Teaching the Child in Front of You
in a Changing World
Master in Teaching Program
Fall 2006
9/19/06
|
faculty |
office |
phone |
e-mail |
|
Sherry Walton |
Sem II 3104 |
867-6753 |
WaltonS |
|
Masao Sugiyama |
Sem II 3112 |
867-6512 |
Sugiyama |
|
Gery Gerst |
Lab I 3003 |
867-5209 |
gerstg |
|
Jacque Ensign |
Sem II 3110 |
867-6165 |
ensignj |
Office
Hours: by appointment
Focus
Description from the MIT Program catalog for 2006-08:
Each of us has a picture of what it
means to be a teacher based on our own experience in schools. We've perhaps
changed those pictures to accommodate our growing understanding of the
complexities that have always been part of the "teacher" role. We may
also have considered that as powerful political, economic, social and
demographic forces bring change to schools it is certain that for us, as
teachers, the experiences of our future students will be much different than
our own.
We must reexamine our current beliefs
about teaching and learning if we are to be effective advocates for our
students in this time of change. We expect our students in this program to
become educators who are willing to accept the challenge of discovering what it
means to be a critically reflective practitioner; who will strive to deepen
their own understanding of schooling and education in a democratic society; and
who are willing to question and challenge existing educational structures that
systematically leave some groups of children behind. We look forward to
building a community of learners intent on preparing themselves to teach all
the children who will be in front of them.
The year 2006 marks the twenty year
anniversary of "Evergreen style" teacher education - in 1986, the
prototype for Evergreen's Master in Teaching Program, the Teacher Education
Program, admitted its first students. Then, as now, Evergreen's approach to
teacher preparation emphasized building a community of learners, developing a
strong theoretical foundation, and learning to apply theory through extensive
opportunities for practice. The inaugural 1986 cycle was also informed and
inspired by the idea of "development in education", and in particular
by the question "what does it mean to take development as the aim of
education?"
For the 2006-08 cycle we will
thoroughly revisit the theme of development, recognizing its continuing value
in helping us challenge and deepen our understanding of what it means to teach
effectively and meaningfully - especially in a time of change.
Among
the questions that will energize our study and practice are:
* What are the stated and implicit goals of
education today and historically in US public schools, and across the world?
Can the variety of perspectives about educational goals be placed on a
developmental continuum? What are the benefits of considering development as
the overarching aim of education?
* What does it mean to know our learners?
Along which dimensions (e.g., developmental levels, learning style,
personality, interest) is it most important to know our learners? How can we as
teachers further develop within ourselves the emotional and intellectual
attributes needed to effectively understand our future students?
* How do children learn? Is learning
developmental? Are there universal learning principles that work for all
children? How does the learning process
differ at different ages and for children with varying levels of language
development?
* What do teachers need to know about the
subjects they teach? How can teachers present content appropriately, given the
variety of learning styles and developmental levels of their learners?
* How can we learn to plan instruction and
set up learning environments that support the ideal of democracy? How can we
plan our instruction so as to simultaneously take into account state and
federal requirements, societal needs and parental expectations while not
forgetting that we are preparing our students to be citizens in a democracy?
* Which teaching strategies are most needed
in today's diverse schools? How might our own cultural encapsulation and other
life experiences affect our ability to use a particular teaching strategy
effectively? How can educational technologies be appropriately used to further
the all-around development of our students?
* How can assessment be used to continually
improve the education environment at the individual, classroom, and school
levels? How can teachers prepare students for high-stakes testing without
compromising the depth and breadth of the students' educational experience? Can
we model effective assessment in our own teacher education program?
|
Tuesday |
Wednesday |
Thursday |
Friday |
|
9:00am – 12:00 noon All Program SEM II A1107 1-3:00 p.m. Seminars: Masao SEMII A3109 Gery SEMII A 3107 Jacque SEMII A 2109 |
9:00am-12:00
noon All program LAB I 1047 |
K-12 schools:
start of teacher’s work day & generally ending at noon (ending times will
vary according to school schedules) 1-4 Computer
lab & Library (follow schedule given to your group) |
9- 10 a.m. field seminar 10-12 noon book seminar Seminars: Masao SEMII A3109 Gery SEMII A 3107 Jacque SEMII A 2109 1:00-3:00 p.m.:
All program B1107 |
·
See
week-by-week schedule for exceptions to this schedule
Special
Dates:
·
November 20-24, no
classes.
NOTE: TEXTS MARKED WITH AN ASTERISK (*)
INDICATE THAT THIS READING WILL BE ASSIGNED IN OTHER QUARTERS IN ADDITION TO
FALL QUARTER 2006
FOR
EACH READING, THE EXACT EDITION LISTED HERE IS EXPECTED AS WE NEED TO
HAVE THE SAME PAGES TO REFERENCE IN SEMINARS.
*American
Psychological Association’s documentation and format style:
http://owl.english.purdue.edu/handouts/print/research/r_apa.html
*Arends, Richard. (1996). Classroom Instruction and Management. McGraw-Hill. ISBN 0070030820
(paper)
*Bracey, Gerald. (2006). Reading
Educational Research. Heinemann. ISBN
0325008582 (paper)
.
*Cohen,
Elizabeth G. Designing Groupwork:
Strategies for the Heterogeneous Classroom, 2nd Edition, 1994,
Teachers College Press, Columbia University, ISBN 0807733318 (paper)
Davis, Sampson, George
Jenkins, & Rameck Hunt. (2002). The
Pact: Three Young Men Make a Promise and Fulfill a Dream. Riverhead Books.
(paper) ISBN 157322989X
(paper)
*Dewey, John. (1997 edition). Experience and Education. Touchstone/Simon and Schuster. ISBN
0684838281 (paper)
Ensign,
Jacque. (1996) "A Conversation between John Dewey and Rudolf Steiner: A
Comparison of Waldorf and Progressive
Education." Educational Theory
46, no. 2: 175-88. [available on reserve at library]
*Evergreen
State College Master in Teaching Program, Student
Guide to Policies, Procedures, and Resources, 2006 edition.
*Galvan, Jose. (2005). Writing
Literature Reviews. 3rd edition Pyrczak Pub. ISBN 1884585663 (paper)
Mooney, Jonathan & David Cole. (2001). Learning Outside the Lines. Fireside/Simon
and Schuster. ISBN 0-684-86598-x (paper)
Noddings, Nel. (2003).
Caring: A Feminine Approach to Ethics and Moral Education.
University of California Press; 2nd edition. ISBN 0520238648
(paper)
Plato. Meno.
available at http://www.ilt.columbia.edu/publications/Projects/digitexts/plato/meno/meno.html
*Rethinking Schools, a quarterly magazine [to be
distributed free by program]
*Rogoff,
Barbara. (2003). The Cultural Nature of
Human Development. New York: Oxford University Press. ISBN 0195131339.
Rousseau. Emile
available at http://www.ilt.columbia.edu/pedagogies/rousseau/index.html
*Singer, Dorothy G. & Tracey A. Revenson. (1996). A Piaget Primer: How a Child Thinks. New
York: Plume. ISBN 0452275652 (paper)
Skinner, B.F. [on reserve in library]
Spring, Joel
H. (2004). The American School, 1642-2004,
6th Edition. McGraw-Hill. ISBN 0072875666 (paper)
Vygotsky,
Lev. (1978 from 1935 original publication).“Interaction between Learning and
Development.” In Mind in Society: The
Development of Higher Psychological Processes (pp.79-91), edited by Michael
Cole, Vera John-Steiner, Sylvia Scribner, Ellen Souberman. Cambridge, MA:
Harvard University Press; “Afterword” by Vera John-Steiner & Ellen
Souberman (pp.129-131); Tudge, Jonathan. (1990). “Vygotsky, the zone of
proximal development, and peer collaboration: Implications for classroom
practice,” In Vygotsky and Education:
Instructional Implications and Applications of Sociohistorical Psychology
(pp. 155-172), edited by Luis C. Moll. New York: Cambridge University Press. [all Vygotsky readings on reserve in library]
*Wolfe, Patricia. (2001). Brain
Matters: Translating Research into Classroom Practice. Reston,
VA: Association for Supervision &
Curriculum Development. ISBN 0871205173
Research-based
professional journal articles (to be assigned)
Note: EndNote
software will be expected for writing conference paper.
Short
readings will periodically be distributed within program workshops.
III. REQUIREMENTS AND ASSIGNMENTS
1. Meeting expectations of the MIT program
covenant
See Student Guide to Policies, Procedures, and Resources.
As a
prospective teacher, habits of punctuality and completion of assignments on
time are critical for your success in your career. Students are expected to attend and
participate in all program activities, arrive on time and leave when class
ends. If a student must be absent due to
a valid reason, he/she will need to negotiate the absence by contacting his/her
seminar faculty in advance of the absence.
Every absence will require make-up work and unexcused absences may
result in loss of credit. If you have a legitimate excuse, you still
must e-mail your completed assignment to your seminar faculty as a Word
attachment by the due date & time.
3. Autobiographical Research into the Formation
of Your Teacher Identity
Throughout the program you will be
given written prompts in order to investigate the social construction or
formation of your teacher identity based on your own life experiences. For each
assignment, you are to explore your identity in relation to the focus topic,
and include the implications of this for you as a teacher. These assignments
are to be single-spaced typed and submitted to your seminar faculty by email
attachment by the beginning of class.
Due:
·
Thursday, Sept. 29, autobiographical/teacher identity entry
#1 – focus on family & early schooling history
·
Tuesday, Oct. 31, autobiographical/teacher identity entry #2
4.
Seminar Preparation Papers
For each scheduled seminar you
are required to arrive to seminar with (a) your copy of the assigned reading,
having read the entire assigned reading and (b) a 2 page, single-spaced,
stapled or back/front, typed paper of quotes with your comments.
For each quote, include the
specific page number so we can find it during discussion. After each quote,
include a comment that explains why it is significant in relation to any of
this quarter’s themes: what is learning; what is effective teaching; how
has/does the institution of schooling serve or hinder student learning?; how do
we make informed decisions about educational issues?
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 paper is text-centered and not about
your likes/dislikes of the author’s ideas or style of writing.
Due: One copy of your seminar
preparation paper is emailed before
seminar to your seminar faculty and one copy is brought to seminar and
later added to your portfolio.
Because active participation and the
ability to engage in critical dialogue are crucial building blocks to becoming
an informed and reflective teacher, you will have the opportunity to improve
your listening and facilitation skills not only in seminar, workshops, and
lectures, but also by participating in weekly “integration seminars.” During
the Fall quarter you will be expected to facilitate one integration seminar.
Twice during the quarter you will
write formal “integration” papers based on your readings, lectures, workshops,
and other program experiences. The
purpose of these short papers (approximately 6 pages each) is for you to develop
your ability to analyze and synthesize program materials into a coherent formal
paper that integrates and makes connections with what you are learning. For each integration paper, you are to
integrate all assigned readings in a way that fleshes out a thesis statement
you make that is related to learning, teaching, and/or who is served or
hindered by schools.
Due:
·
Tues. Oct. 17: post your integration paper online
·
Wed. Oct. 18: respond
to 2 other papers.
·
Fri., Oct. 20, integration paper #1
·
Fri., Dec. 1, integration paper #2
7.
Conference Paper
During Year 1 of this program you
will complete a professional conference paper that is publishable in a
professional journal or presentable at a professional conference. The topic of your paper must be related to
your future work as a classroom teacher.
Topics must be approved in consultation with your faculty. The paper will be scholarly, approximately
20- 25 typed, double-spaced pages, and will follow a professional documentation
style. You will receive further
information about the expectations and guidelines for this paper.
In Fall quarter you will begin the
process of reviewing research on your topic and write an integrated literature
review of research on your topic. In
Winter quarter you will be given time to continue your research and write an
almost complete draft of your paper.
Also, in Winter quarter you will be assigned a faculty reader of your
conference paper. In Spring quarter you
will continue revising your paper into a polished form. The final version of your conference paper
will be completed during Spring quarter.
During Winter quarter of Year 2 your
cohort will create an on-campus conference during which you will present your
paper. Our goal is to collect your
papers in a bound copy of what is known as “Conference Proceedings” so that
each student will have a copy of all the papers produced. Requirements for the actual conference
presentations will be distributed during Winter quarter of Year 2.
Due:
·
Thursdays, Oct. 12, 19, 26: Research log in progress
·
Fri. Oct. 13: Tentative Conference paper topic(s) (1-2) and
a one paragraph rationale for selecting your topic.
·
Fri. Oct. 27, Tentative conference paper topic and 1
paragraph rationale for selecting your topic, 2-3 possible research questions,
also an annotated bibliography-in-progress in APA format, using EndNote.
·
Thurs. Nov. 9, Updated version of Oct.27th
·
Friday, Dec. 8, Double-spaced typed literature review on
your topic and bibliography- all in APA format, using EndNote.
8. Journal Article Analysis
In the workshops on October 24, 25,
31 you will be introduced to research methods.
Prior to the beginning of the workshop on the 31st, you will
complete 3 worksheets (to be distributed) that analyze 3 research studies.
Due:
Tuesday, October 31, 9:00 a.m., completed worksheets that analyze 3
research-based journal articles: 2 selected by your faculty and one from your
conference paper bibliography (also bring all 3 research articles to class for
further use in workshop).
9.
Website Design and Construction
You
will create a personal website to describe yourself and your work in the
program. Each website will consist of a
home page, a portfolio page, a personal page.
It may also have other pages that reflect your interests.
Due:
·
Thursday, November 30: web site complete. Peer reviews,
using a rubric, will be done during computer lab time.
10. Field Notes
Before your first field observation, you will receive
instructions in regards to expectations for your field experiences during Fall
quarter.
Due: each week as noted in
syllabus
11. Models of Teaching
You will be given information on
this assignment in class.
12. “MIT 2008” Listserv
Each student will be subscribed to
the program’s listserv and is to check it regularly. Students are not required to post
information.
13.
Program Portfolio Format and Contents
Your
portfolio materials must be kept in a 3-ring binder with dividers based on the
categories listed above, items 3-11. All
materials in the portfolio should be typed except for some aspects of your
field notes. On the intro page(s) of the portfolio, write a 1-2 page
self-reflection on your growth: of how, through your work in the different
categories, you have grown in your understanding of learning & effective
teaching and of how schools serve or hinder student learning. Be specific as to
which categories contributed to what growth. The next page in the portfolio
should be your reflection on your work so far, addressing: a) What do you
consider to be your areas of strength as revealed in the portfolio? b) Identify
areas of particular interest to you. c) What are your goals for further skill
building and understanding? Your name needs to appear both on the outside of
your notebook and on the first page of your portfolio.
Due:
·
Friday, Oct. 20, portfolio-in-progress for sharing with your
program colleagues
·
Tues., Oct. 24, current, mid-quarter portfolio
·
Friday, Dec. 8, completed Fall quarter portfolio
Portfolio Contents:
|
section |
# of items in section |
|
·
intro: self-reflection on growth |
1 |
|
·
reflection of your work |
1 |
|
·
autobiographical/teacher identity
formation entries |
2 |
|
·
seminar preparation papers |
16 |
|
·
notes on your listening &
facilitation in integration seminar |
1 |
|
·
integration papers(2) & print
outs of 2 peer reviews |
4 |
|
·
assignments related to the
development of your conference paper |
5 |
|
·
journal article analysis worksheet |
3 |
|
·
reflection on your process of
learning to create your web site & 5 peer reviews of your web site |
6 |
|
·
field notes |
1 for each week at field site = 9 |
|
·
models of teaching |
2 |
IV.
CREDIT POLICY
Award
of Credit:
Students receive credit for
fulfilling program requirements and meeting graduate level college
standards. Credit will be awarded at the
end of Year One for full participation in all program activities and for
satisfactory completion of all the work of the program. Year Two credit is awarded on a quarterly
basis.
At Evergreen, it is possible for a
student to attend regularly yet receive reduced credit because of
unsatisfactory performance or missing work.
In the MIT program, however, such a loss of credit means that a student
will not be able to complete the program.
Reduction of credit will automatically trigger dismissal from the
program. If, for any reason, a student
leaves the program before completion, she/he may receive the credit earned up
to that point. See Student Guide to Policies, Procedures, and Resources
We wish to fully
include persons with disabilities in this program.
If you have a health
condition or disability that may require accommodations in order to effectively
participate in this program, please contact:
OFFICE of ACCESS SERVICES FOR STUDENTS WITH DISABILITIES
Library Bldg. Rm 2153
PHONE:
(360) 867-6348 TDD/TTY (360)867-6834 FAX
(360) 867-6360
|
|
Tues., Sept. 26
|
Wed., Sept. 27
|
Thurs., Sept.
28
|
Friday, Sept.
29
|
Topics/Activities
|
9:00—4:00 Retreat at Farmhouse bring: paper,
pen/pencil, colored pencils, topical magazines that relate to your interests
(that can be torn up), and a small box, ideally with a lid (no bigger than a
shoe box) wear clothes for
outdoors bring bag lunch, water
bottle, coffee cup |
9:00-4:00
Retreat at Farmhouse
bring: Program Guidebook wear clothes for
outdoors bring bag lunch, water bottle,
coffee cup |
9:00 a.m.—12:00 p.m.
1. Whole group program expectations
Introduction to integration
seminar groups- Jacque 2. Film: Cohen, “Status Treatments
for the Classroom” Gery 3. Set up for tea party Masao 4. Group assignments for Thurs
afternoons 1:00-4:00pm Computer (meet in PC lab): getting
WebX & email & web page accounts Library (meet at top of stairs in
library 3rd floor): browsing for conference paper topic ideas |
9:00 a.m.-10:00 Clarifying expectations for Field
Seminar Sharing autobiographical entries 10:00am- 12:00 Book Seminar No Afternoon Class: prepare for potluck 6pm Longhouse potluck |
Readings Due
|
Student Guidebook to Policies, Procedures, and
Resources (pages 3-12) |
|
syllabus
|
Learning Outside the Lines
|
Assignments Due
|
see notes above for what to bring |
see notes above for what to bring |
|
1.Seminar preparation paper 2.autobiographical/ teacher identity entry #1 bring an artifact (photo,
object) to help us get to know you
3. potluck dish
|
Events,
Resources and Notes
|
|
Tues., Oct. 3
|
Wed., Oct. 4
|
Thurs., Oct. 5
|
Friday, Oct. 6
|
Topics/Activities
|
9:00—12:00
“The Rise of Public Schooling”
Jacque Field observation preparation:
Loren & Jacque 1-3:00 Seminar |
9:00-12:00
Theorist Tea Party
Masao |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library Dreamweaver & intro to EndNote Meet in Library 3rd
floor classroom Intro to research logs, ERIC.
Psych Info. (research handouts 2 & 3) |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Integration
paper expectations
3. Integration seminar |
Readings Due
|
Spring, The American School, ch. 1-5 (pp.1-133) |
|
Writing Literature Reviews
ch. 1-3 (pp. 1-29) |
The Cultural Nature of Human Development ch. 1-2 (pp. 3-62)
Designing Groupwork, Preface,
Ch. 1-2, 6-7 (pp. xv-23, 85-116)
|
Assignments Due
|
1. Seminar preparation paper on Spring
|
|
|
1. Seminar preparation paper on Rogoff & Cohen
2. Current field notes
|
Events,
Resources and Notes
|
|
Tues., Oct. 10
|
Wed., Oct. 11
|
Thurs., Oct. 12
|
Friday, Oct. 13
|
Topics/Activities
|
9:00—12:00
workshop on Plato Masao 1-3:00 Seminar |
9:00-12:00
workshop on Rousseau Gery prep for Arends: models of
teaching Masao |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library (databases, practice WebX) meet in 3rd floor
Library classroom: more databases, |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Portfolio expectations 3. Integration seminar |
Readings Due
|
http://www.ilt.columbia.edu/publications/ Projects/digitexts/plato/meno/meno.html |
Rousseau, Emile
available at http://www.ilt.columbia.edu/ pedagogies/rousseau/index.html |
|
Spring, The American School
ch.7, 9, 10 (pp.168-205; 243-316)
|
Assignments Due
|
1. Seminar preparation paper on Plato
|
|
Bring electronic copy of a seminar prep
paper to computer workshop Bring research log to library
workshop |
1. Seminar preparation paper on Spring
2. Current field notes
3. Conference paper topic(s) (1-2) & rationale(s)
|
Events,
Resources and Notes
|
|
Tues., October
17
|
Wed., October
18
|
Thurs., October
19
|
Friday, October
20
|
Topics/Activities
|
9:00—10:40
Skinner/Piaget workshop Masao 11-1 Diversity Series: Elizabeth Martinez 2-3:00 Seminar on Piaget |
9:00-12:00
Brain workshop
skits on theorists
Gery |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library meet in Library basement: Research Handout 4 |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Portfolio sharing 3. Integration seminar |
Readings Due
|
Skinner reading (on reserve) A Piaget Primer Rogoff, pp. 238-241 |
Wolfe, Brain Matters Preface, Part 1 &2 (pp. v-30) |
|
Wolfe, Brain Matters Preface, Part 1 &2
(pp. v-30) (same as Oct. 19)
|
Assignments Due
|
1. Seminar preparation paper on Piaget
2. Post a draft of your
integration paper by 9pm. |
1. Read & respond (using
supplied rubric) to 2 integration papers by midnight. |
Bring Research log & abstracts
from 5 of your articles to Library |
1. Seminar preparation paper on Wolfe
2. Current field notes
3. Integration paper #1
4. Portfolio- bring to afternoon
session to share |
Events,
Resources and Notes
Diversity
Series speaker: Elizabeth Martinez Tues. Oct. 17 11am-1pm and 6-8pm on campus
optional
reading of Martinez on MIT reserve shelf in library
|
|
Tues., Oct. 24
|
Wed., Oct. 25
|
Thurs., Oct. 26
|
Friday, Oct. 27
|
Topics/Activities
|
9:00—12:00
Research workshop Masao 1-3:00 Seminar |
9:00-12:00
Research workshop
(also: instructions for critiquing
articles for 10/31 class) Masao speaker on Vygotsky: Veniamin Kolppachnikov |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library Meet in 3rd floor
Library classroom: Govt. documents |
9:00 a.m-.3:00 individual
conferences |
Readings Due
|
Reading Educational Research, Foreword, Introduction, ch. 1-3 (pp.xi-101) |
|
|
|
Assignments Due
|
1. Seminar preparation paper on Bracey
2. Mid-quarter portfolio- turn in
to your seminar faculty |
1. Arends ch.1 & assigned
chapter for your Arends group 2. Draft plan for your group’s
teaching in line with your group’s assigned model of instruction |
Bring research log to library
workshop |
Conference paper topic & rationale, 2-3
possible research questions, preliminary annotated bibliography in APA format
(min. 10 scholarly references) |
Events,
Resources and Notes
Saturday,
October 28 - Rethinking Schools Conference, “Immigration: Reflection and
Simulations as Strategies for Teaching Controversial Topics” 9-4 in Olympia
|
|
Tues., Oct. 31
|
Wed., Nov. 1
|
Thurs., Nov. 2
|
Friday, Nov. 3
|
Topics/Activities
|
9:00—12:00
workshop on lit reviews critiquing quantitative &
qualitative research articles Jacque & Masao Masao returns drafts of plans for
Arends 1-3:00 Seminar |
9:00-12:00
independent library work for literature reviews
|
-noon
guided observations in K-12 public schools
1:00-4:00pm independent library work for
literature reviews |
9:00 a.m.-3:00 independent library work for literature
reviews |
Readings Due
|
Writing Literature Reviews, ch. 4-9 (pp.31-90) |
|
|
|
Assignments Due
|
1. Seminar preparation paper on Galvan
2.Autobiography #2
3. completed
worksheets that analyze 3 research-based journal articles: 2 selected by
faculty and 1 from your conference paper bibliography (also bring all 3
research articles to class for further use in workshop). |
|
|
|
Events,
Resources and Notes
note:
no formal MIT classes Wed-Friday to give you time for extended library work on
your literature reviews.
Do
observations in K-12 classrooms on Thursday as usual.
|
|
Tues., Nov. 7
|
Wed., Nov. 8
|
Thurs., Nov. 9
|
Friday, Nov. 10
|
Topics/Activities
|
9:00—12:00
workshop on Dewey Jacque 1-3:00 Seminar |
9:00-12:00
Masao: workshop on models of teaching:
Direct instruction Cooperative Learning Presentation |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Integration seminar |
Readings Due
|
Dewey, Experience & Education |
Arends ch. 2, 3, & ch. on presentation on reserve
|
|
Ensign, “A Conversation between John Dewey and Rudolf Steiner” (on
reserve in library)
|
Assignments Due
|
1. Seminar preparation paper on Dewey
|
if your group is presenting: 1 p. handout of 3-5 key
characteristics of your model of instruction 1 group plan of instruction for
your model |
Research assignment from end of
Research Handout 3 |
1. Seminar preparation paper on Ensign
2. Current field notes from weeks 6 & 7
|
Events,
Resources and Notes
|
|
Tues., Nov. 14
|
Wed., Nov. 15
|
Thurs., Nov. 16
|
Friday, Nov. 17
|
Topics/Activities
|
9:00—12:00
workshop on Vygotsky Jacque 1-3:00 Seminar |
9:00-12:00
Masao: workshop on models of teaching:
Problem based instruction Classroom discussion Concept learning |
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Integration paper expectations 3. Integration seminar |
Readings Due
|
Vygotsky (on reserve) |
Arends, ch. 4, 5, & ch. on concept learning on reserve
|
|
Neo-Vygotsky reading: (on reserve)
|
Assignments Due
|
1. Seminar preparation paper on Vygotsky
|
if your group is presenting: 1 p. handout of 3-5 key
characteristics of your model of instruction 1 group plan of instruction for
your model |
|
1. Seminar preparation paper on Neo-Vygotsky
2. Current field notes
|
Events,
Resources and Notes
|
|
Tues., Nov. 28
|
Wed., Nov. 29
|
Thurs., Nov. 30
|
Friday, Dec. 1
|
Topics/Activities
|
9:00—12:00
“Segregated Schooling” Jacque 1-3:00 Seminar |
8:00 – 5:00 p.m.
Gery: Tentative- Field trip to Wing Luke
Asian Museum & Panama Hotel with lunch in International District in
Seattle – Vans provided **meet in bus circle** Note: Must have $2.50 in advance for faculty to collect to
give to museum
|
-noon
guided observations in K-12 public schools
1:00-4:00pm Computer/Library |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. 1. Preview of next week 2. Integration seminar |
Readings Due
|
Spring, The American School ch. 13-15 (pp. 375-472) |
|
|
Noddings, Caring: A Feminine
Approach to Ethics & Moral Education
|
Assignments Due
|
1. Seminar preparation paper on Spring
|
|
1. Your completed web page |
1. Seminar preparation paper on Noddings
2. Current field notes
3. Integration paper #2
|
Events,
Resources and Notes
|
|
Tues., Dec. 5
|
Wed., Dec. 6
|
Thurs., Dec. 7
|
Friday, Dec. 8
|
Topics/Activities
|
9:00—12:00
TBA 1-3:00 Seminar |
9:00-12:00
day off to work on final
assignments
|
-noon
guided observations in K-12 public schools
1:00-4:00pm time off to work on final assignments |
9:00 a.m.-10:00 Field Seminar 10:00am- 12:00 Book Seminar 1:00—3:00 p.m. Potluck photo montage of this quarter
|
Readings Due
|
Rethinking Schools –
will be given to you |
|
|
The Pact
|
Assignments Due
|
1. Seminar preparation paper on Rethinking
Schools
|
|
|
1. no seminar preparation paper but come prepared to discuss book
2. end-of-quarter portfolio
3. Conference paper lit review
& bibliography- all APA format–(include in portfolio) 4. potluck dish |
Events,
Resources and Notes
Friday,
December 8, end-of-quarter potluck – bring dish to share
Individual
Evaluation Conferences
DUE:
(a) Student Self-Evaluation of Academic Learning and (b) Student Evaluation of
Faculty