Irresistible & Expectations How does teacher inquiry support teaching and learning in the 21st century classroom? How do you set conditions for learning to happen? What is Inquiry? What does it mean to be an inquirer in your classroom? What? So what? Now what? Meeting the needs of your students Possible TRP Unit/learning - how do you know that this is the inquiry that needs to happen? How do the contextual factors help you identify Lesson Planning – Madeline Hunter vs. 5E Week 4 – 9/22 Blackboard Setting conditions for learning to happen Do the conditions that were set for learning match effective lesson design? Plan your work and work your plan. Learning goals, assessments, and lesson design. What assessments are you developing? What is your work plan? Component 3 of TRP posted to Blackboard by midnight Sunday 9/25 Week 5 – 9/29 Face to Face Noticing and Naming How does noticing patterns help us How do I make decisions about what needs to happen in my classroom? How does research help me plan lessons for my student? What kind of planning makes a difference for instruction and learning? Choice Words Read Noticing and Naming, Chapter 2 – Think about how you use this during teaching. How does your mentor use Noticing and Naming? Assessments – formative and summative/TRP/TEKS, curriculum driven Chart: Whole class – kind/purpose/outcome Read Chapter 2 before Respond to the Following on blackboard: Give an example of a pattern that you or your mentor noticed. Tell what the pattern was. In your post, explain how naming the pattern helped/hindered the learning environment. How will you follow up on
What decisions student engagement strategies make a difference for students? Group – kind/purpose/outcome this event? Post by 10:00 pm Friday, 9/30 Work on TRP – Focus on Design for Instruction. Week 6 – 10/6 Blackboard Building content that matters What conditions have you set for student learning? What is the content of your instructional design meaningful to students? This week you should be moving forward with your TRP. You may even be past this point, but this is your check-in point with the instructor. This will help you get feedback on your TRP so that you know that you are headed in the direction. Get peer feedback on drafts of a Madeline Hunter LP and a 5E LP from your TRP (Lessons 1 and 2) Drafts of lesson plans 1 and 2 with partner feedback posted by midnight Sunday 10/9 Week 7 – 10/13 Face to Face Teacher Communities Diversity What is your mindset about student learning? Growth/Fixed How does student diversity promote acceptance of differences and foster opportunities to develop strategies that assist all learners? How do we communicate beyond our classrooms? Share Dweck’s explanation of growth/fixed mindsets --- Connect to Knowing --- categorize teacher statements. Cultural Identities – Use sticky to categorize the various groups you belong to --- discuss identity of groups. Translate to classroom. What do we know Identity and fixed/growth mindset? Professional Portfolio set up and expectations. Read Choice Words, chapter 3 – Identity for Blackboard post for Week 7 (due by 5:00 pm 3/8). Lessons 1 and 2 due to Blackboard by midnight Sunday 10/16 Week 8- 10/20 Blackboard Identity How do we communicate with students in a way to positively impact their identity? Go to Blackboard and respond to post connected to Chapter 3 in Choice Words. Just as you are building your identity as a teacher, your students are building an identity. Identify one student that you think that you Post your Choice Words Response by 5 PM 10/21 your letter of introduction and resume. Get feedback on it from two professionals. Revise.
have had a positive impact upon with regard to the student’s identity. Tell your group about the student, what changes do you see, and then how did you contribute to these changes? Get and give peer feedback on lessons 3 and 4 from TRP (one Madeleine Hunter and one 5E). hard copy to class on 3/22. Get peer feedback on lessons 3 and 4. Lesson Plans 3 and 4 due to Blackboard by midnight Sunday, 10/23 Bring Component 4 to class on 10/27 Week 9- 10/27 Face to Face Peer Response How do I demonstrate that I have knowledge of the content, the TEKS, developmentally appropriate strategies, assessments, and classroom management? Component 4 of TRP – We will spend time in “teams” sharing our work from our TRP. Professional Me Work on TRP Review letter of introduction and resume. Revisit beliefs, and principles. Component 4 of TRP due midnight Sunday, 10/30 Week 10- 11/3 Blackboard Professional communication What do my professional interactions with parents, administrators, and public audiences demonstrate about my professional knowledge and interactions in school with students and teachers? Resume Letter of Introduction Post your resume, letter of introduction, and Statement of Beliefs and Principles to Blackboard by midnight Sunday, 11/6 Read Choice Words – Chapter 5 to prepare for next week. Week 11- 11/10 Blackboard Growing in Flexibility How are you developing as a flexible educator who is able to generalize knowledge and experiences in order to Blackboard response to Choice – Identify a time in your lesson implementation when you were flexible? What was the result Respond to post on blackboard by 11/11 at midnight.
transfer learning from one situation to a different situation? of your flexibility? If you did the lesson again, how would you plan differently? Do a voice recording of yourself teaching a lesson. It should be about 10 minutes so that we can hear the kinds of interactions that you are having with your students. Bring to class 12/1 Work with to select student work samples. For each piece of student work, choose one high, one medium, and one low. Week 12- 11/17 Blackboard Student Learning How do assessments provide a foundation for setting conditions for teaching/learning? How does reflection support the connection between assessment and student learning and instructional goals? Analysis of Student Learning Looking at students’ strengths and targets for growth. Then, where do you go from there? Analysis of Student Learning – Bring your component 6 to class on 12/1. Be sure to bring your student work samples. Component 5 due to blackboard by midnight Sunday 11/27 11/24 Thanksgiving Week Week Face to Face Professional Impact How do my educational audiences view my ability to orchestrate my knowledge of teaching, knowledge of subject matter and curriculum goals, knowledge of learners and their development? What difference does Agency make to students? To Adaptive Actions in the classroom – reflection in action and reflection on action Patterns in audio recordings Listen to your partner’s voice recordings. What teacher to student interactions do you notice? Are there patterns? Do the patterns support a growth mindset? Component 6 due to blackboard by midnight Sunday 12/4