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