Winter Quarter 2003
"Teaching Against the Grain: Resisting the Culture of Schooling"
Masters in Teaching Program Year One
In the second quarter, this full-time graduate program will engage each member of our learning community in the exploration of the question:
"Who are the learners and how do they learn?"
This quarter’s exploration will be informed by readings, content area workshops, weekly observations and participation in local public schools in subject and grade level classrooms reflecting students’ endorsements. Additionally, students will continue to work on and integrate into the program, their Master's research project. There will be continuing opportunities to reflect upon our cultural backgrounds and attitudes as they influence our perceptions of children's physical, cognitive, emotional, moral and social development. We continue to explore learning theories and the notion of "intelligence, as well as the impact of gender, poverty, race, and disability on students and teachers' responses.
Weekly field seminars and book seminars, reflective papers, an application project and Web Crossing discussions will provide opportunities for integration and discussion of theory, observation and practice. Weekly workshops with faculty or invited K-12 teachers on learning theories and strategies related to reading, writing, math and science, will provide opportunities for us to examine our ideas about development and teaching in these areas. We continue to examine ideas through multiple perspectives on pedagogy, critical analysis, and self-reflection.
Program Schedule and Room Guide
SUNDAY |
MONDAY |
TUESDAY |
WEDNESDAY |
SATURDAY
|
Web
Crossing |
Web
Crossing |
Full
School Day Set aside time for Field Journal Reflections 2:30-4:30pm
Seminar Building NOTE: week 1 meet in CAB 108 at 5 pm) 5-6:30
p.m. 7-9
p.m. Seminar Building |
2-4
p.m. 5-7
p.m. 7:30
- 9:00 pm
|
Library 4300 9 am
- 12 pm 12-1
pm 1-3
pm 3 -
3:30 pm 3:30
- 5 pm
|
Weekly Book Seminar Preparation Papers and Web Crossing Postings
Seminar continues as the intellectual center of the program. This quarter we have organized the integrative writing around weekly book topics slightly differently. As was true last quarter, most weeks you will be reading from more than one book and will be participating in math/science and reading/writing workshops which will involve some projects and reading. Therefore, program writing will be spread over a variety of assignments.
In the Winter Quarter we have divided up each seminar into A,B, and C groups for writing integrative seminar papers.
Betsy | Jan | Sonja |
B
-Kristin Eckert C -Mika Katzer A -Johannes Limburger A -Megan Marks C -Angela Polowy A -Sarah Thompson B -Melanie Eacrett B -Marie Gabriel C -Kathy Lobdell B -Devin McGee A -Britt Sande A -Gwendolyn Shae C -Stephen Rennie B -Steve Valley |
B
-Joyce Arafeh C -Abigale Grace C -Amy Laskota A -Janith Pewitt B -Gordon Quinlan C -Corrie Rosasharn A -Barb Sheridan A -Crystal Hoover B -Shanti Kessler B -Victoria Payseno C -Donna Portmann C -Gretchen Williams B -Dustin Haug A - Kris Endicott |
B
-Jennifer Echtle B -Lupe Jackson A -Michael Lauritzen B -Tammy Mc Mullen A -Cecily Schmidt C -Thad Williams C -Avi Barnes C- Corey Cosentino A -Megan Henningsen B -Ervanna Little Eagle A -Samantha Nodolny C -Angela Scott B -Jeff Corrick |
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
week 2 -- group B writes this week
week 3 -- group C writes this week
week 4 -- all groups visual
week 5 -- no paper (advancement to candidacy meetings)
week 6 -- group A writes this week
week 7 -- group B writes this week
week 8 --all groups visual (draft of Masters Project Introduction due)
week 9 -- group C writes this week
week 10 -- no paper.
Web-posting dates - We also have rearranged the Web Crossing posting days such that each group responsible for a paper must have their draft on the Web by Sunday at 9:00.
In weeks when your group is not writing an integration paper, you are responsible for responding thoughtfully 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 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 weeks' text.
To assure that seminars are as thoughtful and productive as possible, everyone must come to seminar with informal written questions and comments related to the questions below:
Advancement to Candidacy Portfolio and Interview
All students in the MIT Program are required to prepare a portfolio of materials for the Advancement to Candidacy Interview during the second quarter of the program's first year.
The Advancement to Candidacy Portfolio must be completed by Wednesday, January 29, 2003. During the 5th week of the quarter each of you have an appointment with the faculty team to discuss your portfolio.
There will be three
major competency areas around which this portfolio will be organized. (Be
sure to carefully read and follow the Advancement to Candidacy Portfolio section
of last quarter’s handout on MIT Portfolios, which also is on the Web
site.) All of these competencies must be addressed in your portfolio with
samples of your work and Reflective Essays covering each major area of documentation.
Field Observations, Participation, and Field Journal
A major objective of field observations in Winter Quarter 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 be observing/ participating in one school for a full day each week. By Spring Quarter, at least, you will teach short lessons in the classroom that you have observed during the Winter.
In order to explore both the culture of schools and your own assumptions and perceptions about that culture, you will:
Field Seminar and Grade Band Groups
This quarter field seminars will be organized by grade level (elementary, middle, secondary) and subject matter (for those in middle and secondary) so that your discussions from the field can focus on your endorsement areas. In addition, on Saturdays, each of these same groups will meet to focus on and share curriculum resources and pedagogical strategies for the particular "grade-band(s)" e.g. K-8, 4-9, 5-12, that you are preparing to teach.
The field seminar
and grade band groups are as follows:
Betsy |
Jan |
Sonja |
HS Social Studies | Elementary | HS Science |
Avi Barnes Abigale Grace Michael Lauritzen Ervanna LittleEagle Thad Williams Johannes Limberger Megan Marks Corrie Rosasharn Barbara Sheridan |
Jeff Corrick Amy Laskota Devin McGee Gordon Quinlan Lupe Jackson Samantha Nodolny Gwendolyn Shae Stephen (for GradeBand) |
Britt Sande Steve Valley Jennifer Echtle |
HS English | MS Hum/Lang Arts | HS Math |
Corey Cosantino Kris Endicott Megan Henningsen Shanti Kessler Donna Portmann |
Kristen Eckert Marie Gabriel Joyce Arifeh Janith Pewitt Victoria Payseno |
Angela Scott |
HS Language | MS Social Studies | MS Science |
Mika Katzer Sarah Thompson |
Tammy McMullan Barbara Sheridan |
Angie Polowy Gretchen Williams Stephen Rennie |
MS/HS Art | MS Math | |
Kathy Lobdell Cecily Schmidt Dustin Haug |
Crystal Hoover Melanie Eacrett |
Application Project
To provide you with some practice in the application of theory (i.e. developmental learning theory, literacy theory, numeracy theory, scientific thinking, gender theory, adolescent development theory, identity development theory, etc) to the design of learning experiences, you’ll each develop lesson plans over the quarter. The interdisciplinary concept that you will be working with is the “environment”. In your weekly gradeband discipline groups, you’ll be working in pairs to determine what aspect of the environment your lessons will focus upon and then design some learning experiences around that focus.
Draft Introduction to Your Master's Research Project
You each have identified a question on some aspect of teaching that will help you as you begin your teaching career. 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 writing of the Introduction to your paper. On Saturday, March 1, 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 Introduction. While you will continue with your regular field observations,
you will have no TESC classes during the 5th week of the quarter as
we do Advancement to Candidacy interviews. You can have this additional program
time to continue your research and work on your draft.
Reflective Portfolio
Throughout the MIT Program you will be required to maintain a variety of portfolios for different purposes. At the end of Winter quarter, you will submit a portfolio of evidence of your quarter's work, accompanied by written self-reflection on its quality and your learning, as you did Fall Quarter.
In anticipation of this winter quarter portfolio, keep all of
your quarter's work in a three-ring binder, e.g. each final seminar paper and
preparation notes for seminar, field observations, draft introduction, curriculum
planning notes, reading and math workshop assignments, etc.
NOTE:
All papers written in this program must be double spaced and 10-12 Point
font size. |
Winter Readings
Howard Gardner, Frames of Mind: A Theory of Multiple Intelligences,.10th Anniversary Edition Basic Books; ISBN: 0465025102; 10th Anniversary edition (March 1993) - List Price: $20.00 (amazon)
Jean Piaget, Anita Tenzer (Translator), David Elkind (Editor), Six Psychological Studies, Random House; ISBN: 0394704622; (September 1968) - List Price: $12.50 (amazon)
Chip Woods. Yardsticks: Children in the Classroom Ages 4-14. Northeast Foundation for Children; ISBN: 0961863641; Expanded edition (January 1997). List Price: $15.95 (amazon)
D. Kindlom. Raising Cain: Protecting the Emotional Life of Boys. Ballantine Books (Trd Pap); ISBN: 0345434854; 1st Trade edition (April 4, 2000) . List Price: $11.20. (amazon)
Barbara Rogoff. Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press; ISBN: 0195070038; Reprint edition (February 1991). List Price: $26.95. (amazon)
S.Shirley Feldman and Glen R. Elliott. At The Threshold: The Developing Adolescent. Harvard Univ Pr; ISBN: 0674050363; Reprint edition (March 1993). List Price: $27.95 (amazon)
Peggy Orenstein. SchoolGirls. Anchor; ISBN: 0385425767; (October 1995) .List Price: $14.95 (amazon)
Beverly Tatum. Why Are All the Black Kids Sitting Together in the Cafeteria? Basic Books; ISBN: 0465091296; Revised edition (June 18, 1999) . List Price:$14.95. (amazon)
Christopher Lee and Rosemary Jackson. Faking It. Boynton/Cook Pub; ISBN: 0867092963; (February 1992) List Price: $17.95
Ruby Payne, A Framework for Understanding Poverty. aha! Process Inc.; ISBN: 1929229143; Revised edition (2001) . List Price: $22.00.
Constance Weaver. Reading Process and Practice: From Socio-Psycholinguistics to Whole Language. Heinemann (Txt); ISBN: 0325003777; 3rd edition (May 2002). List Price: $35.00
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: $24.50
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)
Winter Quarter Program Syllabus
WEEK ONE
Sunday Jan. 5 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
New Field placements begin
CAB 108 7-9
p.m. |
5-7 p.m.
7:30 -
9:00 pm |
|
|
Library 4300 9 - 10:20
am 10:30
- 11 am 11 am
- 12 pm 12-1 pm 1-5 pm
|
WEEK TWO
Sunday Jan. 12 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
5:00-7:00
pm 7:00-7:30
pm 7:30 -
9:00 pm |
|
|
Library 4300 9:00 -
11:00am 11:00-12:00
pm 12:00-3:00
pm 3 - 3:30
pm 3:30 -
5 pm |
WEEK THREE
Sunday Jan. 19 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
HANDOUTS: |
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
5:00-7:00
pm 7:00-7:30
pm 7:30 -
9:00 pm |
|
|
CAB 108 - 110 9 am -
12 pm 12 - 1
pm 12-3 pm
3 - 3:30
pm 3:30 -
5 pm |
WEEK FOUR
Sunday Jan. 26 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
|
|
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
Advancement to Candidacy Portfolio due 5:00-7:00
pm 7:00-7:30
pm 7:30 -
9:00 pm |
|
|
*Cab 110 * 9 am -
11 am Content Area
Reading II 11 - 11:30
am 11:30
- 12:30pm 12:30
- 3:30 pm 3:30 -
5 pm |
WEEK FIVE
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
Advancement
to Candidacy review- individual appointments
|
Day
of Presence
|
Day
of Absence
|
Advancement
to Candidacy
|
|||
Advancement to Candidacy appointments all week NO CLASSES
|
9 to 4pm |
and Field Placements
|
|
All
Welcome Attend
two events at some time in these two days |
Off
Campus - Community of Color Retreat
- Lacey Community Center - 9-4 with Potluck Lunch On
Campus Activities |
9 to 4pm |
WEEK SIX
Sunday Feb. 9 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
Web
Crossing |
Advancement
to Candidacy Web
Crossing |
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
5:00-7:00
pm 7:00-7:30
pm 7:30 -
9:00 pm |
|
|
Library 4300 9:00-11:00
pm 11:00-11:30
am 11:30-12:30pm 12:30-3:30
pm 3:30-5:00
pm |
SATURDAY |
5:30
to 7:30pm
Advancement to Candidacy Celebration and Potluck - Significant Others Welcome ![]() |
WEEK SEVEN
Sunday Feb. 16 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30 to
7:00 pm 7:00 -
9:00 pm |
5:00-7:00
pm 7:00-7:30
pm 7:30 -
9:00 pm OR |
|
|
Library 4300 9 -11
am 11:00-11:30
am 11:30-12:30pm 12:30-3:30
pm 3:30 -
5 pm |
WEEK EIGHT
Sunday Feb. 23 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
|
|
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
|
|
|
CAB 108 - 110 9am
-12 pm 12:00-1:00pm 1:00-2:00
pm 2:00
- 2:30 2:30 -
5 pm Draft of Master's Project Introduction due |
WEEK NINE
Sunday March 2 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
Web
Crossing |
Web
Crossing |
5:00-6:30
pm 6:30 to
7:00 pm 7:30 -
9:00 pm |
7-7:30
pm 7:30 -
9:00 pm |
|
|
Library 4300 9 am -
12 pm 12 - 1
pm 1-3 pm
3 - 3:30
pm 3:30 -
5 pm |
WEEK TEN
Sunday March 9 |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Saturday |
|
READ:
BRING:
|
|
|
5:00-6:30
pm 6:30
to 7:00 pm 7:00
- 9:00 pm |
5-7pm 7-7:30
pm 7:30
- 9:00 pm |
|
Evaluation conferences |
Library 4300 Peer Teaching
& Discussion 12 - 1
pm 2:30 -3pm
|
EVALUATION
WEEK
|
Monday |
Tuesday |
Wednesday |
|
Evaluation conferences |