Syllabus


Course Goals

By the end of this course, teaching candidates will be able to:

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


Curriculum Standards Document


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:
    • Notetaker- gmaechler 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:

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

Resources


Secondary Lesson Design Plan


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



Summer 2012-2013 - 512 Archive