Teaching for Social Justice

Master in Teaching Program Fall, 2001

Welcome to the first quarter of the Teaching for Social Justice program. Our catalog description includes the subtitle: "Cultural, Cognitive and Kinesthetic Approaches to Teaching & Learning," and you will see in the syllabus below that we will regularly work with these three modes of inquiry. During our work together this quarter, keep in mind that all the interdisciplinary teaching that you will experience can be enacted in elementary, high school and special education classrooms. Our aim is to make theory and practice seamless for you. An important way to begin our inquiry is to consider the teachings of Socrates, and so our first reading together will be Plato’s Meno, along with a consideration of the teaching practice of seminars, a chief Socratic method of teaching and learning. One of your assignments is to keep a journal of teaching practices, start immediately to jot down your observations about teaching and learning in this program.

 

Faculty

Office

Phone

e-mail

Mailbox location

Ernestine Kimbro

Lib 3308

867-6715

kimbroe@evergreen.edu

Lib 2300

Ratna Roy

Com 308E

867-6469

royr@evergreen.edu

Com 301

Stephanie Kozick

Sem 4103

867-6439

kozicks@evergreen.edu

Sem 3127

Lyndel Clark

Lab 1 3024

867-6559

clarkl@evergreen.edu

Lab 1 3019

Scott Coleman

Lab I 3010

867-6130

colemans@evergreen.edu

Lab 1 3019

Michael Vavrus

Lab I 3013

867-6638

vavrusm@evergreen.edu

Lab 1 1st floor

 

Booklist

Plato, Meno

Mitchell & Weber, Reinventing Ourselves as Teachers

Takaki, A Different Mirror

Article: Bing, Canar & Zerkel "Reading the Media and Myself: Experiences in Critical Media Literacy with Young Arab-American Women"

Duckworth, The Having of Wonderful Ideas

Sarason, Teaching As a Performing Art

Spring, The American School

Tatum, "Why Are All The Black Kids Sitting Together In The Cafeteria?"

Loewen, Lies My Teacher Told Me

Gould, The Mismeasure of Man

Boal, Games for Actors and Non-Actors

Olsen, BodyStories

Andrade, "Using Rubrics to Promote Thinking and Learning"

Goodrich, "Understanding Rubric

Required Program Work

Writing

All writing assignments must be typed and double-spaced unless otherwise directed. A 12 pt. font with margins of 1" all around is required. Papers must be stapled; no binders or folders unless called for in a particular assignment. Your name should appear on a separate cover page with the title of the assignment and the current date.

Your faculty expects you to take advantage of the Writing Center tutors in the Learning Resource Center (Library Building 3407) for writing advice and editor review. Your faculty will read your writing with an eye for competency in specified writing skills.

Note: You will collect all of written papers to include in your program portfolio (see attachment). Your program portfolio will include any necessary revisions to your papers recommended by your faculty.

Weekly Seminar Preparation Paper

(a) Being prepared for book seminars promotes the dynamic exchange of perspectives that is so vital to our inquiry and discussions. Therefore, we expect each student to enter seminar on Tuesday mornings with a paper about the reading. Seminar papers are turned into your seminar faculty during the seminar period. As part of the program’s writing process, these 2-3 page seminar papers must be representative of your best work, i.e., fully edited and revised as necessary prior to Tuesday morning.

Critical thinking on the major concepts of the readings is required. The first paragraph should identify key concepts that appear throughout the book. This will help prepare you for seminar dialogue.

The following are suggested ways to prepare to write your seminar paper. You may ask yourself how the concepts in the assigned book(s)

1. Made me think differently about…

2. Raised new questions for me, such as…

3. Reinforced my perspective on…

4. Changed my perspective on…

5. Challenged my identity as a teacher by…

Since we all will have read the material, a book report or review is inappropriate. Instead, the seminar paper is intended to help you construct what is important for you and your colleagues to understand the text. Your paper should capture your thoughts about several particular ideas, concepts, or issues presented in the text that warrant further discussion during the seminar. The seminar paper is text-centered and not about your likes/dislikes of the author’s ideas.

(b) The exception to the weekly seminar paper is the visual representation response. For weeks 3 & 7 you will complete a visual representation response instead of a seminar preparation paper (see Visual Representation Response description below).

Integration Paper

During the quarter you will write two formal integration papers. The intent of this assignment is for you to craft thoughtful and edited papers that construct a unified or synthesized reflection on the inquiry and information presented in the program. In an integration paper you are bringing program ideas together to create a fuller understanding of the program’s work — readings, presentations, workshops, media, etc. You may supplement program material with library research as necessary. You will need to conceive of a central or organizing theme that helps you bring new learnings together into a greater whole. You must construct your paper with a clearly identified conceptual theme.

The Evergreen State College holds as one of its core beliefs that "connected learning — pulling together ideas and concepts — is better than teaching (or learning) separated bits of information." Connected learning describes the purpose in writing an integration paper. This assignment acts on a fundamental belief that "it is impossible to isolate bits of learning and present them as if they had no connection to other learning and to other parts of the world."

An integration paper is expected to draw conceptually from the three curricular elements that are woven throughout the Teaching for Social Justice — Master in Teaching Program. The elements are:

J Democracy and Schooling

J Multicultural and Anti-Bias Perspective

J Developmentally Appropriate Teaching and Learning

For a description of each element you should refer to the Master in Teaching Program’s Student Guide to Program and College Policies and Procedures that you received at orientation.

Integration papers are good preparation for writing your Master’s project. Therefore, an integration paper must begin with an organizing paragraph that states a thesis. The paper is not about isolated facts or reviews of books read. The paper should be precise and not "overwritten"; 5-6 pages is an appropriate length. The paper must have a summary conclusion. An integration paper follows the documentation guidelines of the Publication Manual of the American Psychological Association (APA) (4th ed.). Specifically, APA guidelines must be followed for in-text citations, a reference list at the end of the paper, and paraphrasing and quoting authors.

Your integration papers are initially due during weeks 4 and 8. You will submit an edited draft of your integration papers to a member of your pre-seminar triad on Thursday of weeks 4 and 8. You will receive written, constructive peer feedback on your paper. By Thursday of weeks 5 and 9 you must submit to your seminar faculty your revised and polished integration paper along with your draft and peer reader’s comments.

Master’s Project

Your master’s project is completed in a series of steps over multiple quarters. The Master in Teaching Program’s Project Guidelines provides detailed expectations for each of your chapters. Necessary research into your topic precedes the actual writing of the master’s project. The following are the initial steps for conceptualizing and preparing your Master’s Project.

Step 1 Due Thursday of week 3: Project topic and research question.

Step 2 Due Thursday of week 7: (a) Revised topic & research question as necessary and (b) 10 annotated bibliographic references germane to your topic and question (see description of an annotation below). .

Step 3 Due Thursday of week 10: (a) Revised topic & research question as necessary, (b) 10 additional annotated bibliographic references, and (c) a minimum of 20 additional APA-cited sources that you intend to investigate.

Step 4 Due Thursday of week 2, Winter Quarter: 20 additional annotated bibliographic references for a minimum total of 40 annotated sources that you intend to use in writing your Master’s Project.

You will find many books and journal articles cited in the reference lists of our program books. Some of these references may offer more information on your topic of interest. Scholarly books and professional peer-reviewed journals should be sought out through an in-depth search of library databases. A concise paragraph is required for each reference. Make a copy of all journal articles that you cite. Turn in journal articles and books that you cite with your annotated bibliography on the above due dates to your faculty. All journal articles and books will be returned to you within one week.

Annotation Description

An annotated bibliography will have the same basic layout as a reference page. There are, however, three major differences.

(1) You can include in your bibliography works that you think will be useful to your master’s project but that you might not actually use in the writing of this particular paper or article. (Your reference list, however, only includes those sources that you actually cite in your master’s project. A minimum of 40 references is required for your master’s project — see Project Guidelines).

(2) You should categorize your annotated bibliographic references according to your chapters (see Project Guidelines for specific chapter categories).

(3) You should add commentary to the references, telling your reader the particular advantages of that resource to your topic and research question. Commentaries should be concise, economical summaries, written in sentence fragments; if related, fragments should be connected with semicolons. The commentary should begin on a new line, indented from the preceding line.

Example:

National Institute of Mental Health. (1982). Television and behavior: Ten years of scientific progress (DHHS Publication No. A 82-1195). Washington, DC: U.S. Government Printing Office.

Documents connections between children's lack of attention in school and hours of television watching; provides scientific evidence of changed viewing habits over ten years. Also Add, how reference relates to a specific chapter in your master’s project.

Autobiographical Research into Teacher Identity Formation

You will be constructing versions of autobiographical research leading to your social formation of your identity as a teacher. In Winter Quarter you will present version 5.0 to the program. The format will be multimedia and combines digitized images and written text.

Faculty presentations and workshops will inform the direction that your autobiographical research will need to take. The process of autobiographical research is completed in incremental steps and includes personal inquiry into family history, personal schooling and learning experiences, racial and ethnic identity formation, and social justice. Expectations for each draft of your autobiographical research will be discussed. The following is an overview of the draft deadlines and purposes:

Version 1.0 is due at the end of the day on Wednesday of week 1. This draft will be completed during your technology workshop. The theme of draft 1 is you and your family history.

Version 2.0 is due in your multimedia format by Monday morning of week 3. The purpose of draft 2 is to relate your family history, your personal experiences with K-12 schooling/learning, and Takaki’s A Different Mirror to your emerging identity as a teacher.

Version 3.1 is due as a Word document e-mailed as an attachment to your seminar faculty by Monday morning of week 6. This draft provides information on how your racial and ethnic identity formation will be incorporated into your autobiographical research. This plan includes (a) a draft of specific information about your racial and ethnic identity formation and (b) your ideas on relevant visual images to incorporate into your multimedia format.

Version 3.2 is due in your multimedia format by Monday morning of week 8. The purpose of this draft is to incorporate your racial and ethnic identity formation and then relate this information to your emerging identity as a teacher.

Version 4.1 is due as a Word document e-mailed as an attachment to your seminar faculty by Thursday morning of week 1 of Winter Quarter. This draft provides information on how social justice will be incorporated into your autobiographical research. This plan includes (a) a draft of specific information about your relationship to issues of social justice and (b) your ideas on relevant visual images to incorporate into your multimedia format.

Version 4.2 is due as a multimedia format by Monday morning of week 3 of Winter Quarter. The purpose of this draft is to incorporate your perspective on social justice issues and then relate this information to your emerging identity as a teacher.

Version 5.0 is due as a multimedia format by Monday morning of week 4 of Winter Quarter. In light of what you have learned about yourself in relationship to your identity as a teacher, you will make revisions to your entire autobiographical research so that the entirety of this assignment is a cohesive and coherent whole.

Version 6.0: To be continued…

Visual Representation Responses

As a practice of art you will create a visual response for two of the readings: Duckworth, The Having of Wonderful Ideas and Loewen, Lies My Teacher Told Me. A visual response helps to develop your visual language; like the written response it promotes seminar discussion. Visual responses elucidate themes, structure, and the individual meaning you bring to the readings. They can also ask/answer a key question from the book. Some guidelines for this form of response include: 1) take visual and written notes as you read, 2) brainstorm ideas for your response, 3) make a series of 3-5 idea sketches, and 4) complete the final visual response and bring it to seminar. Some possibilities for the visual response are: 1) a painting to illustrate a mental picture, 2) a drawing to capture a conceptual theme, 3) a photo collage or mixed media work, 4) a sculpture or altar to represent ideas, 5) a cartoon strip of events, 6) a diagram to illustrate a structural idea, 7) a time sequence triptych to illustrate a change in your perspective after reading the book, 8) an abstract image to capture the tone of the book. Be creative and take artistic risk in this assignment; do not present a quick sketch. You will need to spend as much time or more preparing this response as you would in preparing a written response. You must bring your visual responses to the seminar and be prepared to discuss its conceptual base. During seminar your art piece will be digitally photographed for inclusion into the program web site’s virtual art gallery.

Journal of Teaching Ideas

You will be responsible for maintaining a journal of teaching ideas generated from program activities. Entries will document interesting words, phrases and questions that you encounter as you participate in this program. Especially useful will be teaching and learning ideas that are new to you, perhaps the seminar process or the workshop style of teaching and learning or the studio work. Briefly jot these ideas down in a pocket notebook as they arise, then transfer and elaborate on these notes in a full size journal notebook. This journal of teaching ideas will be useful in creating curriculum, sharing ideas with others and inventing new teaching methods.

Movement and Theater Studio

During these program learning activities, wear loose clothing and be prepared to move around, to sit and lie on the floor, and stretch out. The curriculum in these studios emerges as we work together throughout the quarter.

Technology Project

During fall quarter you will be participating in technology workshops to learn about essential technology skills required of schoolteachers. In addition, you will be introduced to The Evergreen State College preservice teacher technology training program and the Olympia School District GenY project, a project that trains middle school students to teach technology skills in their schools. Marilyn Piper, a teacher in the Olympia Schools, is our liaison to that project, you will meet her during week 2 (see syllabus below). During fall quarter, you will be introduced to the work of Gen Y by corresponding through e-mail with a Washington Middle School student involved in that project. The goals of this work are at least two-fold, 1) to learn about the academic aims and attitudes of middle school students, and 2) to learn about the technological experience of this age group, an age group that overlaps both elementary and secondary schooling. You will e-mail your selected student at least 3 times during the quarter to establish a conversation about teaching and learning at the middle school level. Do not entertain topics other than schooling, the aim of this project. Document these correspondences by printing out both your e-mail letter and the response you receive from your middle school student. You will add these documents to your program portfolio. Your conversation must be structured around learning about what academically interests your student-how do they best learn about what they wish to learn about? How does technology impact their school life? What are their creative ideas and visions about middle school schooling? This project will continue into winter quarter in a specific technology curriculum design project.

Wednesday in the School and Community

A unique and wonderful component of this teacher education program is the frequency with which you will be in the schools and community. Each Wednesday is devoted to the learning experience. A Schedule of placements and guidelines for your participation will be distributed during week one of the program.

Evaluation

Week 11 is final evaluation week for fall quarter. Your seminar faculty member will schedule individual conferences with each student in the seminar. Evaluation is a time to reflect on your work during the quarter, and on your participation as a member of this learning community. Your program portfolio is an essential part of this reflective process. The last page of this syllabus provides specific guidelines on the contents of the reflective portfolio that is due Thursday, December 6. Your "ticket-of-admission" to the evaluation conference is 1) your written self-evaluation of what you have learned during fall quarter, and 2) a written evaluation of the performance of your seminar faculty member. Formal templates for these two evaluations are available at the Campus Computer Center. Each evaluation should be no longer than one typed page. At the evaluation conference, your seminar faculty member will provide you with a written "faculty evaluation of student performance" based on your participation in the program and your submitted program portfolio.

 

Program Schedule and Room Guide

Monday

Tuesday

Wednesday

Thursday

9-10 Movement Studio

CRC 316

10:30-12:30

Media/Lecture

Lecture Hall 4

1:30 —3

Faculty Book Seminar

Northwest Library Lounge

9-11 Book Seminar

Seminar 3151

Seminar 3153

Seminar 3155

 

12-3

Workshop

CAB 108

 

 

A Day in the Community & Schools

Gen Y visits

9- 10 Theater Studio

CRC 316

10:30-12:30

Integration Seminar

Seminar 3151

Seminar 3153

Seminar 3155

12:30-1:30 Making

Connections

CAB 108

1:30-2:30

Faculty Business Mtg.

2:30-3:30

Faculty Office Hours

NOTE: Some Thursday seminars begin at 11:30 with a preceding activity in CAB 110, check your syllabus regularly.

Syllabus

Orientation Day

September 15 8:45 — 5:30

Week 1

How do we know what we know?

Reading: Plato, Meno

Mitchell & Weber, Reinventing Ourselves as Teachers (Introduction & Chapter 3)

Monday September 24

9:00 - 10:00 Movement Studio- Introduction to studio work

10:30 — 11:30 Meet the Faculty, Making Mistakes- Problem Centered Learning, Taking a Good Look at the Covenant

11:30- 12:30 Introduction to Research Writing - Sandy Yannone, Director, Writing Center

Tuesday September 25

9:00-11:00 Book Seminar & Introduction to the Process of Seminar

12:00-3:00 Workshop: Picture This-Roots and Visions

Wednesday September 26

9:00 — 4:00 All Day Technology Workshop with Scott Coleman and John MeGee

Version 1.0 of Autobiographical Research Due

6:00 Family Potluck - Bring a dish to share with the program.

Longhouse Center Cedar Room (kitchen available)

Thursday September 27

9:00- 1:30 Making Connections- Scheduled individual meetings with seminar faculty

(Some of you will also be meeting individually with Lyndel Clark)

Week 2

Margin and the Center: Self and the Other

Reading: Takaki, A Different Mirror

Articles: Bing, Canar & Zerkel, "Reading the Media and Myself: Experiences in Critical Media Literacy with Young Arab-American Women"

Andrade, "Using Rubrics to Promote Thinking and Learning"

Goodrich, "Understanding Rubrics"

Monday October 1

9:00 - 10:00 Movement Studio- Mirroring

10:30 — 12:30 Academic Support - Library Tour

Marilyn Piper: Middle School Students and Technology

Tuesday October 2

9:00-11:00 Book Seminar: Takaki, A Different Mirror Seminar Preparation Paper Due

12:00-1:00 Ratna: Storytelling: The Tempest

1:00-2:00 Michael: What’s Your Story?

2:00 —3:00 Introduction to Theater Work

Wednesday October 3 A Day in the Community & Schools

Thursday October 4

9:00-10:00 Theater Studio- Takaki

10:30-11:30 CAB 110 Film: Critical Media Literacy with Young Arab-American Women

11:30-1:30 Integration Seminar

Week 3

Is development the aim of education?

Reading: Duckworth, The Having of Wonderful Ideas

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 1&2

Monday October 8

Version 2.0 of Autobiographical Research Due

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture Introduction to Child & Adolescent Development

Tuesday October 9

9:00-11:00 Book Seminar Visual Response Due

12:00-3:00 Workshop: Child & Adolescent Development

Wednesday October 10 A Day in the Community & Schools

Thursday October 11

9:00- 10:00 Theater Studio

10:30-1:30 Making Connections: Research - Individual Conferences

Step 1 of Master’s Project Due

When you are not in conference, you will be in the computer lab doing multimedia work.

Week 4

All the classroom’s a Stage: Who are the players?

Reading: Sarason, Teaching As a Performing Art

Monday October 15

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture Ratna on Teaching As a Performing Art

Tuesday October 16

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: How to Make Sense Of A Journal Article

Wednesday October 17 A Day in the Community & Schools

Thursday October 18

9:00- 10:00 Theater Studio

10:30-12:00 Integration Seminar

12:00-1:30 Making Re-connections with Ernestine Kimbro

Integration Paper Draft Submitted to Pre-seminar Triad Group

Week 5

The American school system is the best in the world.

Reading: Spring, The American School Introduction and Chapters 1-6

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 4 & 5

Monday October 22

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on the American school & Film: "High School"

Tuesday October 23

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: Jigsaw Teaching on Eurocentrism

Wednesday October 24 A Day in the Community & Schools

Thursday October 25

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Midterm Portfolio Sharing

Integration Paper #1 Due

Week 6

Why Are All The Asian Kids/ Indian Kids/ Hispanic Kids Sitting Together In The Cafeteria?

Reading: Tatum, "Why Are All The Black Kids Sitting Together In The Cafeteria?"

Monday October 29

Version 3.1 of Autobiographical Research Due

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on Racial Identity Formation

Tuesday October 30

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop: Letitia. Nieto On Diversity

Wednesday October 31 A Day in the Community & Schools

Thursday November 1 Student-facilitated Day

9:00- 10:00 Theater Studio

10:30-11:30 CAB 110 Film: Fear and Learning at Hoover Elementary

11:30-1:30 Integration Seminar

 

Week 7

The American school system is the worst in the world.

Reading: Spring, The American School Chapters 7-12

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 6 &7

Monday November 5

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Anne Fischel on Media Literacy

Tuesday November 6

9:00-11:00 Book Seminar Visual Response Due

12:00-3:00 Workshop: Instructional Technology

Wednesday November 7 A Day in the Community & Schools

Thursday November 8

9:00- 10:00 Theater Studio

10:30-11:30 CAB 110 Magda Costantino on Washington Educational Reform

11:30-1:30 Integration Seminar

Step 2 of Master’s Project Due

Week 8

Who gets what, when, and how?

Reading: Loewen, Lies My Teacher Told Me

Monday November 12

Version 3.2 of Autobiographical Research Due

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Larry Mosqueda on The Politics of Schooling

Tuesday November 13

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00-3:00 Workshop Technology Reading: Spring, The American School Chapters 7-12

Mitchell & Weber, Reinventing Ourselves as Teachers Chapters 6-7

Wednesday November 14 A Day in the Community & Schools

Thursday November 15

9:00 10:00 Theater Studio

10:30-11:30 CAB 110 Dan Leahy on Washington Educational Reform

11:30-1:30 Integration Seminar

Integration Paper Draft Submitted to Pre-seminar Triad Group

 

Thanksgiving Break November 19-24

 

Week 9

"If you can see it and measure it, it must be true."

Reading: Gould, The Mismeasure of Man

Monday November 26

9:00 - 10:00 Movement Studio

10:30 — 12:30 Media/Lecture: Michael on Gould

Tuesday November 27

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12:00 —3:00 Workshop: Quantifying the Mismeasure of Man

Wednesday November 28 A Day in the Community & Schools

Thursday November 29

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Program Meeting

Integration Paper #2 Due

 

Week 10

¿Cómo es possible que no entienda usted el español?

Reading: Spring, The American School Chapters 13-17

Monday December 3

9:00 - 10:00 Movement Studio

10:30 - 12:30 Media/Lecture: Russ Fox on Community / Film: "Holding Ground"

Tuesday December 4

9:00-11:00 Book Seminar Seminar Preparation Paper Due

12-3Workshop: To Be Announced

Wednesday December 5 A Day in the Community & Schools

Thursday December 6

9:00- 10:00 Theater Studio

10:30-12:30 Integration Seminar

12:30-1:30 Making Connections: Program Potluck

Step 3 of Master’s Project and Program Portfolio Due

 

Evaluation Week December 10-14

Fall Program Reflective Portfolio

During fall quarter you will be keeping a portfolio to organize, reflect on, and guide the progress of your work in this program. Think of the portfolio as a developing story about your growth as a learner, as a writer, as a thinker and as a member of this learning community. A completed portfolio collection 1) helps you to reflect on what you have learned and how you have accomplished this learning 2) facilitates writing your self-evaluation 3) provides the faculty with your work so that what you have accomplished can be evaluated. 4) organizes program handouts.

In this program you will be engaged in a variety of learning activities that direct your attention to social justice and education, with the central inquiry as, "How does one teach from a foundation of social justice?" and "Where do our ideas about social justice come from?" Program learning activities include: reading a variety of books related to our inquiry; preparing for and participating in book seminars; writing weekly seminar preparation papers and two formal integration papers; viewing, discussing and writing about films, workshops- including movement and theater as pedagogy-, projects that incorporate computer technology, talks and guest presentations, and supporting and collaborating with other program members. You will also formulate a research question with an accompanying annotated bibliography. Each Wednesday you will be in a community and school for field observation work.

You will need to keep all the work associated with these activities neatly organized and available to be shared during the week five integration seminar. In preparation for the end-of-the-quarter evaluation conference, you must make careful reflections about your work and how it demonstrated your growth in this program. Below is a checklist to help you keep track of the work you are required to include in your portfolio. A typed, one page, reflection that discusses the academic growth you experienced must accompany each item on the checklist. Some items require only the reflection writing, such as, seminar participation and program talks, lectures and presentations. Write about how and why your learning growth occurred related to each program activity. In addition, you may want to add any other work or pictures that further develop your personal learning story.

Portfolio Checklist

1. Title page

2. Table of Contents

3. 8 seminar preparation papers Reflection__

4. 2 visual representation responses (photos of this work, if need be) Reflection__

5. 2 integration papers Reflection__

6. Community/School Observation Journal Reflection__

7. Master’s project research question and annotated bibliography Reflection__

8. Workshops: movement and technology Reflection__

9. Seminars Reflection__

10. Talks, lectures and presentations Reflection__

11. Involvement as a member of this learning community Reflection__

12. Learning practices developed during this quarter Reflection__

13. All program handouts

14. Journal of Teaching Reflection__

15. Correspondences with a middle school student Reflection__