Spring
Quarter 2003
"Teaching Against
the Grain: Resisting the Culture of Schooling"
Masters in Teaching Program Year One
** Click here for a word version of the program description**
W h a t a n d H o w D o W e T e a c h ?
This quarter’s exploration
will be informed by readings, weekly observations and micro-teaching in local
classrooms in subject and grade levels reflecting the Teacher Candidates’
endorsements. Readings and workshops on motivation to learn, classroom management
strategies, approaches to classroom assessment, and culturally responsive
teaching will inform our question for the quarter, as well. Candidates will
draft the “Historical Background” section of the Master's research
project. There will be continuing opportunities to reflect upon our cultural
backgrounds and attitudes in student-initiated, bi-weekly Study Circles on
Race. Readings, youth panels and guest lectures will explore the impact of
sexual orientation, immigration and speaking limited English on student experience
and teachers' responses. Weekly field and book seminars, reflective papers,
an exploration of visual organizers as a conceptual tool, and Web Crossing
discussions will provide opportunities for integration and discussion of theory,
observation and practice. Candidates will work in grade band/subject area
teams to develop a major Curriculum Unit, and individually prepare an Advancement
to Student Teaching Portfolio.
Due
Dates |
Assignments |
Week 1 -- Saturday, April 5 |
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Week 3 -- Saturday, April 19 |
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Week 3/4 |
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Week 4/5 |
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Week 6 -- Saturday, May 10 |
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Week 7 -- Saturday, May 17 |
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Week 8 -- Tuesday, May 20 |
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Week 9 -- Saturday, May 31 |
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Week 10 -- Tuesday, June 3 | |
Regular weekly seminar reflections | |
Depends on what group you are in. See below for due dates. | |
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Other Regular weekly work and reflections | |
SPRING QUARTER
WEEKLY BOOK SEMINAR and FIELD SEMINARS
Seminar
continues as the intellectual center of the program in the Spring Quarter. This quarter we have organized the integrative
writing around weekly books in the same way as we did in the Winter Quarter.
As before, most weeks you will be reading from more than one book and
will be working on other written assignments -- curriculum unit plans, mini-lessons
for teaching this quarter, written assessment exercises and your Historical
Background chapter of your Master’s Project.
In otherwords, program writing will be spread over a variety of assignments.
Seminar
Papers -- In the spring Quarter, again, we have divided each seminar
into A, B, and C groups for writing integrative seminar papers.
Spring Quarter Book and Field Seminar Groups
Betsy | Jan | Sonja |
A-Avi
Barnes |
C-Melanie
Eacrett |
C-Joyce
Arafeh |
Week
1 -- group A writes this week
6-- all groups visual representation
Web-posting dates -- We have kept the Web Crossing posting days such that each group responsible for a paper must have their draft in by Sunday at 9:00 p.m.. Your final seminar paper will be due on Saturday.
Responses to Papers -- In weeks when your group is not writing an integration paper, you are responsible for responding thoughtfully to at least two of your program colleagues who have put their papers on Web Crossing. You must write a substantive response to two of those drafts on Web Crossing by Monday at 3:00 p.m.. This response should not be technical feedback, but rather should respond to issues raised by the seminar paper and should be grounded in your own thinking about the week’s text.
and
Weekly
visual organizers --
FIELD PARTICIPATION AND FIELD JOURNAL
A
major objective of field observations in both Winter and Spring Quarters is
to give you sustained experience in one classroom and school -- either elementary,
middle or high school -- and with a content area that you are endorsed to
teach. You will continue observing and participating in your school placement
this Spring quarter. Your field journal should continue to serve as a place
for you to make notes about observations, teaching strategies and good ideas
that you see during the time on site. If you have not completed your required
interviews with school staff from last quarter, complete those as soon as
possible.
MICRO-TEACHING
AND VIDEOTAPE ASSIGNMENT
(indepth
copy of assignment & post-teaching
questions for you to write about)
To provide you with classroom teaching practice and practice in the application of theory to the design and assessment of learning experiences, you each will design and teach three days of connected lessons -- at least 30 minutes each -- around a concept of your choice, agreed upon with your cooperating teacher. Your micro-teaching must be done in either week four or week five, depending upon your school’s spring schedule and your teacher’s plans. You will pre-assess your students’ knowledge about the concept, teach your lessons, and do a post-assessment to see if the students have learned what you taught. Teacher Candidates working on an elementary endorsement must teach this lesson in either reading or math.
You will need to arrange to video-tape your teaching and edit a five minute selection from the tapes to share with your colleagues. The school where you are observing may have an available video recorder for which you could bring a tape, or you may take Evergreen Media Loan’s proficiency test and check out a video-recorder. Be sure to practice with the recorder and microphone before you teach.
Discuss
your micro-teaching with your Cooperating Teaching by at least Week 2 and
give him/her a copy of the handout YEAR ONE MICRO-TEACHING GUIDELINES with
the attached Cooperating Teacher Questions for Feedback on Micro-Teaching
Lessons (see above link to detailed assignment).
You must also give her/him a copy of your pre-assessment strategy, lesson
plans and post-assessment instrument, and a selection of two “Performance-Based
Pedagogy Assessment Standards” from the Washington
State DRAFT pedagogy assessment instrument the week(s) that you
teach.
GRADE
BAND GROUPS AND CURRICULUM DEVELOPMENT PROJECT
(indepth
copy of assignment)
The
Betsy | Jan | Sonja |
HS
Social Studies Avi Barnes Abigale Grace Michael Lauritzen Ervanna LittleEagle Johannes Limberger HS
English High
School Art |
Elementary Amy Laskota Devin McGee Gordon Quinlan Lupe Jackson Samantha Nodolny Gwendolyn Shae Stephen Rennie Victoria Payseno Melanie Eacrett MS
Hum/Lang.Arts MS
Social Studies |
HS
Science Britt Sande Jennifer Echtle Dustin Haug HS
Math MS
Science/Math |
CURRICULUM
DEVELOPMENT PROJECT: COLLABORATIVE UNIT PLANNING
Grade band group members, working in small teams each week, will gain experience in collaboratively creating a concept based, integrated, thematic unit that may be implemented during student teaching. This Curriculum Unit will be based on a developmental perspective, the MIT’s Principles of Curriculum Development, and the anti-bias perspectives studied this year.
You will develop
knowledge through this experience that will support you in becoming effective,
creative designers of curricula and knowledgeable adaptors of existing curricula
based on a developmental, anti-bias approach to teaching and learning. As
one part of this experience, you will learn to develop long term goals appropriate
for your students -- and design the learning experiences that lead to these
goals -- both for school-specified curriculum and teacher-developed thematic
units.
Working in teams
of at least 2 or no more than 3 Candidates, you will develop a two-week (elementary--
full day) or three-week (middle and high school -- subject-specific) thematic,
integrated unit. See guidelines for Curriculum Project Guidelines link above.
Your plans will incorporate ideas to accommodate differing developmental needs and physical challenges, to expand learning styles, and to make use of art, music, drama, storytelling and/or other approaches that acknowledge multiple intelligences and cultural diversity.
During weeks 9 and 10 your teams will each make a final presentation
of a single lesson and submit your full Curriculum Units. The Curriculum
Units will be displayed during the last week as our Curriculum Fair.
DRAFT HISTORICAL BACKGROUND CHAPTER FOR YOUR MASTER’S RESEARCH PROJECT
You have identified a question on some aspect of teaching that will help you as you begin your teaching career. As you recall, the goal of the Master's Project is to help you become a skilled poser of questions and an educated consumer of research that will inform your work throughout your professional career as a teacher and school leader.
This quarter
you will continue your critical review of existing research on your question,
as well as prepare your initial draft of the Historical Background of your
question in American education. On Saturday, May 10, 2003,
this copy-edited, first draft of your Introduction is due, using correct APA
style, citations and references. Look carefully at the “Master’s
Project Guidelines” for the Historical Background rubric
which sets out what must be included in this chapter.
ADVANCEMENT
TO STUDENT TEACHING PORTFOLIO
(indepth
copy of assignment )
Throughout the MIT Program so far you have been required to maintain a variety of portfolios for different purposes. At the end of Spring Quarter, you will submit a formal Advancement to Student Teaching Portfolio in preparation for your Fall Quarter Student Teaching placement. This portfolio will not be fully complete until it contains your full first draft of your master's project which you will submit on August 15, 2003.
There will be
three major competency areas around which this portfolio will be organized.
Be sure to download and carefully follow the Advancement
to Student Teaching Portfolio section on our Web site. All of these
competencies must be addressed in your portfolio with specified samples of
your work covering each major area of documentation.
SPRING READINGS
Brooks and Brooks (1993) In Search of Understanding: The Case for Constructivist Classrooms. Association for Supervision and Curriculum Development, ISBN 0-87120-211-5.
Harvey Daniels, Marilyn Bizar. (1998) Methods That Matter: Six Structures for Best Practice Classrooms. Publisher: Stenhouse Pub. ISBN: 1571100822 .
Richard J.Stiggins.
(1996) Student-Involved Classroom Assessment
(2nd Edition) Prentice Hall; 2nd edition AISN :0134329317
*** NEW NOTE-- the 2nd edition is no longer in print.
Try to get a used copy. If you can't the 3rd edition will work just fine Prentice
Hall College Div; 3rd edition (June 28, 2000) ISBN: 0130225371 . You should
be able to find a used copy of this one too on line..***
Christina Igoa. (1995) The Inner World of the Immigrant Child. Lawrence Erlbaum Associates, Inc., ISBN 0-8058-8013-5.
Stephen Cary. (2000). Working with Second Language Learners: Answers to Teachers' Top Ten Questions. Heinemann, Portsmouth, N.H. ISBN 0-325-00250-9.
Elizabeth Cohen.(1994) Designing Group Work.Teachers College Press. ISBN 0-8077-3331-8.
David Hyerle. (2000). A Field Guide to Using Visual Tools. Publisher: Association for Supervision & Curriculum Development. ISBN: 0871203677 .
Beverly J. Klug, Patricia T. Whitfield. (2002). Widening the Circle: Culturally Relevant Pedagogy for American Indian Children . 224 pages Publisher: RoutledgeFalmer. ISBN: 0415935113 .
Jeff Perrotti, and Kim Westheimer. (2001). When the Drama Club is Not Enough: Lessons from the Safe Schools Program for Gay and Lesbian Students. Beacon Press, ISBN 0-8070-3131-3.
Charles H. Wolfgang. (2001). Solving Discipline and Classroom Management Problems : Methods and Models for Today's Teachers . 5th edition. Publisher: John Wiley & Sons.
Continuing Use from Fall Quarter:
Laurie G. Kirszner, Stephen R. Mandell. The Pocket Holt Handbook. Publisher: International Thomson Publishing; ISBN: 0155072390
David S. Moore. Statistics: Concepts and Controversies. Publisher: W H Freeman & Co.; ISBN: 0716740087; 5th edition (October 2000)
Joyce S. Choate (editor). Successful Inclusive Teaching: Proven Ways to Detect and Correct Special Needs. Allyn & Bacon; ISBN: 0205261787; 2 edition (November 6, 1996) List Price on Amazon only for this new paperback, 2nd edition:
Week One
Sunday March 30 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
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READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
5:00-5:45pm
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Set
up appointment (1/2 hour) with Fall Seminar faculty to discuss Masters
Project Introduction |
Library 4300 9:00am-12:00pm |
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5:00-6:50pm |
Sunday April 6 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday |
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READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30
to 7:00 pm 7:30
- 9:00 pm |
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Cab 110/108 9:00 -
10:30am |
Sunday April 13 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday |
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READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30
to 7:00 pm
7:00
- 9:00 pm |
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Cab 110/108 9:00-12:00pm
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Sunday April 20 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday |
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READ
BRING:
HANDOUTS: |
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5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
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CAB 110 9:00 -
10:30am
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Sunday April 27 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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READ
BRING:
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Web
Crossing
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Web
Crossing |
5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
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CAB 110/108 9:00-12:00pm
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Sunday May 4 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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READ
BRING:
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5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
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CAB 110/108 9:00
- 10:30am
1:30-3:30pm |
Sunday May 11 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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READ
BRING:
HANDOUTS: |
Web
Crossing
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Web
Crossing |
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5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm
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Library 4300 9:00-12:00pm
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Sunday May 18 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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READ
BRING:
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Web
Crossing
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Web
Crossing |
5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
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CAB 110/108 9:00
- 10:30am 12:30-1:30pm
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Sunday May 25 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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READ
BRING:
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5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
find and bring an article to review that is relevant to your chapter 3. |
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Library 4300 9:00-12:00pm 3:30-5:00pm |
Sunday June 1 |
Monday |
Tuesday |
Wednesday |
Thurs
& Fri |
Saturday
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BRING:
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5:00-9:00
pm |
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CAB 110/108 9:00
- 10:30am 12:30-1:30pm
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EVALUATION
WEEK |
Monday June 9 |
Tuesday June 10 |
Wednesday |
Thursday |
Friday |
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Evaluation
conferences |
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