UTCH2020: Interactions and Equity - Lewis

Course Sequence

 

Class Date

Topics

Readings

(to be completed for the next class date)

Assignments

(to be completed for next class date unless otherwise specified)

Lesson 1

Thursday, September 1

Module 1 – Knowledge for Teaching and Learning (part 1)

* Subtraction Activity

* Video analysis

* Syllabus and Course Expectations

* Ma (1999) Chapter 1 * Homework 1 – submit the essay “Subtraction with Regrouping” on Tuesday Sept 6

Lesson 2

Tuesday

Sept 6

Module 1 – Knowledge for Teaching and Learning (part 2)

* Knowledge packages

* Content knowledge and pedagogical knowledge

* Procedural and conceptual knowledge
 

* Ball, Hill, Bass (2005) * Homework 2 – make notes on reading be prepared to discuss and critique the article on Thursday Sept 8

Lesson 3

Thursday

Sept 8

Module 1 – Knowledge of Teaching and Learning (part 3)

* Discussion of homework reading

* Levels of cognitive demand in learning mathematics and science

* Carrying out observations, mentor teacher interview, and scavenger hunt

* Research Paper I

* Make contact with mentor teacher, schedule and perform two observations, the school scavenger hunt, and mentor teacher interview.

* Carry out a research of the school district

* Research Paper I due on Thursday Sept 22 – as hard copy in class

Lesson 4

Tuesday

Sept 13

Module 2 – Designing Instruction and Methods of Teaching (par 1)

* Inquiry-Based Instructions using 5E cycle

* Difference in Explorations for High School and Middle/Elementary Schools

* Homework 3 – Find out the topic for Lesson 1 and begin outlining concept and learning objectives. Use Lesson Plan template provided – will be in Dropbox folder. You will need to join Dropbox.

Lesson 5

Thursday

Sept 15

Module 2 – Designing Instruction and Methods of Teaching (part 2)

* Understanding your Students

* Building on Learner Differences – Instructional Strategies

* Addressing Teacher Biases
 

* Roesenthal and Jacobson (1968) and Teacher Expectations on Student Achievement (no author, n.d) * Homework 4 – Read both articles and make notes on how the findings from the research and be prepare a short presentation (2 minute) to present what you have read Tuesday Sept 20

Lesson 6

Tuesday

Sept 20

Module 2 – Designing Instruction and Methods of Teaching (part 3)

* Teacher Expectations

* Effects of Teacher Expectations on Student Achievement

* Setting Goals and Objectives
 

* Questioning Strategies to Engage Students

*Summary of Research – Effective Questioning

* Hastings (2003)
 

* Homework 5 – Read the articles and write a summary of 1 page incorporating ideas from all three readings due on

Thursday Sept 22

Lesson 7

Thursday

Sept 22

Module 2 – Designing Instruction and Methods of Teaching (part 4)

* Questioning Strategies

* Identifying levels of questions

* Designing pre-post assessments
 

* Plan Lesson 1 using the 5E model to teach the first lesson. Lesson plan with all handouts to be submitted as a hard copy on Tuesday Sept 27 Electronic copy to be sent to mentor teacher

Teaching Event 1 (Mon Sept 26 – Fri Sept 30)

Checkout a Swivl with an Android Tablet to video the lesson or check out a Flip Camera.

Collect All student artifacts – worksheets and pre-post assessments for the lesson

Carry out student Focus Group Interview

Watch your video of your classroom teaching and analyze it. Bring these notes with you to class on Thursday Sept 29

Lesson 8

Tuesday

Sept 27

* Classroom Management to Foster Learning (TEACHLIVE)

Lesson 9

Thursday

Sept 29

Module 3 – Analysis of Lesson (part 1)

* Video analysis

* Feedback analysis – mentor teacher/instructor

* Analysis of student artefacts

* Analysis of student questions/comments
 

* Homework 6 – Using Excel enter your pre- and post-test data into a spreadsheet and graph the data ready for

Tuesday Oct 4
 

Lesson 10

Tuesday

Oct 4

Module 3 – Analysis of Lesson (part 2)

* Analysis of pre- and post-assessments

* Student focus group analysis

* Targets for improvement

* Writing the Teaching Analysis Paper 1
 

* Teaching Analysis Paper 1 due as a hard copy on Thursday Oct 13

Lesson 11

Thursday

Oct 6

Module 4 – Making Math and Science Accessible (part 1)

* Teaching English Language Learners

* All – DiMartino & Miles (2004)

* Math – Murrey (2008)

* Science – Medina-Jerez, Clark, Medina, & Ramirez-Marin (2007)

* Homework 7 – first, all read and summarizes DiMartino and Miles (2004) to explain author’s points on equity. Second, what are strategies suggested for ELLS for math/science?

Tuesday

Oct 11

No Class Monday’s Schedule

Lesson 12

Thursday

Oct 13

Module 4 – Making Math and Science Accessible (part 2)

* Academic Language and Social Language

* Writing Research Paper II

* Academic Language in Science/Mathematics

* Research Paper II due as a hard copy on Thursday Oct 20

* Before coming to class on Thursday Oct 20 – make sure you have agreed with the mentor teacher the mini-topic.

Lesson 13

Tuesday

Oct18

Module 5 – Planning a Unit of Work (Teaching Lab 1) * Introduction to Understanding by Design * McTighe & Wiggins (2012) * Homework 8 - Read the article and summarize the article into a 1 page to share with your colleagues.

Lesson 14

Thursday

Oct 20

Module 5 – Planning a Unit of Work (Teaching Lab 2) * Stage 1 – Desired Result * Enduring Understanding and Essential Questions   * Homework 9 – Complete your Stage 1 of the UbD plan before next session

Lesson 15

Tuesday

Oct 25

Module 5 – Planning a Unit of Work (Teaching Lab 3)

* Assessment for Learning

* Assessment of Learning

* Pre-and post-assessments

* Creating rubrics

* Homework 10 – Create your pre-and post-assessments with rubrics and bring this with you for the next session

Lesson 16

Thursday

Oct 27

Module 5 – Planning a Unit of Work (Teaching Lab 4)

* Stage 2 – Acceptable Evidence

* Curriculum Embedded Performance Assessments (CEPA)

* Homework 11 – Complete Stage 2 of the UbD plan before next session

Lesson 17

Tuesday

Nov 1

Module 5 – Planning a Unit of Work (Teaching Lab 5)

* Stage 3 – Learning Plan

* Incorporating activities into the 5E Lesson

* Homework 12 – Complete Stage 3 of the UbD plan before next session

* Identify which of the learning activities will fit into the 5Es

* Begin writing the lesson plans

Lesson 18

Thursday

Nov 3

Module 5 – Planning a Unit of Work (Teaching Lab 6)

* Putting the unit together

* Continue planning the 5 E

Lesson 19

Tuesday

Nov 8

* Classroom Management to Foster Learning (TEACHLIVE)    

Teaching Event 2 – Wed Nov 9 – Wed Nov 23

Checkout a Swivl with an Android Tablet to video the lesson or check out a Flip Camera.

Collect All student artifacts – worksheets and pre-post assessments for the lesson

YOU SHOULD AIM TO TEACH THE TWO LESSONS BACK-TO-BACK.

IF THIS IS NOT POSSIBLE TEACH LESSON 2 ONE WEEK AND LESSON 3 THE FOLLOWING WEEK

Pre-Assessment to be given at the beginning of Lesson 2 and Post-Assessment to be given at the end of Lesson 3

Lesson 20

Thursday

Nov 10

No Class

Planning and Preparation Time for Teaching

* The UbD plan and the Lesson Plans 2 and 3 including worksheets, and rubrics to be handed in as a package on Friday Nov 11

Lesson 21

Tuesday

Nov 15

Module 6 – Analysis of Mini-Unit (part 1)

* Explaining design features of the Mini-Unit Plan

   

Lesson 22

Thursday

Nov 17

Module 6 – Analysis of Mini-Unit (part 2)

* Analysis of Evidence

* Use of Feedback from mentor teacher/student focus group/course instructor

* Writing the Teaching Analysis Paper 2

* Teaching Analysis Paper 2 due as a hard copy on Tuesday Nov 29

Lesson 23

Tuesday

Nov 22

Module 6 – Analysis of Mini-Unit (part 3)

* Focusing on Assessment for Learning – Final Paper

* Completing Teaching Analysis

* Black & Wiliam (1998), William (2011), NSTA (2007), Stiggins ( 2005)

* Final Paper on Assessment for Learning due as a hard copy on Friday December 9

Thursday

Nov 24

Thanksgiving Recess

Lesson 24

Tuesday Nov 29

Module 7 – Writing a Teaching Statement

* What is a teaching statement?

* Write and bring you Teaching Statement to class on Thursday Dec 1

Lesson 25

Thursday

Dec 1

Module 8 – Delivering Effective Speeches (part 1)

* Characteristics of effective speeches

* Structuring a speech

* Evaluating a speech

* Read handouts on preparing and giving an effective speech

* Homework 13 - Prepare 5-7 minute talk on one of these topics: Teacher Expectations, Why Teach, Teaching English Language Learners, or Assessment for Learning,

Lesson 26

Tuesday

Dec 6

Module 8 – Delivering Effective Speeches (part 2) * Speeches * Speech Evaluation

   

Lesson 27

Thursday

Dec 8

Module 8 – Delivering Effective Speeches (part 3)

* Speeches

* Speech Evaluation

* Course Evaluation

* Final Paper on Assessment for Learning due as a hard copy on Friday December 9

 

Field Experience

 

Category of field experience(s) in this course  Brief description of field experience How candidates will receive feedback on their field work 

Low Level field experience

Observe a classroom teacher and interview the mentor teacher to garner information about classroom management, routines and procedures, working with diverse students, and promoting positive student behavior. In addition complete a school/district scavenger hunt to learn about the school and the district. A paper is submitted for grading and feedback will be provided on candidates skills of observation, analyses of data gathered from scavenger hunt, as well as their ability to communicate information effectively.

Medium Level field experience

Candidates (in pairs) teach three lessons in a Grade 9, 10, 11, or 12 classrooms throughout the semester; provide teachers and instructor with the lesson plan to be used. Candidates administer pre-post assessments to collect data for analyses. Lessons are video recorded for reflection.

After the lesson, candidates debrief with teachers, analyze data of pre-and post-assessments with peers.

Candidates, individually prepare reflections for the instructor.

Classroom teacher completes a feedback form providing candidate pairs with guidance on classroom management (PST2 – F1), developing new approaches to improve practice (PST4-A2), ability to use effective strategies for making math/science accessible to ELLs (PST2-SEIb and SEId), and how candidates demonstrate ethical and reliable attributes of a teacher (PST4-F1).

Instructor reviews feedback and reflection paper and provides own comments to candidates with suggestions to improve.