TE 801 – 9/28

Hi all,
Another great week of 801 is in the books (and just another 5 sessions left this semester); how time flys when you’re reading about student resistance! That said, here are a few items of note:
  • 1. UNIT PLAN: Turn in the whole Unit One assignment as a singular document (including part 5) by Sunday at 9pm (Try to keep the the final version between 3-4 pages).

 

  • 2. PICK TWO STUDENTS: From your focus class, select two you might want to focus on for Unit 2. You might ask, “which students?!” Hint: Unit 2 will be about engaging ‘resistant students’, so you may want to think along those lines. Keep those students in mind over the next two weeks. download

 

  • 3. MAKE ME!: Before you come back read Make Me!, Chapter 4-7 (that is, read your assigned chapter):
Chapter 4: Mike B, Andrea, Kayla, Hunter, & Josh
Chapter 5: Alexander, Madeline, Julian, Grace, & Blake
Chapter 6: Evan, Shelby, Ryan, Abby, & Matt
Chapter 7: Yue, Jacob, Jenny, Kathryn, & Lance
Know that I’m looking forward to hearing how your guided lead-teaching goes, best wishes with that. 
Have a tranquil weekend,
Justin
PS – Slides are attached here – TE 801 – 9.28.18
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TE 801: 9/21 – Update & Slides

Dear (Section) Eleven, for next week please:images

1. Read Make Me!, Chapter 3 — We will work with this next week; a helpful accompaniment to ch. 3 is attached.

2. Turn in Part 3 & 4 of the Unit Plan due on (D2L) Sunday night at 9 pm.

3. Look over Unit Plan Part 5, the description of the “Reflection: Case Reasoning Synopsis”. Just start drafting it, noting that it is due 9/30 (at 9 pm on D2L). Please look at the rubric (also attached, again)… we will discuss it next week.

**For journaling: consider where you are seeing resistance in your teaching practice; explicitly note what it looks like and ponder why it is occurring.

SLIDES HERE: TE 801 – 9.21.18

CH. 3 GUIDE: Make Me, Chapter 3 – Feel free to draw on this & take notes on the back

UNIT PLAN RUBRIC (again): Project Unit 1_ Understanding Rules and Reinforcements Template – FINAL

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.

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?

Differentiated Instruction

Differentiation is not so much the “stuff” as the “how.” If the “stuff” is ill conceived, the “how” is doomed.

  • Carol Ann Tomlinson

While we’ve dabbled into what differentiated instruction is (and we will spend more time on it in the future), let’s consider Tomlinson’s Insights, in this readable 7-page article.

By class time Wednesday, read Differentiated Instruction and post a response to the following:

1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
-and-
c) Ms. Cassell’s (alternative approach) to teaching.

2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.

Teaching (Social Respons) w Humanities

radiohead
Thom Yorke of Radiohead

The humanities can be an effective point of entry to teach potentially difficult topics like social responsibility in the midst of formal curriculum. For instance, Radiohead’s “All I Need” (lyrics here) could be used in economics courses to navigate the fair v. free trade debate and considerations related to globalization

Exemplar Q’s for simultaneously teaching both with and about digital media:

  1. How is color being used to convey meaning?
  2. How is life different for each child?
  3. How are the shoes positioned to tell a story and make a point?