Final Prompt – Erasing Differences for the Sake of Inclusion: How Mexican/Mexican American Students Construct Historical Narratives

Regarding the Santiago reading, do these two things after thoughtfully reading the 17-ish assigned pages (described in your email):

1) On your site, post 4 questions from/about the text by class on Thursday April 27th; two close-ended questions that can be answered factually about the essence of piece and two open-ended questions that require extended analysis and/or practical application. Don’t try to be fancy, just ask your peers to make helpful and real-world connections. Dig it?
2) Respond to your assigned peers Q’s by Sunday, April 30th by 11:59pm. Note that we are giving you plenty of extra time to help you plan around your other assignments and responsibilities for the exam.

Here are the peer groups:

  • Lindsey – Daylon
  • Asher – Jordan
  • Joe – Ally
  • Justin – Caleb
  • Reggie – Meghan
  • Andy – Ashley
  • Malissa – Adam

16 Personalities

Screen Shot 2017-03-24 at 8.40.52 PMTo truly grow as professionals, it’s not only important to understand curriculum and the landscape of education, but also to realize how your unique wiring predisposes you to interact with students, authorities, parents, information, and policies.

By class time on Wednesday, (1) read this blurb about the test’s theory to understand the nature of this personality test and (2) take the personality test. Once you have taken the test, (3) respond (on your page) in a few paragraphs to these prompts:

  1. What personality type are you? Describe what that means (in a paragraph or two).
  2. What professional advantages does your personality type have for being a social studies teacher?
  3. What professional disadvantages does your personality type have for being a social studies teacher?

25 Instructional Improvements

  1. Add Energy/Movement
  2. Display Preparation (e.g. making worksheet/slideshow, guided notes, or activity)
  3. Clear & Deliberate Transitions
  4. Crisp Start or Planned Ending
  5. Confidence, Comfort, or Teacher Voice (e.g. louder, not looking nervous)
  6. Simplicity/Clarity
  7. Clear Directions (verbally issued & visually displayed)
  8. Add Illustrations to Clarify Complex/Boring Material
  9. Prepared Discussion Q’s
  10. Engage in Management/Use Proximity
  11. Professional Attire
  12. Balance Teacher/Student Talk Time
  13. Add More Wait Time
  14. Make Content Applicable
  15. Improve Quality of Questions
  16. Time Management – Linger when Needed, Don’t Tread Water
  17. Encourage Student Involvement
  18. Get rid of Filler Words; “Like”, “Um”, “You know”, & etc.
  19. CFU – Check for Understanding
  20. Getting to/Involving Assessment
  21. Scaffolding – Clearly Frame Ideas, Content, &/or Lesson
  22. “Connective Tissue” Between Segments of the Lesson
  23. Differentiation
  24. Clear Objectives (in execution, getting to the point – not wandering)
  25. Good Use of Media (Short, explained, interacted with)

Key Dates for the Home Stretch

  • 3/27 – We will release the student sign-up sheet (google doc) and send a map to the GBHS West Campus; the doc will be frozen after March 28.
  • 4/3 – Guest Matt Deroo, “Supporting Linguistically/ Culturally Diverse Students”
  • 4/5 or 4/6 – Intern Panel
  • 4/19 – 8am, you will be emailed the topic for the lesson plan that you submit and then teach; rubrics and tasks will be included with this email.
  • 4/19 – Solo Workshop
  • 4/21 – 5pm, Part I (the lesson plan) is due on Livetext.
  • 4/24 – Part II of the exam (teaching live students) at Grand Blanc High School.
  • 4/21-26 – Class cancelled this week due to exam cycle.
  • 4/26 – 11am, we will email you Part III (a student work sample to assess) with the rubrics and specific tasks.
  • Thursday 5/4 – Final Session 12:45pm -2:45pm, 111 Erickson Hall.

Below is a map to Grand Blanc Highs West Campus, 1 Jewett Trail, Grand Blanc, MI 48439:

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