Schedule --- Assignments, Face-to-face meetings, Online work, Homework and Due Dates Week/Date Location Topic To get ready for class: In class: What’s Due? 1/17/17 Blackboard My learning landscape Acclimate yourself to role in the classroom. Work with Mentor to plan for independent teaching schedule. Take notes on planning for teaching schedule. Document routines and expectations. Make notes on students. Website SetUp – See announcement and follow expectations. Set up your account with Weebly education and begin to construct your Teacher Website. Component 1 of TRP due to Blackboard by midnight Sunday 1/22 1/24/17 Face to Face Teachers at work in classrooms What qualities must an individual exhibit in the classroom in order to be an effective teacher? What elements of classroom knowledge, beliefs, & practice are essential in the classroom? Bring hard copy of Component 1 and your goals and ideas for what student learning goals (TRP) you might address in your classroom to class on 1/26. Extensive explanation of syllabus and TRP TRP – Contextual Factors – Mentor’s Classroom Student Learning vs. Classroom Management (T chart) Brainstorm qualities of a teacher – in class self-assessment. Set goals for yourself. Lesson Planning – Madeline Hunter vs. 5E Learning Goals workshop TRP Component 2 posted to blackboard by midnight Sunday 1/29 1/31/17 Face to Face Building a community of Learners: Making Learning Irresistible & Expectations What elements of community are you seeing in your mentor’s classroom? Short and Simple Rules/ Principles & Beliefs Community Building Activity --- What does a teacher do to build community in a classroom? Why is it needed? Bring ONE complete Madeline Hunter lesson plan and ONE 5E lesson plan to class on 1/31. You must be planning to teach or have taught these lessons.
How does teacher inquiry support teaching and learning in the 21st century classroom? How do you set conditions for learning to happen? Bring ONE complete Madeline Hunter lesson plan and ONE 5E lesson plan to class on 2/2. You must be planning to teach or have taught these lessons. 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 goals - how do you know that this is the inquiry that needs to happen? How do the contextual factors help you identify needs? Lesson Plan workshop 2/7/17 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. Construct a work plan to share Describe your Pre/Post assessment and 3 Formative Assessments to your group in the Group Discussion Board. Classroom expectations posted to your website by Sunday 2/12 2/14/17 Go2Meeting Noticing and Naming How does noticing patterns help us teach? 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? What decisions about student engagement strategies make a difference for students? Assessments – formative and summative/TRP/TEKS, curriculum driven Chart: Whole class – kind/purpose/outcome Group – kind/purpose/outcome Work on TRP – Focus on Design for Instruction. Sign up for GoToMeeting Appointment for next week by 2/22 Component 3 of TRP posted to Blackboard by midnight Sunday 2/19
2/21/17 GoToMeeting appointments 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. GoToMeeting Appointments Scheduled This will help you get feedback on your TRP so that you know that you are headed in the right direction. Get and give feedback on lesson plans 1 & 2 Post 2 lesson plans to the class blog (2 separate posts) by 2/26 Give feedback on 2 separate classmate’s lesson plan (via blog comments) by 2/28 (Make sure they have not already received feedback on that particular lesson plan). 2/28/17 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 about Identity and fixed/growth mindset? Professional Portfolio set up and expectations. Post 2 different lesson plans to the class blog (2 separate posts) by 3/5 Corrected/Revised lesson plans posted to your website 3/7/17 Blackboard Identity How do we communicate with students in a way to positively impact their identity? Get and give peer feedback on lessons 3 and 4 from TRP (one Madeleine Hunter and one 5E). Give feedback on 2 separate classmate’s lesson plan (via blog comments) by 3/12 (Make sure they have not already received feedback on that particular lesson plan).
enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at . The TAO website is . Additional test preparation materials (i.e. Study Guides for the TExES) are available at “Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their semester (i.e. the long semester or summer session immediately prior to student teaching). Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Take control; (4) Be prepared; (5) Get involved; and (6) Be persistent. Students are encouraged to access the following website: . The site contains multiple student resource links and short videos with student messages. Objectives Written According to Mager’s Format Mager’s behavioral objectives have three parts: An observable behavior The conditions under which the behavior will occur Criteria for acceptable performance Examples of objectives written according to Mager’s format are listed in the following table: Objective Condition Performance Criteria Given a list of sentences, the student will identify the adjective in each sentence. Given a list of sentences Identify Each Given 10 problems involving subtraction with regrouping, the student will correctly solve 7. Given 10 problems Solve 7 of 10 a ruler and compass, the student will construct the bisector of an angle to within 1° Given a ruler and a compass Construct Within 1°