives you?

10:20 - 10:40 - Introduction to the course (Garry, wiki, fingerprints)
  • What do you want to learn?
  • How will you know if you learned it?
  • Chart

10:40 - 10:50 - Break

10:50 - 12:00 - Curriculum and Objectives (Targets)


  • Difference between describing what students will do and what students will learn
    • Which is it?
      • SWBAT complete a project analyzing the root causes of the Civil War.
      • I can thoughtfully answer comprehension questions at the end of the chapter.
      • SWBAT identify the main idea in an informational text.
      • SWBAT develop strategies to solve a two-step equation.
      • I can dissect a frog.


Housekeeping:
  • Join the wiki - username should be professional and identifiable at least to us
  • Do whatever is needed to get clearance for the field!
  • Instructional Design Warm-Up -
    • Bring hard copy of the completed assignment to class on Thursday. (This is practice. Do your best, but don't stress.)
  • Bring a notebook that can be used as your professional learning journal