Hi all, here are your reminders for submitting your Unit 2 Project – Understanding Students’ Resistance + Rubric on VIA -not D2L- and to bring an artifact:
1. Complete & Submit part 4 of Unit 2: “Consider multiple possible solutions & make an action plan” by Sunday, Dec. 2nd by 9pm on VIA… Put all 4 parts together in 1 doc.
FYI: Revision work will be permitted until the 9th.
2. Bring an artifact* of your semester… something that you feel is characteristic of your teaching style or emerging identity as a teacher. *e.g. Assignment/assessment you made, note from a student, picture of something… something memorable (challenging, proud of etc)
Be well & take care!
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.
- 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,
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.
To 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:
- What personality type are you? Describe what that means (in a paragraph or two).
- What professional advantages does your personality type have for being a social studies teacher?
- What professional disadvantages does your personality type have for being a social studies teacher?
Differentiation is not so much the “stuff” as the “how.” If the “stuff” is ill conceived, the “how” is doomed.
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,
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.