1 MS ED 489, TEACH ED 389 FIELD SEMINAR: MATH/SCIENCE ...

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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


• Processingofstudentteachingexperiences,includingsuccessesandchallenges• Discussionofteachingproficienciesthatrelatetomanagement:attention,momentum,space• DiscussionofHowStudentsLearnchapters,includingimplicationsforteaching• Check-inforselectionofclasstofeatureinedTPA• Whatdoessubstantivestudentthinkingandcommunicationlooklikeinclassrooms?• Videoanalysisactivity:scienceclassroom–weightvs.mass• ActivitytosupportedTPA:Identificationofalearningsegmenttoplan,teach,andanalyze

Fornextclass:


specificteachingstrategiesthatyoufoundusefulorpromising?o ReadReflection#1prompts;gathersomethoughtsandbepreparedtodiscussinclass.

• Promptsappearinalatersectionofthesyllabus.o Uploadvideoclipfromyourclassroomthathighlightssubstantivestudentthinkingand

completevideowrite-up#1.

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• 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:



• 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:



• 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:



• 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:



• 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


• Standard8:CollaborativeRelationships–Thecompetentteacherbuildsandmaintainscollaborativerelationshipstofostercognitive,linguistic,physical,andsocialandemotionaldevelopment.Thisteacherworksasateammemberwithprofessionalcolleagues,students,parentsorguardians,andcommunitymembers.


• Consideroneormoreofthemathorscienceclassroomsthatyouhaveobservedlastsemesterorthis

semester:o Whatbeliefsandattitudesarecommunicated,explicitlyorimplicitly,aboutthelearner,learning,

knowledge,assessmentoflearning,andtheroleofcommunityintheeducationprocess?Usetheresource“TowardaDefinitionofHPL-ness”toassistwiththeanalysis.

o Howdothebeliefsandattitudesaboutlearning,thelearner,knowledge,assessment,andcommunitytranslateintotheattitudesandbeliefsaboutteachingandtheroleoftheteacher?

Reflection#3:ClassroomManagementAnalysis


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


• 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


• 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



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.

1 MS ED 489, TEACH ED 389 FIELD SEMINAR: MATH/SCIENCE ...

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1 MS ED 489, TEACH ED 389 FIELD SEMINAR: MATH/SCIENCE ...