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MS ED 489, TEACH ED 389 FIELD SEMINAR: MATH/SCIENCE
STUDENT TEACHING WINTER QUARTER 2016
Wednesdays,5:00–8:00p.m.01/06/2015-03/9/2015Annenberg101
[email protected] :Wed.,4:00-5:00p.m.andbyappointment
CourseDescription
Thisseminarisdesignedtocomplementandsupportthestudentteachingexperience,andthepreparationforprofessionalteachinglicensure.Whole-classandsmall-groupdiscussionsandactivities,readings,videoanalysisassignments,andguestspeakerswillprovideparticipantswithopportunitiesforreflection,sharing,andproblemsolvingofissuesencounteredintheclassroom,preparationofaprofessionalteachingportfolioforlicensureandyourjobsearch,andforcontinuedexaminationandrefinementofinstructionalmethodsandassessmentofstudentlearning.ThecourseisconsistentwiththeIllinoisProfessionalTeachingStandardsandNorthwesternUniversity'sConceptualFramework.
CourseGoalsandPurposes
Theprimaryobjectivesofthecoursearetoprovidestudentteacherswithopportunitiesto• Reflectuponandcriticallyanalyzeyourteachingandyourstudents’learninginconnectionwith
teaching,curriculum,andassessmentdecisionsyoumake• Considerandworktoimplementbestpracticesinmathematicsandscienceeducation• Shareyourstudent-teachingexperienceswithcolleaguesanduniversityinstructorstoreceivesupport
forchallengesanddilemmasyouencounter• Receiveinformationandassistanceinconnectionwithobtainingcertificationandseekingand
obtainingteachingpositionsPurposesoftheseminarinclude:
• Coordinatingactivitiesrelatedtostudentteaching• Introducingandemphasizingtopicspertinenttoasuccessfulstudentteachingexperience• Supportingyourdevelopmentasaprofessionaleducator• Providingsupportforchallengesanddilemmasthatyouencounter• ProvidingexperiencesthatwillassistyouinthepreparationofyouredTPAportfolioandyourjobsearch
AcademicIntegrity
Studentsinthiscoursearerequiredtocomplywiththepoliciesfoundinthebooklet,"AcademicIntegrityatNorthwesternUniversity:ABasicguide".Allpaperssubmittedforcreditinthiscoursemustbesubmittedelectronicallyunlessotherwiseinstructedbytheprofessor.Yourwrittenworkmaybetestedforplagiarizedcontent.FordetailsregardingacademicintegrityatNorthwesternortodownloadtheguide,visit:http://www.northwestern.edu/provost/policies/academic-integrity/index.html.
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AccommodationsforStudentswithDisabilities
AnystudentwithadisabilityrequestingaccommodationsmustregisterwithServicesforStudentswithDisabilities([email protected] ;847-467-5530)andrequestanSSDaccommodationnotificationforhis/herprofessor,preferablywithinthefirsttwoweeksofclass.Allinformationwillremainconfidential.
StudentAttendancePolicy
Studentattendanceateveryclassmeetingisexpected.Yourpresenceaspartofacollaborativelearningcommunityiskeytoyourdevelopmentandthedevelopmentofyourcolleagues.Ifforsomereasonyoumustbeabsentfromaclasssession,youmustinformtheinstructorbeforeyourabsence.Becauseoftheshortnumberofoverallclasssessionsinthequartersystem,missingtwoclasssessionsputsyourabilitytopasstheclassinjeopardy.Missingthreeclasssessionswillresultinanautomaticgradeof“Incomplete”andyouwillhavetore-taketheclassatanothertime.
NorthwesternTeacherEducationConceptualFramework
TheTeacherEducationProgramatNorthwesternUniversityisguidedbyaconceptualframeworkforteachereducation,organizedaroundavisionoflearning,learnersandteaching.
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Additionally,theNorthwesternteacherpreparationprogramwillhelpcandidatesacquiredispositions,definedashabitsofprofessionalactionandmoralcommitmenttoteaching,tothelevelofproficiency:Dispositionsarehabitsofprofessionalactionandmoralcommitmenttoteaching.Theprogramwillhelpcandidatesacquirethefollowingdispositionstothelevelofproficiency:
• reflectonone’sownpracticeandmakechangesasappropriate• supportstudentsasindividuals• collaboratewithallstakeholders• engageallstudents• incorporateinnovationsinteaching,includingtheuseofnewtechnologies• conductoneselfprofessionally,responsiblyandethically
IllinoisProfessionalTeachingStandards(2013)
Standard1-TeachingDiverseStudents–Thecompetentteacherunderstandsthediversecharacteristicsandabilitiesofeachstudentandhowindividualsdevelopandlearnwithinthecontextoftheirsocial,economic,cultural,linguistic,andacademicexperiences.Theteacherusestheseexperiencestocreateinstructionalopportunitiesthatmaximizestudentlearning.
Standard2-ContentAreaandPedagogicalKnowledge–Thecompetentteacherhasin-depthunderstandingofcontentareaknowledgethatincludescentralconcepts,methodsofinquiry,structuresofthedisciplines,andcontentarealiteracy.Theteachercreatesmeaningfullearningexperiencesforeachstudentbaseduponinteractionsamongcontentareaandpedagogicalknowledge,andevidence-basedpractice.
Standard3-PlanningforDifferentiatedInstruction–Thecompetentteacherplansanddesignsinstructionbasedoncontentareaknowledge,diversestudentcharacteristics,studentperformancedata,curriculumgoals,andthecommunitycontext.Theteacherplansforongoingstudentgrowthandachievement.
Standard4-LearningEnvironment–Thecompetentteacherstructuresasafeandhealthylearningenvironmentthatfacilitatesculturalandlinguisticresponsiveness,emotionalwell-being,self-efficacy,positivesocialinteraction,mutualrespect,activeengagement,academicrisk-taking,self-motivation,andpersonalgoal-setting.
Standard5-InstructionalDelivery–Thecompetentteacherdifferentiatesinstructionbyusingavarietyofstrategiesthatsupportcriticalandcreativethinking,problem-solving,andcontinuousgrowthandlearning.Thisteacherunderstandsthattheclassroomisadynamicenvironmentrequiringongoingmodificationofinstructiontoenhancelearningforeachstudent.
Standard6-Reading,Writing,andOralCommunication–Thecompetentteacherhasfoundationalknowledgeofreading,writing,andoralcommunicationwithinthecontentareaandrecognizesandaddressesstudentreading,writing,andoralcommunicationneedstofacilitatetheacquisitionofcontentknowledge.
Standard7-Assessment–Thecompetentteacherunderstandsandusesappropriateformativeandsummativeassessmentsfordeterminingstudentneeds,monitoringstudentprogress,measuringstudentgrowth,andevaluatingstudentoutcomes.Theteachermakesdecisionsdrivenbydataaboutcurricularandinstructionaleffectivenessandadjustspracticestomeettheneedsofeachstudent.
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Standard8-CollaborativeRelationships–Thecompetentteacherbuildsandmaintainscollaborativerelationshipstofostercognitive,linguistic,physical,andsocialandemotionaldevelopment.Thisteacherworksasateammemberwithprofessionalcolleagues,students,parentsorguardians,andcommunitymembers.
Standard9-Professionalism,Leadership,andAdvocacy–Thecompetentteacherisanethicalandreflectivepractitionerwhoexhibitsprofessionalism;providesleadershipinthelearningcommunity;andadvocatesforstudents,parentsorguardians,andtheprofession.
ClassActivitiesTheclasswillbestructuredtoaccommodatethepurposesdescribedabove.Timewillbeallocatedeachclasstodiscussandproblemsolvechallengesanddilemmasinteaching;variousprotocolswillbeusedtostructureandfacilitatethesediscussions.Wherenecessary,timewillbeallocatedtocoordinatelogisticalandpracticalmattersassociatedwiththestudentteachingexperienceandpreparationforenteringtheteachingprofession.Themeswillbedevelopedthatconnecttoimportantissuesinmathematicsandscienceteaching;thesethemesincludefacilitationofinquiry-basedlearning;promotingandanalyzingstudentthinkinganddiscourse;teachingandlearningstandards;andassessmentandgrading.Classroomvideo,includingvideofromthoseenrolledinthecourseoftheirstudentteachingclassrooms,willbeusedinthecourse.
RequiredTextsSaphier,J.,&Gower,R.R.(2008).TheSkillfulTeacher:BuildingYourTeachingSkills(6thed.).Action,MA:
ResearchforBetterTeaching.NationalResearchCouncil.(2005).HowStudentsLearn:History,Mathematics,andScienceintheClassroom.
Washington,DC:TheNationalAcademiesPress.
Requirements
1) Attendance.Attendanceisrequired.Pleasemakesureyourmentor(s)is/areawareofthisrequirement.Ifyouneedtomissaclasssessionduetoaparent-teacherconferenceoropenhouse,pleasenotifyme.
2) Readings.Youareexpectedtocompletetheassignedreadingsforeachclasssession,tocompletewrittenreadingreflectionswhereindicatedinthesyllabus,andtoengageinclassdiscussionsinvolvingthereadings.
3) Reflections.Aseriesofreflectionsarerequired.Promptsforthereflectionsareincludedinthesyllabus.Theseassignmentsareintendedtohelpyoureflectonimportantideasrelatedtoteaching/yourstudentteachingexperience.Reflectiononyourworkisacriticalelementofsuccessfulgrowth,development,andprofessionalism.Carefullythinkthroughthereflectionprompts,gathersomethoughts,andbepreparedtodiscussyourreflectionsinclass.
4) Presentation.Youwillprepareanddelivertotheclassatleastonepresentation.Youwillsynthesizeareadingrelatedtoateachingproficiencyoranimportantissueinmathematicsorscienceeducation,andmakeconnectionsandextensionsrelatedtothereading.Moredetailedinstructionstofollow.
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5) VideotapingandVideoAnalysis.Youwillanalyzeclassroomvideo,usingvideoannotationsoftware.Youwillalsoberequiredtovideotapeseverallessonsfromyourclass,toselectandanalyzeasegmentofthevideothatcapturessubstantivestudentthinking,andtofacilitateadiscussionofoneofyourvideoclips.Detailsforthevideoandthevideoanalysis/discussionwillbeprovidedinsupplementaldocuments.
6) edTPAAssignments.Aspartofthecourse,youwillberequiredtocompleteassignmentsthatareconnectedtothepreparationofyourteachingportfolio,arequirementoftheMSEDprogramforallNorthwesternteachingcandidates.Foryourrespectivediscipline,scienceormathematics,youwillcompletethefollowing(3)portfoliotasks:
A. PlanningforInstructionandAssessmentB. InstructingandEngagingStudentsinLearningC. AssessingStudentLearning
Portfoliotasksinvolvewrittencommentariesandteachingartifacts(e.g.,studentworksamples,classroomvideo).AdditionalinformationanddocumentswillfollowontheedTPAassignments.
GradingYouwillreceiveonegradefortheentirestudentteachingexperience.• 50%fieldseminarattendance,participationandassignments• 50%Mentorevaluations(bothmidtermandfinalevaluation)andsupervisorobservations/recommended
grade
AdditionalInformation• Studentteachingcanbeachallengingexperience.Iamavailabletodiscussquestionsandconcerns.Itisbest
toreachmeintheeveningsoronweekends.Mycellnumberappearsonthefirstpageofthesyllabus.Youcanalsosetupmeetingswithme,eitherbeforeorafterclassoranothertimeduringtheweek.Iencourageyoutoalsoutilizeyouruniversitysupervisorforsupport.
• Itisimportantthatyoureviewandrespondpromptlytoalle-mailandothercommunicationsfromNU,andtoworkwithyourmentortoensurepropercommunication.
ClassScheduleandTopicsSession1:Wednesday,Jan.6
• Introductions• Datacollectionforstudentteachingsites• Meetingyoursupervisor• Discussingyourgoalsforstudentteaching• Introductiontothecourse;reviewofsyllabusandcourserequirements• DiscussionofedTPAlogistics-videotapingandpermissionletters• Consideringexpectationsforstudentlearning;readanddiscussPygmalionintheClassroom
Fornextclass:
o ReadChapters1&2ofTheSkillfulTeacher;readChallengingDeficitThinking.
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• Prepareforaclassdiscussionofthereadings:Whatweresomeoftheideasyoufoundmostusefulorinteresting?Whataresomeconnectionsbetweenwhatyoureadandwhatyouhaveexperiencedinyourownlife,education,and/orstudentteaching?
o Workwithyourmentorteacher(s)tocompleteyourStudentTeachingAgreementform;bringcompletedandsignedStudentTeachingAgreementtoclass.
Session2:Wednesday,Jan.13
• edTPAsupport:analyzingasampleportfolio(incombinationwithotherstudentteachingseminarsections;wewillmeetinAnnenberg303from5:00pmtoabout6:30pm;RebekahStathakiswillbefacilitatingthisedTPAsupportsession)
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Debriefingandfollow-upto"HowtoGetaTeachingJob"workshop• Discussionofreadings:IntrochapterstoTheSkillfulTeacherandChallengingDeficitThinking• Reviewofinstructionalmodelsthatpromotestudentthinkinganddiscourse• ActivitytosupportContextforLearningsectionofedTPA
Fornextclass:
o ReadChapters2,3,and4ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadIntroductionchaptertoHowStudentsLearn.
[Optional]ReadCh.5[math]orCh.9[science]ofHowStudentsLearno PrepareforaclassdiscussionoftheHowPeopleLearnreadings:Whatweresomeoftheideas
youfoundmostusefulorinteresting?Whataresomeconnectionsbetweenwhatyoureadandwhatyouhaveexperiencedinyourownlife,education,and/orstudentteaching?
o CompleteedTPAContextforLearningsectionfortheclassyouwillbevideotapingandfeaturinginyouredTPAportfolio
Session3:Wednesday,Jan.20
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofteachingproficienciesthatrelatetomanagement:attention,momentum,space• DiscussionofHowStudentsLearnchapters,includingimplicationsforteaching• Check-inforselectionofclasstofeatureinedTPA• Whatdoessubstantivestudentthinkingandcommunicationlooklikeinclassrooms?• Videoanalysisactivity:scienceclassroom–weightvs.mass• ActivitytosupportedTPA:Identificationofalearningsegmenttoplan,teach,andanalyze
Fornextclass:
o ReadChapters5,6,and7ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#1prompts;gathersomethoughtsandbepreparedtodiscussinclass.
• Promptsappearinalatersectionofthesyllabus.o Uploadvideoclipfromyourclassroomthathighlightssubstantivestudentthinkingand
completevideowrite-up#1.
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Session4:Wednesday,Jan.27
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofteachingskillsthatrelatetomanagement:time,routines,discipline• Discussionofschoolcommunity,climate,andculture• Videoanalysis/taggingactivity:Supportingsubstantivestudentthinkinganalysis;makingconnectionsto
edTPAthemeofdeepeningstudentlearningduringinstruction• Analysis/discussionofvideosegmentfromyourownclassroom
Fornextclass:
o Readtheformativeassessmentreadingthatcorrespondstoyourcontentarea:[Math]Hodgen,J.,&Wiliam,D.(2006).Mathematicsinsidetheblackbox.King'sCollegeLondon
SchoolofEducation.[Science]Hodgson,C.andPyle,K.(2010)ALiteratureReviewofAssessmentforLearningin
Science.Slough:NFER.• Prepareforaclassdiscussion:Whatideasandstrategiesdidyoufindmostusefulor
interestingintheformativeassessmentchapterforyourcontentarea?Whataresomeconnectionsbetweenwhatyoureadandwhatyouhaveexperiencedinyourowneducationand/orstudentteaching?
o Completeonlinevideotaggingusingthevideoannotationsoftware.o Bringasetofstudentpaperstoclass(e.g.,in-classassignment,homework,test,quiz,labwrite-
up);theworkmustincludeattentiontodevelopingconceptualunderstandingand/orproblemsolving;(itcanalsoincludesomefocusondevelopingskills/proceduralfluency,butitshouldnotfocusexclusivelyontheseareas).
Session5:Wednesday,Feb.3
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofformativeassessmentreadings:Whataresomepurposesofformativeassessment?What
aresomestrategiesthatwerehighlighted?• ActivitytosupportedTPA:practicingprovidingfeedbackthatmoveslearningforward• UsingaHowPeopleLearnframeworktoassesslearningenvironments
Fornextclass:
o ReadChapters8,9,and10ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#2prompts;gathersomethoughtsandbepreparedtodiscussinclass.
• Promptsappearinalatersectionofthesyllabus.o Uploadvideoclipfromyourclassroomthathighlightssubstantivestudentthinking;complete
videowrite-up#2.Session6:Wednesday,Feb.10
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofteachingskillsthatrelatetoinstruction:clarity,principlesoflearning,modelsofteaching• Discussionoflearningenvironmentyouexamined
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• Videoanalysisactivity:learningenvironment• Analysisofyourvideo:focusonlearningenvironmentandinstructionaladaptations(making
connectionstoedTPA)• ActivityinsupportofedTPATask#1:PlanningforInstructionandAssessment
Fornextclass:
o ReadChapters11,12,and13ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#3prompts;gathersomethoughtsandbepreparedtodiscussinclass.
• Promptsappearinalatersectionofthesyllabus.o CompletethefollowingedTPA-relatedtask:“IdentificationofLearningSequenceand
ArticulationofitsCentralFocus.”
Session7:Wednesday,Feb.17
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofteachingskillsthatrelatetomotivation:expectations,personalrelationshipbuilding,
classroomclimate• Videoanalysisactivity:Presentationanddiscussionofclassroomsvideos(i.e.,yourstudentteaching
videos)• ActivityinsupportofedTPATask#2:InstructingandEngagingStudentsinLearning
Fornextclass:
o ReadChapters14,15,and16ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#4prompts;gathersomethoughtsandbepreparedtodiscussinclass.
• Promptsappearinalatersectionofthesyllabus.o Uploadvideoclipfromyourclassroomthathighlightssubstantivestudentthinkingand
completevideowrite-up#3.Session8:Wednesday,Feb.24
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Teachingskillsthatrelatetocurriculum:curriculumdesign,objectives,andplanning• Videoanalysisactivity:Presentationanddiscussionofclassroomsvideos(i.e.,yourstudentteaching
videos)• ActivityinsupportofedTPATask#3:AssessingStudentLearning
Fornextclass:
o ReadChapters17,18,and19ofTheSkillfulTeacher.• Prepareforaclassdiscussionofthechapters:Whataresomebigideas?Whataresome
specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#5prompts;gathersomethoughtsandbepreparedtodiscussinclass.
• Promptsappearinalatersectionofthesyllabus.o WorkonedTPAtasks.
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Session9:Wednesday,Mar.2
• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Teachingskillsthatrelatetocurriculum:learningexperiences,assessment,andoverarchingobjectives• Videoanalysisactivity:Presentationanddiscussionofclassroomsvideos(i.e.,yourstudentteaching
videos)• ActivityinsupportofedTPATask#3:AssessingStudentLearning
Fornextclass:
o ReadReflection#6prompts;gathersomethoughtsandbepreparedtodiscussinclass.• Promptsappearinalatersectionofthesyllabus.
o WorkonedTPAtasks.Session10:Wednesday,Mar.9
• Processingofstudentteachingexperiences,includinggrowthandlessonslearned• Videoanalysisactivity:Videoreflections• ActivitiesinsupportofedTPAtasks
OtherImportantDates/Events
• Sat.,January9,201610:00a.m.–12:00p.m.
PhiDeltaKappaandNUsponsoredevent:“HowtoGetaTeachingJob”SwiftHall,Rm.107
• Thurs.,March3,20162:00–5:00p.m.
2016EducationConsortiumCareerFairUICCampusStudentCenterEast,IllinoisRoom750S.HalstedSt.Chicago,IL60642The2016EducationConsortiumCareerFairbringstogethereducationrelatedemployersandprospectiveeducationemployees.FreeadmissionforLoyola,DePaulandUniversityofIllinoisatChicagostudentsandalumni.$10atthedoorfornon-consortiumattendees.
• Wed.,March16,20164:30-6:30p.m.
Mentorteacher/studentteacher/supervisorreceptionAnnenbergG02
• Fri.,March18,2016 Lastdayofstudentteaching
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OtherRequirementsAssociatedwithStudentTeachingSeminarandFieldWork:Winter2016
FirstdraftofresumedueforNUResumeBook
All:[email protected] :[email protected]
DueJan.11
StudentTeachingAgreement--submitinclass
DueJan.13
FinaldraftofresumedueforNUResumeBookAll:[email protected] :[email protected]
DueJan.31
edTPAportfolio
Uploadcompleted,officialedTPA:March31orApril14
Additionally,yourmentor(s)andsupervisormustalsocompleteevaluationsofyourstudentteachinginorderforyoutocompletethecourseandreceiveagrade.
InstructionsforReflectiveDiscussions
ThereflectionentriesareintendedtocontributetoapictureofyourgrowthoverthetimeoftheTeacherEducationprogram.Foreachentry,usethetopicasyourtheme.Thequestionsbelowthetopicsareintendedtoserveaspromptsforyourthinking.Itisnotnecessarythatyouanswereachprompt.Preparesomethoughtsandbepreparedtodiscusstheminclass.Reflection#1:SchoolCommunity,Climate,andCulture
IllinoisProfessionalTeachingStandardsaddressed:
• Standard8:CollaborativeRelationships–Thecompetentteacherbuildsandmaintainscollaborativerelationshipstofostercognitive,linguistic,physical,andsocialandemotionaldevelopment.Thisteacherworksasateammemberwithprofessionalcolleagues,students,parentsorguardians,andcommunitymembers.
• Standard9:Professionalism,Leadership,andAdvocacy–Thecompetentteacherisanethicalandreflectivepractitionerwhoexhibitsprofessionalism;providesleadershipinthelearningcommunity;andadvocatesforstudents,parentsorguardians,andtheprofession.
Thefirstfewweeksofeveryteachingexperiencewillinvolvegettingtoknowyourstudentsandtheschoolcommunity.Thepurposeofthisreflectionistobegintodevelopanunderstandingofyourschoolandyourstudents.Thisinformationiscriticaltoyoursuccessinhelpingtopromotestudentlearning.Considerwhetherornotyourschoolsitehasapositiveclimateinrelationshiptostudents;inparticular,considertheschool’sbeliefsandexpectations(explicitand/orimplicit)ofstudents’abilitytolearn;andconsidertheschool’sbeliefsandexpectations(explicitand/orimplicit)relatedtotheteacher'sroleinthelearningprocess.
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• Doyousensethattheadministratorsandteachersfirmlybelieveintheirstudents’capabilities?• Whatindicatorsarepresenttodemonstratetheattitudesandbeliefsoftheteachersandthe
administration?• Howdostudentsviewthemselvesaslearners?Whataretheiracademicidentities?Whatevidencecanyou
cite?• Whatareattitudestowardlearning/thelearner?Doesthisattitudeapplytoallstudentsoronlysomeof
them?• Howdifferentorsimilarareyourbeliefsfromthoseoftheschool,theteachers,andthestudentsatthis
point?• Discussyourimpressionsofyourstudents,theschool,andthecommunity/schoolneighborhood.
Reflection#2:ClassroomCommunity,Climate,andCulture
IllinoisProfessionalTeachingStandardsaddressed:
• Standard8:CollaborativeRelationships–Thecompetentteacherbuildsandmaintainscollaborativerelationshipstofostercognitive,linguistic,physical,andsocialandemotionaldevelopment.Thisteacherworksasateammemberwithprofessionalcolleagues,students,parentsorguardians,andcommunitymembers.
• Standard9:Professionalism,Leadership,andAdvocacy–Thecompetentteacherisanethicalandreflectivepractitionerwhoexhibitsprofessionalism;providesleadershipinthelearningcommunity;andadvocatesforstudents,parentsorguardians,andtheprofession.
• Consideroneormoreofthemathorscienceclassroomsthatyouhaveobservedlastsemesterorthis
semester:o Whatbeliefsandattitudesarecommunicated,explicitlyorimplicitly,aboutthelearner,learning,
knowledge,assessmentoflearning,andtheroleofcommunityintheeducationprocess?Usetheresource“TowardaDefinitionofHPL-ness”toassistwiththeanalysis.
o Howdothebeliefsandattitudesaboutlearning,thelearner,knowledge,assessment,andcommunitytranslateintotheattitudesandbeliefsaboutteachingandtheroleoftheteacher?
Reflection#3:ClassroomManagementAnalysis
IllinoisProfessionalTeachingStandardsaddressed:
Standard1-TeachingDiverseStudents–Thecompetentteacherunderstandsthediversecharacteristicsandabilitiesofeachstudentandhowindividualsdevelopandlearnwithinthecontextoftheirsocial,economic,cultural,linguistic,andacademicexperiences.Theteacherusestheseexperiencestocreateinstructionalopportunitiesthatmaximizestudentlearning.
Standard4-LearningEnvironment–Thecompetentteacherstructuresasafeandhealthylearningenvironmentthatfacilitatesculturalandlinguisticresponsiveness,emotionalwell-being,self-efficacy,positivesocialinteraction,mutualrespect,activeengagement,academicrisk-taking,self-motivation,andpersonalgoal-setting.
Standard6-Reading,Writing,andOralCommunication–Thecompetentteacherhasfoundationalknowledgeofreading,writing,andoralcommunicationwithinthecontentareaandrecognizesandaddressesstudentreading,writing,andoralcommunicationneedstofacilitatetheacquisitionofcontentknowledge.
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ConsidertheclassroommanagementplanthatyoudevelopedforthePracticumseminar.Reacttohowtheplanandtheassociatedbeliefs/assumptionsthatinformedthatplanareplayingoutinyourteachingexperience.• Areyourearlyperceptionsofclassroommanagementbeingfulfilled?• Whatclassroommanagementchallengeshaveyouencountered?Weretheyanticipated?• Whatsolutionshaveyoutriedand/orfound?• Wouldyouchangeyourmanagementplan?Ifso,how?• Whatdoesyourplan/adjustedplansuggestaboutyourbeliefsofstudentlearning?Areyourviews
changing?• Whatisthefundamentalconnectionbetweenstudentlearningandclassroommanagement?• Isthereaconsiderabledifferenceintheclassroommanagementissuesfromoneclass(periodorageor
level)toanother?• Whatattitudesandactionshaveyoudisplayedtowardstudents?Dothesereflectyourphilosophyof
management?• Areyoubeingconsistentinthewaythatyoumanageclassroomsituationsand/orparticularstudents?• Considerastudentwhohaspresentedachallenge.Describethechallengeandtracetheevolutionofyour
relationshipwiththestudent.Arethereparticularassumptionsyoumadeaboutthatstudent?Werethoseassumptionscorrect?Didyoufindproductivewaystomanagethechallengepresentedbythestudent?Weresomeoftheeffortsunsuccessful?Describetheeffortsyoumadeandtheresults.
Reflection#4:ReflectiononLessonImplementation
IllinoisProfessionalTeachingStandardsaddressed:
• Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
• Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
• Standard 9 - Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Reacttooneofthelessonsyouimplemented.Describethesuccesses,challenges,andperceivedareasforimprovement.• Whatwereyourperceptionsofstudentlearningwhenyouplanned?• Howdidyouanticipatethestudentswouldlearn?Whatdidyouanticipatethestudentswould"bringwith
them"tothesubjectmatterforthelesson?• Howdidyouplantoassessthelearningduringandafterthelesson?• Howmuchdidstudentslearn?Howdoyouknow?Wasyourmeansofassessmenteffective?Whatevidence
(whatdidyouseeorhear?)fromthestudentsistheretoindicatetheefficacyofthelesson?• Doyoubelievethelesson“worked”?Whyorwhynot?• Whatwouldyoudodifferentlythenexttime?Why?
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• Doesthewaythelessonwentsuggestchangesinyouroriginalperceptionsofthestudents,ofhowstudentslearn,orofyourperceptionsofeffectiveteaching?
• Wasyourmentorinvolvedplanning,co-teaching,ormonitoring/observingthelesson?Whateffectdidthathaveonthelessonplanningandlessonimplementation?Didyoumentorprovidefeedbackonthelesson?Ifso,whatareyourthoughtsonhowthefeedbackcanhelpyoumoveforwardandgrowasateacher?
Reflection#5:FormativeAssessmentAnalysis
IllinoisProfessionalTeachingStandardsaddressed:
• Standard 3 - Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student growth and achievement.
• Standard 5 - Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
• Standard 7 - Assessment – The competent teacher understands and uses appropriate formative and
summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Describetwoexampleswhereyouruseofformativeassessmentresultedinthemodificationofyourinstructionalplansandinformedfutureinstructionand/ormodificationsofinstructionalplans.Foreachexample,provideabriefdescriptionof:• Thesituationandformativeassessmentthatalertedyoutomodifyyourinstructionaldesign• Theroleandresultsofstudentself-assessmentinthesituation• Themodification(s)totheoriginalinstructionalplanyoumade• Theresultsofyourinstructionalmodificationsandwhyyoubelievetheyproducedbetterlearningresultsor
failedtodoso.
Reflection#6:ReflectingonProfessionalGrowth
IllinoisProfessionalTeachingStandardsaddressed:
• Standard9:Professionalism,Leadership,andAdvocacy–Thecompetentteacherisanethicalandreflectivepractitionerwhoexhibitsprofessionalism;providesleadershipinthelearningcommunity;andadvocatesforstudents,parentsorguardians,andtheprofession.
AspectsofNUSchoolofEducationandSocialPolicyConceptualFrameworkaddressed:• Visionoflearning:
1.2reflectionandresearchasmeansoflearning• Visionofthelearner:
2.1lifelonglearninganddevelopmentshapedbysocialcontexts;• Visionofteaching:
3.1connectionoftheorytopractice,wherethecandidatesunderstand
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thattheoriessuggestquestionsandideasaboutpractice,andpracticesuggestsmodificationoftheory3.2professionalconductthatisresponsibleandethical
Describeyourgrowthasateacherasaresultofyourstudentteachingexperiencetodate.• Howareyoudifferentnowthanyouwerewhenyoubeganyourstudentteaching?• Whatbeliefsandperceptionsfocusyourteaching?Havethosechanged?• Whathaveyoudeterminedaboutstudentsandtheirlearningduringyourstudentteaching?• Howhasstudentteachingaffectedyourvisionsofthelearner,learning,andteaching?• Whathassurprisedyouaboutteaching?Howdidyourespondtothoseunexpecteddevelopments?• Whatstrengthsdoyouhaveasateacher?• Howhaveyoudevelopedsinceyoubeganstudentteaching?• Doyoufeelreadytoteach?Explain.• Whatchallengesareintheforefrontforyou?Howwillyoufocusuponthem?• Doyoucurrentlyfeelthatyoumadetherightdecisioninbecomingateacher?Explain.