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**

In the third quarter, this full-time graduate program will engage each member of our learning community in the exploration of the question:

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
** Click here for a word version of this list **
(click on task for full description. Note full descriptions are in progress. Check back soon.)

Week 1 -- Saturday, April 5
  • Math group presentations & Hand in Math Topic Materials to Masao Sugiyama.
Week 3 -- Saturday, April 19
  • Second draft revised "Introduction" to master's project for peer review including visual organizer showing its organization
Week 3/4
Week 4/5
  • Micro-teaching at observation site: Give teacher your lesson plans, handouts, assessment materials and selected evaluation rubric items(pdf file) for assessing your teaching. Teach your three-day lessons at your field placement site and assess student learning.
Week 6 -- Saturday, May 10
Week 7 -- Saturday, May 17
  • Micro-Teaching Lesson Evaluation Packet and 5 minute video segment from your teaching video.
Week 8 -- Tuesday, May 20
  • Peer teach material on discipline strategies and motivation
Week 9 -- Saturday, May 31
Week 10 -- Tuesday, June 3
   
Regular weekly seminar reflections
Depends on what group you are in. See below for due dates.
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.

This quarter Field Seminars will not be organized by grade level, as we did last quarter, but will be organized as they were in the Fall. To give each new Seminar Group more time together and to get a picture of the range of field experiences, our Field Seminar groups will be the same as our Book Seminar groups.

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
A-Corey Cosentino
B-Megan Henningsen
C-Ervanna Little Eagle
B-Samantha Nodolny
B-Crystal Hoover
A-Angela Scott
C-Shanti Kessler
C-Victoria Payseno
A-Donna Portman
A-Gretchen Williams
C-Dustin Haug
B-
Kris Endicott

C-Melanie Eacrett
C-Marie Gabriel
A-Kathy Lobdell
C-Devin McGee
B-Britt Sande
B-Gwendolyn Shea
A-Steve Valley
A-Jennifer Echtle
C-Lupe Jackson
B-Michael Lauritzen
C-Tammy Mc Mullen
B-Cecily Schmidt
A-Thad Williams
A-Jeff Corrick

C-Joyce Arafeh
C-Abigale Grace
A-Amy Laskota
B-Janith Pewitt
C-Gordon Quinlan
B-Corrie Rosasharn
C-Kristen Eckert
A-Mika Katzer
B-Johannes Limburger
B-Megan Marks
A-Angela Polowy
A-Stephen Rennie

Beginning Week 1 with group “A”, each of the A,B,C groups will rotate in writing seminar papers.  Each group will have only two seminar integration papers to write during the quarter, and two visual responses.

Week    1 -- group A writes this week                      6-- all groups visual representation
            2 -- group B paper, others visual organizer     7 -- group B, others vis. org.
            3 -- group C, others vis. org.                       8 -- group C, others vis. org.
            4 -- all groups visual organizer                      9 -- no paper 
            5 -- group A  others vis. org.                      10--no paper

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 -- As a result of the feedback that you gave us in Winter Week 10 final seminar discussions, to assure that you read as deeply when you are not responsible for a paper, beginning week 2 this quarter in the weeks when you are not writing an integration paper, bring to seminar a “visual organizer” that displays the key concepts and main ideas in the seminar text(s) for the week. Hand these in at the end of seminar

Visual representation in response to seminar readings -- As in the prior quarters, you will have the opportunity to share your thinking about the readings through a visual. Remember the purpose of this exercise is to create a visual representation that draws your classmates attention to some theme, concept or question that you found provoking in the reading. Your piece will then be the spring board for thought and discussion about the text in seminar.

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 grade band groups this quarter are organized by your Fall Quarter requests for Student Teaching. This will mean that many of you will be planning curriculum for a content area or grade level that you are not currently observing. The list below approximates the distribution.

Betsy Jan Sonja
HS Social Studies
Avi Barnes
Abigale Grace
Michael Lauritzen
Ervanna LittleEagle
Johannes Limberger

HS English
Kris Endicott
Megan Henningsen
Shanti Kessler
Donna Portmann
Cecily Schmidt
Janith Pewitt
Kristen Eckert
Corrie Rosasharn

High School Art
Kathy Lobdell

Elementary
Amy Laskota
Devin McGee
Gordon Quinlan
Lupe Jackson
Samantha Nodolny
Gwendolyn Shae
Stephen Rennie
Victoria Payseno
Melanie Eacrett

MS Hum/Lang.Arts
Marie Gabriel (blk)
Joyce Arifeh
Mika Katzer
Jeff Corrick (MAPS)
Tammy McMullen (blk)

MS Social Studies
Corey Cosantino
Megan Marks
Thad Williams

HS Science
Britt Sande
Jennifer Echtle
Dustin Haug

HS Math
Angela Scott
Crystal Hoover

MS Science/Math
Gretchen Williams
Angela Polowy
Steve Valley

 

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
March 31

Tuesday
April 1

Wednesday
April 2

Thursday
April 3

Friday
April 4

Saturday
April 5

READ:
  • Brook & Brook In Search of Understanding
  • handout on Bloom's taxonomy

BRING:

  • Field Journal
  • Group A sem. Paper due Saturday

HANDOUTS:

 

 

 

Web Crossing
Group A writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group Band C post response to 2-3 colleagues' postings by 3:00 pm


Field Placements


5:00-5:45pm
CAB 108 Orientation &
Mini-lesson teaching assignment

5:45-6:30pm
Math groupsPlan


7:00-9:00pm
SeminarBldg.
(same rooms as fall)
Book Seminar

Set up appointment (1/2 hour) with Fall Seminar faculty to discuss Masters Project Introduction
on either
Tuesday, Wednesday or Thursday

Library 4300

9:00am-12:00pm
Math group presentations1,2,3

12:00-1:00pm
Lunch

1:00-3:00pm
Math Group
presentations 4,5

3:00-3:30pm
Movement

3:30-4:30pm
Math Group
presentation 6


5:00-6:50pm
CAB 108/110
Workshop: Concept Analysis, aims, goals and objectives for Curriculum Planning
& Assignment for Unit Plan development

6:50-7:30 break



7:30-9:00pm
CAB 108,110
Field Seminars

 

 

 Week Two

 

Sunday April 6

Monday
April 7

Tuesday
April 8

Wednesday
April 9

Thurs & Fri
April 10, 11

Saturday
April 12

 

READ:

  • Daniels Methods That Matter
  • Stiggins Student- Centered Classroom Assessment
    Chs 1-4
    (for Wednesday)
    **if you have 2nd edition, also read pp. 396-405 **

BRING:

  • Group A & C bring Visual organizer of main points of the seminar text due in seminar.
  • Field Journal
  • Group B sem. paper due Sat.

HANDOUTS:

 

 

 

Web Crossing
Group B writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and C post response to 2-3 colleagues' postings by 3:00 pm




Field Placements

 

 

 

5:00-6:30 pm
Introducing Historical Background Section of Master’s Project

6:30 to 7:00 pm
Break

7:30 - 9:00 pm
Book seminar

 

 

 

 

 



5:00pm-6:50pm
CAB 108/110

Introduction to Assessment

6:50-7:30
Break



7:30-9:00pm
CAB 108,110
Introduction to Intrinsic Motivation

 

 

Cab 110/108

9:00 - 10:30am
Breakfast and Study Circles on Race

10:30am -1:00pm
Curriculum Planning Groups



1:00-2:00pm
Lunch


2:00-3:30
Immigrant and ESL Student panel

3:30-5:00pm
Field Seminar

 

 Week Three

 

Sunday April 13

Monday
April 14

Tuesday
April 15

Wednesday
April 16

Thurs & Fri
April 17, 18

Saturday
April 19

 

READ:

  • Igoa Inner World of Immigrant Children
  • Cary Working With Second Language Learning

BRING:

  • Groups A&B bring visual organizer of main points of the text(s) due in seminar
  • Field Journal
  • Group C sem. paper due Saturday
  • Bring revised Introduction (w/ visual organizer) on Saturday.

HANDOUTS:

 

 

 

Web Crossing
Group C writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group A and B post response to 2-3 colleagues' postings by 3:00 pm




Field Placements

 

 

 

5:00-6:30 pm
Workshop:
Approaches to lesson plans

6:30 to 7:00 pm
Break

 

7:00 - 9:00 pm
Book seminar

 

 

 

 

 


5:00pm-6:50pm
CAB 108/110

Bilingual Education Issues
w/
Evelia Romano deTheusen faculty

6:50-7:30
Break


7:30-9:00pm
CAB 108,110
Strategies for Teaching
Bilingual Children in the Classroom, cont.

 

 

Cab 110/108

9:00-12:00pm
Curriculum Planning Groups



12:00-1:00pm
Lunch


1:00-3:30pm
Peer review of revised Introductions to master’s project


3:30-5:00pm
Field Seminar

 

 Week Four

 

Sunday April 20

Monday
April 21

Tuesday
April 22

Wednesday
April 23

Thurs & Fri
April 24, 25

Saturday
April 26

 

READ

  • Cohen Designing Groupwork (for Tuesday)
  • Hyerle Field Guide to Using Visual Tools
  • Stiggins Chapter 6 (for Wednesday)
  • Motivation article (for Saturday)

BRING:

HANDOUTS:

 

 

 

 




Field Placements

 

 

 

5:00-6:30 pm
Using Visual Organizers

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book seminar

 

 

 

 

 

 


5:00pm-6:50pm
CAB 108/110

Writing Good Essay Questions,
Scott ColemanDirector, MIT

6:50-7:30
Break


7:30-9:00pm
CAB 108,110

continue workshop on essay questions and developing scoring rubrics

 

 

CAB 110

9:00 - 10:30am
Breakfast and Study Circles on Race

10:30am -12:30pm
Curriculum Planning

12:30-1:30pm
Lunch


1:30-3:30pm
Motivation: Jigsaw style wkshop




3:30-5:00pm
Field Seminar

 

 Week Five

 

Sunday April 27

Monday
April 28

Tuesday
April 29

Wednesday
April 30

Thurs & Fri
May 1,2

Saturday
May 3

 

READ

  • Klug/Whitfield Widening the Circle
  • Stiggins Chapter 5 (by Wednesday)

BRING:

  • Field Journal

  • Group A sem. paper Saturday

  • Groups B & C do visual organizer of main points of seminar book - due in seminar

 

 

Web Crossing
Group A writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group Band C post response to 2-3 colleagues' postings by 3:00 pm




Field Placements

 

 

 

5:00-6:30 pm
Culturally Responsive Teaching

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book seminar

 

 

 

 

 

 


5:00pm-6:50pm
CAB 108/110

Writing Selective Response Questions - short answer and multiple choice
Scott ColemanDirector, MIT


6:50-7:30
Break


7:30-9:00pm
CAB 108,110

continue workshop on Culturally Responsive Teaching

 

 

CAB 110/108

9:00-12:00pm
Curriculum Planning Grade Band Groups



12:00-1:00pm
Lunch


1:00-3:30pm
Thinking about choosing assessments for your curriculum


3:30-5:00pm
Field Seminar

 

 Week Six

 

Sunday May 4

Monday
May 5

Tuesday
May 6

Wednesday
May 7

Thurs & Fri
May 8,9

Saturday
May 10

 

READ

  • Perrotti
    When Drama Club is Not Enough

BRING:

 

 




Field Placements

 

 

 

5:00-6:30 pm
Workshop &Video“It's Elementary”

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book seminar

 

 

 

 

 

 



5:00pm-6:50pm
CAB 108/110

Motivation Workshop


6:50-7:30
Break


7:30-9:00pm
CAB 108,110

NOTE CHANGE:
Field Seminar

 

 

CAB 110/108

9:00 - 10:30am
Breakfast and Study Circles on Race

10:30am -12:30pm
Curriculum Planning

12:30-1:30pm
Lunch

1:30-3:30pm
WorkshopStonewall Youth




3:30-5:00pm
Workshop
Vignettes

 

 Week Seven

 

Sunday May 11

Monday
May 12

Tuesday
May 13

Wednesday
May 14

Thurs & Fri
May 15/16

Saturday
May 17

 

READ

BRING:

  • A&C visual tools of seminar reading to support peer teaching
  • Group B - sem. paper
  • Saturday Micro-Teaching Evaluation Packet and Video Tape
  • Bring articles you read on Motivation

HANDOUTS:

 

 

Web Crossing
Group B writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group Aand C post response to 2-3 colleagues' postings by 3:00 pm




Field Placements

 

 


5:00-9:00pm
CAB 108/110

Integrating art in the curriculum

 

 

 

 

 

 

5:00-6:30 pm
Critical Review of the Literature in Motivation

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book Seminar
1/3, 1/3,1/3
choose 2 approachesyour seminar would like to teach


 

 

Library 4300

9:00-12:00pm
Curriculum Planning Grade Band Groups



12:00-1:00pm
Lunch


1:00-3:30pm
Peer Teaching Planning


3:30-5:00pm
Field Seminar -review of micro-teaching projects

 

 Week Eight

 

Sunday May 18

Monday
May 19

Tuesday
May 20

Wednesday
May 21

Thurs & Fri
May 22,23

Saturday
May 24

 

READ

  • Wolfgang
    Discipline cont.
  • Stiggins
    Part IV intro & Chap. 12 and 13
  • Reread articles on motivation for seminar paper

BRING:

 

 

Web Crossing
Group C writers post draft seminar paper by 9:00 pm

 

Web Crossing
Group Aand B post response to 2-3 colleagues' postings by 3:00 pm




Field Placements

 

 

 

5:00-6:30 pm
Peer teaching

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Peer teaching

 

 

 

 

 

 



5:00pm-9:00pm
CAB 108/110

Exploring classroom management and discipline problem solving

w/ Marc Fernandes
through an
Interactive Theatre Workshop for Educators using Augusto Boal's Theatre of the Oppressed techniques


 

 

CAB 110/108

9:00 - 10:30am
Breakfast and Study Circles on Race

10:30am -12:30pm
Curriculum Planning

12:30-1:30pm
Lunch


1:30-3:00pm
Approaches to Grading Scott Coleman Director MIT




3:00-5:00pm
Field Seminar - Micro-Teaching project review(continued)

 

 Week Nine

 

Sunday May 25

Monday
May 26

Tuesday
May 27

Wednesday
May 28

Thurs & Fri
May 29/30

Saturday
May 31

 

READ

  • for seminar Stiggins
    Chs 7-11
  • Read motivation article for Wednesday

BRING:

  • Field Journal
  • Type of seminar response-- Write out your ideas to share with classmates in response to, "Specifically, how might you use performance based assessments in your own teaching and/or how are you using them in your curriculum unit design?"
  • For Wednesday:
    (i) bring interest and deep learning articles; and (ii) find and bring an article to review that is relevant to your chapter 3.
  • Curriculum Unit Project due on Saturday, .. remember each curriculum presentation group must bring enough copies of the lesson plan that you are teaching for each of your colleagues and the faculty..

 

 


 




Field Placements

 

 

 

5:00-6:30 pm
Professional Ethics with Rick Wilson (Director of Personnel, Olympia School District)

6:30 to 7:00 pm
Break

7:00 - 9:00 pm
Book Seminar on Stiggins and Performance Assessment

 

 

 

 

 

 



5:00pm-6:50pm
CAB 108/110

Seductive details, deep thinking and intrinsic motivation.
Critical review of the literature, cont.


6:50-7:30
Break


7:30-9:00pm
CAB 108,110

Critical Review of Literature in your Masters Project

find and bring an article to review that is relevant to your chapter 3.

 

 

Library 4300

9:00-12:00pm
Gradeband Curriculum Units and Microteaching



12:00-1:00pm
Lunch


1:00-3:30pm
Gradeband Curriculum Presentations continued

3:30-5:00pm
Field Seminar

 

 Week Ten

 

Sunday June 1

Monday
June 2

Tuesday
June 3

Wednesday
June 4

Thurs & Fri
June 5/6

Saturday
June 7

 

BRING:

  • Advancement to Student Teaching Portfolio - Tuesday

 

 


 




Field Placements

 

 

 

5:00-9:00 pm
Gradeband Curriculum Presentations continued

 

 

 

 

 

 



5:00-9:00 pm
Gradeband Curriculum Presentations continued

 

 

CAB 110/108

9:00 - 10:30am
Breakfast and Study Circles on Race

10:30am -12:30pm
Gradeband Curriculum Presentations continued

12:30-1:30pm
Lunch


1:30-5:00pm
Curriclum Unit Fair





 

Evaluation Week

 EVALUATION WEEK
Monday
June 9
Tuesday
June 10

Wednesday
June 11

Thursday
June 12

Friday
June 13

 

 

Evaluation conferences