TENTATIVE CLASS SCHEDULE

Week One

INTRODUCTION TO CLASS:

 Using the WEBSITE        

uSING THE cLASS Agenda

fOUNDATION VISIT AND LAYING PLANS FOR THE QUARTER'S ACTIVITIES      

•                                       You will arrange to visit the class you will be teaching .  During these visits you should get a copy of the seating chart,  find out about any special needs students, and try to make pertinent observations about the teacher's  general approach to handling the class as well as general teaching philosophy.  (Your goal is to make your presentation to the class as stress  free as possible for all of you.  Be certain to find out what teaching tools are available to you there: (overhead projector, smart classroom projector for power point, computer for your use, etc. )

•                                     Plan with the supervising teacher for dates to teach the required two lessons . AT wEEK 4 OR 5  YOU SHOULD TEACH THE FIRST LESSON. (In order for you to assimilate the information gained from the first teaching experience,  the lessons should ideally be about a week to ten days apart.)  They must be part of the teacher's normal pacing guide.  You are not to disrupt the teacher's normal flow of instruction.

•                                         As soon as you have all necessary information, submit the signed validation Form  I to the 503 instructor, either by scanning into e-mail or as a hard copy in class. This form must be completed before the class meeting of week three

 DISCUSSION OF "LEARNING ENVIRONMENT"                    

Survey Of Governing Policies:

        Who makes them? 

        How do they get changed? 

        How do they impact the individual classroom?

Classroom

    PHYSICAL CHARACTERISTICS

             Safety

             Classroom organization

              Enriched environment                             

      EMOTIONAL CHARACTERISTICS 

              Respect and fairplay in class interactions 

              Awareness of teacher expectations

              Consistency of teacher demeanor and behavioral demands                  

          Organization and consistency of classroom procedures         

   ASSIGNMENT:  ALL WRITTEN ASSIGNMENTS ARE TO BE SUBMITTED BY E-MAIL AND DUE NO LATER THAN  5:00 P.M. THE EVENING BEFORE THE CLASS CONVENES.                                                                                                 

•                  rEAD   REFLECTIONS 1-2 :  BE PREPARED TO DISCUSS THE IMPLICATIONS IN  CLASS: WEEK TWO.

•                Paper due by week two   Generally prospective teachers have a preliminary idea or concept of what they want their own class to be like: (the ambience , the attitude, maybe even the appearance)    Write a  CAREFULLY COMPOSED PERSONAL ESSAY of APPROXIMATELY  750 WORDS ( FONT SIZE 12 OR 14)  in which you describe this "dream place". . ALTHOUGH THERE IS NO PREMIUM FOR LENGTH, aTTENTION TO APPROPRIATE WRITING CONVENTIONS WILL BE PART OF THE GRADE. 

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Week TWO

 cLARIFICATION OF EXPECTATIONS REGARDING fIELD eXPERIENCE            

The first lesson plan will be closely supervised by the EDSE 503 instructor.     TEach step must be approved and returned to you before you may proceed to the next step.  Do not   proceed until you have been told to do so.   The second lesson plan will be planned and completed without the instructor's supervision.  this will be submitted with  validation  Form 3 as a major project for the course.                        

    First  Lesson Plan Submission

•                                         STep #1  In order to get credit for planning and teaching a lesson, you must  submit a description of the class you will be teaching with all pertinent information, such as class level and designation, ethnic , language, and gender makeup (general terms only, no percentages necessary). Include any other observations you think will be helpful tounderstanding the class, such as poverty level, class behaviors, etc. 

•                                         Step #2  Complete a general brainstorming checklist for your lesson plan.  Do not  go on with your lesson planning until you have received these two items back from the instructor.

•                                        Step #3  When you have received a response from the 503 instructor, proceed to creating the Lesson plan and submitting it by e-mail to the instructor.                                    

•                                    step #4  Once you have received a final approval from your 503 instructor, submit to your supervising teacher for approval.

•                                       Step #5   Validation form #2  may be submitted by e-mail or in hard copy the class session after you have taught the class. ( Form 2 must be signed by both you and your supervising teacher. Comments are not required of your supervising teacher, although they may be very helpful to you.  A signature is required to validate the fact that you did indeed teach the class. Your reflection upon the experience is required in the space provided.  Be somewhat detailed about what you learned and what the experience entailed.)                              

        Form #3 (to be submitted after teaching Lesson 2) is to include the same     information as form #2                                     

        LEARNING ABOUT STUDENTS

               sCAFFOLDING

                   FINDING OUT ABOUT STUDENTS

•                                                       cUMULATIVE fOLDERS/TEST SCORES

•                                                       cOUNSELOR FEEDBACK

•                                                       PREVIOUS TEACHER S' COMMENTS

•                                                       PERSONAL OBSERVATION

•                                                      CONVERSATION WITH STUDENT

                    DIFFERENTIATING INSTRUCTION

•                                                  ENGLISH SECOND LANGUAGE LEARNERS

•                                                  SPECIAL NEEDS STUDENTS

•                                                                 LEARNING DISABILITIES

•                                                                 EMOTIONAL /BEHAVIORAL DIFFICULTIES

•                                                                                     ASBERGERS

•                                                                                     ADD   

•                                                                                     ADDH

•                                                                                     DRUG BABIES

•                                                 MAINSTREAMING

•                                                                 RESOURCE TEACHERS

•                                                                 IEP 

                   LEARNING STYLES   

 ASSIGNMENT:

 rEAD  REFLECTIONS 3-7:  BE PREPARED TO DISCUSS THE IMPLICATIONS IN  CLASS: WEEK THREE..

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Week THREE

  CREATING A LESSON PLAN:

            CAREFUL PLANNING MINIMIZES BEHAVIORAL PROBLEMS AND  MAXIMIZES LEARNING

   DISTRIBUTE COPES OF LESSON PLAN

•         CONSIDER THE MAKEUP OF THE CLASS YOU WILL BE TEACHING

•         USE THE BRAINSTORM CHECKLIST TO SHAPE YOUR THINKING ABOUT YOUR LESSON PLAN

•         bE SURE THAT YOU KNOW THE cA STANDARDS YOU WILL ADDRESS. (yOU CAN FIND THEM ON THE WEB SITE UNDER cALIFORNIA tEACHING sTANDARDS)

•         USE THE CHECKLIST TO FILL OUT THE TEMPLATE

            TEMPLATE SHOULD BE SUCCINCT AND EASY TO FOLLOW

•     tHE TEXT OF EACH BOX IS A PRIMER FOR THE CONTENTS.  DO NOT COPY THE PRINTED INSTRUCTIONS

•     THE STEPS SHOULD BE CLEAR ENOUGH THAT A SUBSTITUTE COULD STEP IN AND DO A REASONABLE JOB OF  FOLLOWING THE PLAN

•     bULLET THE ITEMS IN EACH BOX.  uSE SINGLE WORDS AND PHRASES, NOT COMPLETE SENTENCES

    aCTIVITIES

•   READING OR LISTENING TO BULLETIN OR OTHER ANNOUNCEMENTS

•      STUDENTS NEED TO BE INVOLVED IMMEDIATELY IN SOME SORT OF BELL WORK (SOMETIMES CALLED "FIRST FIVE" OR "WARM UP" ) 

•          RETURNING/COLLECTING HOMEWORK

•          TAKING ATTENDANCE

    ANTICIPATORY SET

•     sHOULD "HOOK" THE STUDENTS' INTEREST AND GET THEM INVOLVED WITH DAY'S LESSON

•     SHOULD OVERTLY STATE THE OBJECTIVE OF THE DAY'S LESSON AND THE REASON FOR ITS BEING TAUGHT

•     mAY OR MAY NOT GIVE A BRIEF REVIEW OF ESSENTIAL MATERIAL PREVIOUSLY PRESENTED WHICH WILL BE NECESSARY TO THIS DAY'S LESSON

  PRESENTATION

• CONTAINS ONLY NEW MATERIAL

• MODE OF DELIVERY MAY BE VARIED

• MAY CONTAIN EMBEDDED QUESTIONS TO CHECK FOR UNDERSTANDING/DISCUSSION OR ELABORATIN OF POINTS BEING MADE

GUIDED PRACTICE

• OPPORTUNITY FOR STUDENTS TO GET HANDS ON PRACTICE WITH CONCEPTS PRESENTED DURING THE PRESENTATION PORTION

• OPPORTUNITY FOR TEACHER TO MAKE CERTAIN STUDENTS UNDERSTAND THE APPLICATIONS OF THE INFORMATION PRESENTED SO THAT ANY HOMEWORK MAY BE DONE WITH LITTLE RISK OF STUDENTS' NOT HAVING UNDERSTOOD AND THEREFORE DOING HOMEWORK INCORRECTLY

CONCLUSION

• FORMAL BRIEF CLOSURE TO THE DAY'S LESSON

• QUIZ QUESTIONS

• ORAL QUESTIONING:  "TELL ME ONE THING THAT YOU LEARNED TODAY!"

ASSESSMENT

• EMBEDDED QUESTIONS

• PRODUCT OF GUIDED PRACTICE OR COLLABORATIVE ACTIVITY

• TEACHER OBSERVATION OF REPONSES AND BODY LANGUAGE

• QUIZ RESPONSE

REFLECTION

•   NOTE CHANGES FOR NEXT USAGE OF PLAN

•  USE BULLETS

Special Instructions for your second lesson plan  

                This will be submitted as a hard copy to me for grade.  A complete copy will be given to each  member of your major teaching group when you present orally .

              CHECK SHEET FOR CONTENTS OF PROJECT (DOWNLOAD FROM SYLLABUS)

                 a) DESCRIPTION OF CLASS

                  b) your pre-planning thinking

                  c) a complete lesson plan using the Lesson Plan Template

                  d) any transparencies, blackline masters, power point presentations and/or any        

                      other material  you develop for use in the lesson

                  e)  an assessment  instrument (with key or rubric), (include rationale for choice of question modes)

                   f)  an adapted assessment for a special  needs student  and  the rubric for grading it.

                   (include rationale for appropriateness of adaptive choices)

                  g) an alternate assessment and rationale for its use

                  h) validation form #3

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Week FOUR

PRESENTATION STRATEGIES (TPE's 4/5/6/9)

    Teacher-Driven sTRATEGIES 

• REQUIRE PRODUCTS FOR ACTIVITIES    

•     lECTURE /POWER POINT/DEMONSTRATION   (PRODUCT:  NOTES/LECTURE OUTLINE)

•    SOCRATIC QUESTIONING (pRODUCT: nOTES/OUTLINE) 

•     CLASSROOM STOP-AND-GO ORAL READING (PRODUCT:  GUIDED READING/DIALECTIC JOURNAL/ TEACHER GENERATED q&a)     

 Individual/COLLABORATIVE study

• Guided Readings

• Dialectic Journal 

• Study Guide

• Individual Research

• Individual Projects

   Collaborative Learning Strategies                                   

Group learning principles                                      

     Paired Learning strategies

•                 Flash card review

•                 Slap game reviews 

•                 Peer review

•                Class Mentoring

    Group learning  strategies

•               Jig-Sawing

•               Hot seat review

•               Project-oriented learning strategies

•               Research groups

•               Peer evaluations

Read Reflection #8

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Week Five   

CLASSROOM MANAGEMENT (TPE 8/11)

BASIC INGREDIENTS FOR SUCCESSFUL CLASSROOM MANAGEMENT 

• KNOWLEDGE AND UNDERSTANDING OF THE STUDENTS TO BE TAUGHT

• RESPECT FOR THE STUDENTS TO BE TAUGHT

•  IN DEPTH KNOWLEDGE OF THE SUBJECT TO BE TAUGHT

• CAREFUL PLANNING TO UTILIZE THE ENTIRE CLASS TIME PRODUCTIVELY

•                     devising predictable routines

•                     Getting on-task immediately

•  Moving around the classroom  

• UTILIZING Positive motivational strategies

• CLEAR UNDERSTANDING AND CONSISTENT ENFORCEMENT OF RULES AND EXPECTATIONS

• Keep student discussions/reprimands private

•  Use a well-defined escalating management procedure

•                 Gentle reminder

•                 Personal conversation

•                 Warning of parental contact

•                 Parental contact

•                 Counselor contact

•                 Dean contact

• Crisis Management

•                Stay as low-keyed as possible

•                Move quickly and decisively

•                Remove culprit(s)

•                Get other students back on task quickly

• Handling behavioral referral 

ASSIGNMENT:

READ REFLECTIONS 9,10 AND 11. BY WEEK SIX CLASS.

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                             Week six                 
                       

CLASS TIME RESERVED FOR TPA TASK #1

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  Week SEVEN

Assessment Techniques:  General Principles (TPE 3)

• Differences between Quizzes and Examinations

• objective and Subjective Teaching and assessments

• subjective assessments

• MODES of Objective Tests (pros & cons)

•                      Recognition based tests:

•                                                   True/False

•                                                   Multiple Choice

•                                                   Matching

•                      Recollection based tests:

•                                                   Fill-in blanks

•                                                   Short answer

Adapting assessments for special needs

Alternative Assessment Techniques

•                      Projects

•                      Reports

•                      Panels

•                      Multi-Media Presentations

•                      Portfolios

•                     Oral Presentations

Assignment ;

SUBMIT BY E-MAIL NO LATER THAN 5:00 P.M. THE EVENING BEFORE WEEK EIGHT CLASS : 

•                                             A SAMPLE OBJECTIVE ASSESSMENT BASED U[0ON CONTENT OF LESSON !. (  NO FEWER THAN TEN ITEMS AND AN ANSWER KEY)   IT MUST UTILIZE TWO OF THE  MODES OF OBJECTIVE TESTS.  IT MUST BE ACCOMPANIED BY A RATIONALE OF NO LESS THAN ONE PARAGRAPH IN WHICH YOU DISCUSS THE REASONS FOR YOUR CHOICE OF MODES.

•                                               AN ADAPTATION OF THE SAMPLE OBJECTIVE ASSESSMENT WHICH ASSESSES THE SAME MATERIAL BUT HAS BEEN CREATED FOR A SPECIAL NEEDS STUDENT.  IT ALSO MUST BE ACCOMPANIED BY AN ANSWER KEY AND A RATIONALE IN WHICH YOU Describe the special needs student for whom you created the plan  AND HOW YOU MET THEIR NEEDS WITH THIS ADAPTATION.

•                                                A DESCRIPTION OF AN ALTERNATE MODE OF ASSESSMENT FOR THE CLASS AND AN ACCOMPANYING RUBRIC FOR GRADE.  IT MUST ALSO CONTAIN A RATIONALE IN WHICH YOU EXPLAIN HOW THE ALTERNATIVE ACTIVITY WILL FUNCTION AS AN ASSESSMENT, COVERING THE SAME MATERIAL THAT THE TRADITIONAL OBJECTIVE ASSESSMENT WOULD COVER.   

Evaluating (TPE11)

                    Grading Concerns
                              Weighting grades
                              Incentive grades
                              Participation
                              Penalties
                    Methods
                              Percentage Absolutes
                              Curves
                                        Absolute bell
                                        Modified bell
                            Item analysis
                            Rubrics

Read: Reflections 8-9, 12

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  Week EIGHT

ESTABLISHING EXPECTATIONS 

PLEASE NOTE: IF PLAN IS TO FUNCTION:

·       Students should have partial ownership of plan.                                   

·       Teacher and students should have some rapport before deriving principles.

1.    Requires some interchange of information

2.    Ideal if teacher can sneak in some baseline assessments

3.    Teacher and students should agree on minimums.

4.    Teacher alone must determine consequences (won’t hurt for students to validate after, but no input that is carved in granite.)

5.    Should be general goals, not specific rules

6.    Should not dump everything at one time.
 

§       Give assignment for students to come up with their input about tardies, late work and undone work for ….(a future named day)

                             

   Assignment :

           Present a Poster suitable for posting in your class which presents your expectations for class room achievement,   This is due in class  Week NINE .                  

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wEEK NINE

PRESENT POSTERS TO CLASS

DISCUSSION OF Professional Responsibilities, Growth and Development (TPE 13) 

                                   Administrative collegial, parental expectations

                                   Professional Organizations in service, workshops

Discussion of Job related issues

Create Learning Groups for Presentation

aSSIGNMENT:READ REFLECTIONS 11, 13, 14

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Week tEN

Final Exam

Presentations