Date

Tuesday

Wednesday

Thursday

Friday

Week 1

3/31

Curriculum Development, Assessment &  ELL pedagogy

·      Introduction to backward design and developing understanding; mini-EALR

·      The nature of ESL & language acquisition; BICS & CALP; L1 transfer

Due today:

·      Wiggins & McTighe, chs 1 & 2

·      Compare/contrast curriculum designs

·      Write journal reflections (see pg. 2 above for directions)

Classroom Management

Field work

·          Continue to take on responsibilities, such as working with small groups, reading to class or to groups of students, answering student questions, and tutoring individual students.

·          Talk with teacher about possibility of  micro teaching opportunity (i.e. teaching a 30 minute lesson for 3 days, May 5-7.)  

Seminar

Adolescent worlds

Due today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).   Written reflection on text to be built into next week’s field/seminar reflection.  See field/seminar handout for exact prompt\

Community Meeting

Week 2

4/7

Working With Spanish Heritage Speakers

·          Guest speaker, Dr. Maria Spicer-Escalante, Associate Professor, Utah State University.

Clarifying goals & understanding

·          Team work: applying the six facets to your target grade level/content area

·          Journal pair share.

Due today

·          Read & journal: Wiggins & McTighe, chpts. 3 & 4

·          Reread: Huerta, Ch. 11, “Teaching English Language Learners: Bilingual & English as a Second Language Efforts”

·          Determine the content area & EALRs for your unit plan. Bring these notes to class.

Research methods

·          Are the findings real or a fluke?  Exploring the meaning of statistical significance.

Due today

• Bring 2 annotations to Friday’s community meeting   (that would make 2/10 for this quarter)

Field work

·          As in week 1

·          keep key ideas from Adolescent worlds in mind

Seminar

The inner world of the immigrant child

Due today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from Adolescent worlds.  See field/seminar handout for prompt.

·          2 MP annotations from Wednesday to masters paper reader à (Sonja folks-give to Jon)

11:45-1pm
Community Meeting

Week 3

4/14

Assessment; Criteria & Validity

Increasing content comprehensible input for ELLS

Due today

·        Read & journal: Wiggins & McTighe, chpts. 5 & 6.

·       Review unit plan rubric & using Wiggins & McTighe template, begin designing your unit plan.

Classroom management:

What’s involved in developing group worthy tasks?

Due today

·          Skim chapters 1&2. 

·          Read chapters 3-5 in Designing Group Work.

·          Read chapters 1 “Discipline, management and teacher power”  and chapter 17 “Classroom management as a discipline preventive process”  (Wolfgang, 7^th edition)

·          Do the survey in chapter 1.

Article you might find to be useful reference after this workshop:  Lotan, R. (2003) Group worthy tasks. Educational Leadership 60(6) 72-75

Bring History draft to Friday’s community meeting

Field work

·          As in week 1

·          keep key ideas from Inner world of immigrant children  in mind

Seminar

You can’t say you can’t play

Due today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  The inner world of the immigrant child See field/seminar handout for prompt.

·          HISTORY DRAFT

12:00-12:30 Community Meeting

12:30-2:30 Professional Development

What is your role and responsibility as a mandatory reporter of child abuse?  Guest Kris Twedt-Goheen (Children’s Administration, DSHS – Child protective services social worker)

·          Questions that you need to be able to address on an internalization exercise (i.e. quiz)

Week 4

4/21

Planning for learning; teaching for understanding

Reading & vocab.

Due today

·          Wiggins & McTighe, chapters 7 & 8

·          Complete lessons 1-4

Research methods

·          Relationships and differences: unpacking “r” “R²” F and t.

·          Statistical & Practical significance

Due today

• Submit online mandatory reporting quiz

Field work

·          As in week 1

·          keep key ideas from You can’t say you can’t play  in mind

  Seminar

Unravelling the model minority

Due today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  You can’t say you can’t play  See field/seminar handout for prompt.

·          2 MP annotations (that would make 4/10)

11:45-1pm
Community Meeting

Week 5

4/28

The design process; using backward design as a curriculum framework

Writing & ESL

Due today

·          Read & journal: Wiggins & McTighe, chpts. 9 & 10.

·          Finish lessons 5-8

·          Review mini-EALR project plan and conduct pre-assessment for micro-teaching in the field.

OPTIONAL (* please let Sonja know if you are planning to go)

Lecture hall 1, 7--9pm --  Presentation by 2 of the Indigenous grandmothers.

Classroom management

·          What’s involved in anticipating and addressing issues of status in groups?

·          Decide with CM group on which CM models you plan to learn about and critique in depth

Due today

Homework due today

·          Read chapter 6-8 in Designing Group Work

·          Find out from teacher & assistant principle if there is a particular program/school of thought that informs their classroom management practices (e.g. assertive discipline, Glasser, etc). 

·          Skim  through Wolfgang text.  Be prepared to choose with group  4 of the models that you’d like to study more closely.  At least 1 should be from section 1, and at least 1 should be from section 2.  Consider choosing one model that is popular in your observation site.  Look at underlying assumptions, skim the section headings and read the summary’s/critiques to help you decide.

Field work

·          As in week 1

·          keep key ideas from Unravelling model minority  in mind

Do by today

·          Conduct a small pre-assessment in preparation for next week’s microteaching.

Seminar

Online readings: indigenous perspectives on schooling

Do by today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  prior text See field/seminar handout for prompt.

·          2 MP annotations (6/10)

11:45-1pm
Community Meeting
(possibly conflict resolution workshop)

SATURDAY (opt)
Traditional welcoming ceremony from regional tribal members for the 13 Indigenous Grandmothers

Week 6

5/5

NO CLASS  TUES-THURS

CLASS AGAIN ON FRIDAY with special guests

Micro-teaching

mini-EALR project write-up

On going work – keep pacing yourselves:

• Finish lessons 8-10

 NO CLASS 

Field work

·          As in week 1

·          keep key ideas from readings on indigenous perspectives in mind

Seminar

Absolutely true diary of a part time Indian

Do by today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  prior text See field/seminar handout for prompt.

·          2 MP annotations (8/10)

12-2pm Community Meeting

Guests:  Members of the Council of 13 Indigenous Grandmothers

• youtube

Week 7

5/12

Small group discussion and feedback of unit plan & EALR project

Due today

·          MINI -EALR PROJECT WRITE UP

·          EALR pair share.

What are the underlying assumptions of each discipline approach? 

·          Peer teaching  of 2 approaches you chose

·          Critique in light of democratic practices, your philosophy of teaching & school practices.

Due today

·          Bring  a story from the field in which a student some how acted outside of or challenged the status quo and you/your teacher had to respond.

·          Read your group assigned chapter in Solving discipline and classroom management problems

·          Detailed notes and visual map(s) of your designated classroom discipline model that spell out (i) the underlying assumptions about learning; (ii) the assumptions about the behavior; and (iii) the appropriate plans of action given each approach. 

·          Skim through other chapters prepared by your team.

Article I found provocative when thinking about (i) the meaning of democratic classroom; and (ii) what students are in the process of learning vs. what they are doing wrong:  Parker, W.C. (2005) Teaching Against Idiocy. Phi Delta Kappan

Field work

·          As in week 1

·          keep key ideas from Absolutely true diary of a part time Indian in mind

Seminar

Am I blue

Do by today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  prior text See field/seminar handout for prompt.

·          2 MP annotations (10/10)

12-12:30 pm Community Meeting
12:30-2:30  TBA—stonewall youth(?)

Week 8

5/19

Challenges to implementing backward design

Due today

·          Read & journal: Wiggins & McTighe, chpts. 11 & 12.

·          CURRICULUM PROJECT DUE
(note:  classroom management plan should be complete except for the discipline plan you will rely on – make a place holder for this)

What are the underlying assumptions of each discipline approach? 

·          Peer teaching  of 2 approaches you chose

·          Critique in light of democratic practices, your philosophy of teaching & school practices.

Due today

·          Bring  a story from the field in which a student some how acted outside of or challenged the status quo and you/your teacher had to respond.

·          Read your group assigned chapter in Solving discipline and classroom management problems

·          Detailed notes and visual map(s) of your designated classroom discipline model that spell out (i) the underlying assumptions about learning; (ii) the assumptions about the behavior; and (iii) the appropriate plans of action given each approach. 

·          Skim through other chapters prepared by your team.

Field work

·          As in week

·          1 keep key ideas from Am I blue in mind.

Seminar

NOTE CHANGE

TBA articles on gender (ELM)

Movie analysis using articles on gender.

Do by today

·          Watch a movie about children/youth that would allow you to explore themes of gender identity raised in readings.

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  prior text See field/seminar handout for prompt.

·          2 MP annotations (8/10)

11:30-1pm Community Meeting

Week 9

5/26

Working with English Language Learners

What Does Culturally Relevant Teaching Entail and Look Like? Part one

Due today

·        Read pages 285-289 of Osborne article (see link on ELM in faculty announcements).

•     Skim the assertions with in the article to get a big picture sense of the scope of aspects of CR practice we will explore today week.

•     Read and think about the assertion that you are assigned to (see faculty announcement on ELM).

•    Bring resources with you from the year that you think speak to this assertion and provide insights into ways this assertion can be concretely applied in your planning, preparation and practice of teaching (e.g. particular seminar texts, lesson plans/ curriculum /assessments, you've created, instructional practices you've observed in field, or master paper research) .

•     Notice the implications and responsibilities that come with engaging the practices highlighted by these assertions.

Classroom Management:
Create classroom management plan & Peer review.  

Due today

·          MP: 20 annotations, & section of chapter 3

Come prepared with resources and thinking to help you create classroom management plan today.

Field work

·          As in week

·          1 keep key ideas from readings on  gender  and/or poverty in mind.

Seminar
High Stakes:  Children, Testing & Failure in American Schools

Do by today

·          Seminar prep (visual map & questions/provocative paragraph  to invite discussion).  

·          Written reflection on field and prior experience addressing themes from  prior text See field/seminar handout for prompt.

12-12:30pm Community Meeting

12:30-2:30pm 
What Does Culturally Relevant Teaching Entail and Look Like? Part two

Week 10

6/2

Workshop

Presentation on Teacher Rights and Responsibilities, Professional Conduct & School Law. 

·          Questions that you need to be able to address on an internalization exercise (i.e. quiz)

Classroom Mgmt. plan presentations

Due today

Advancement to student teaching portfolio due

(including revised intro & history)

Field work

SEMINAR & Program Reflection.
9-11:30 Looking back and looking ahead.

Due today
Submit online rights and responsibilities quiz

Bring updated Disposition survey: Add any details, clarifications and changes to the disposition survey you filled out for advancement to student teaching. Where are you now? What's changed? What do still need to work on?

POTLUCK at Sonja's !!!!!