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Unit 3 – Guiding Standards in My
Content Areas |
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Design Framework:
Cooperative Learning Groups – Large Group and Content Groups |
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Equipment needed:
VCR, upfront chairs/Computer and Projector/ Tables session/ |
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Materials needed: Entry poster, Agenda map, Table
tents for Content Groups /Cultural Literacy test/answer sheet/Turn back Log
#4 and Participation papers, Part I. |
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Assumptions about Learners: Most students know that they
will have to take content area tests to demonstrate their expertise. However, they probably have not been
introduced yet to content standards, and certainly not the history of how
they were developed. Also, most
students do not realize that they must receive a recommendation from their
major departments in order to student teach. |
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Agenda: Feedback on Log #4 and Participation papers/ Cultural
Illiteracy video/ Literacy Quiz / Large Group discussion of reactions to J.D.
Hirsch’s position/ Break / Demonstration of Standards Search / Content Area
group – exploration of Benson’s Chapter 1 and application to Standards Search. |
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TEACHING & LEARNING STANDARDS: Higher Order Thinking: Students manipulate information in
ways that transform their meanings and implications; Substantive Conversation: The dialogue builds
coherently on participants' ideas to promote improved collective
understanding of a theme or topic (which does not necessarily require an
explicit summary statement). |
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Timeline: |
Looks Like… |
Sounds Like… |
Multiple intelligences |
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Explain
plan for the day—Agenda Provide a
visual map with icons of today’s work and the purposes behind activity. |
Professional Thinking—Part I Feedback
--Log #4 & Participation papers Cultural
Illiteracy video Literacy
Quiz Large
Group discussion of reactions to J.D. Hirsch’s position Break Demonstration
of Standards Search Content Area group
– exploration of Benson’s Chapter 1 Application
to Standards Search Next
Steps |
Visual Verbal |
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We’ll
begin with students up front in the chairs.
Leslie
will offer feedback on the Participation
Papers, Part I and Log #4. |
I am
excited to return your papers today.
As I read them over the past couple of days, I determined that it is
time to move up the expectations a bit.
Let me be more specific. First,
let’s take a look at your Lab Log #4, focusing on your increased awarenesses of the “developmentally appropriate” label. There
were 18 of you who chose to summarize your schema about adolescent
learners. Most of you made important observations
of your field placement classrooms, even though you had not been there a
lot. In fact, I think there were three
of you who did not mention your mentors’ approaches. I’m not sure it this was because you hadn’t
been there yet…or just missed that part of the thinking/writing assignment. Please
note that on the writing rubric, I include all the dimensions of the writing
prompt so that I can more concretely “track” your thinking about the topic. Most of
you gave important examples of adolescent behaviors and why those were
important to address as teachers. The
social, physical, and emotional dimensions were the ones most often cited. Let’s
take a look together at the writing rubric once more. These first five weeks have been getting
used to reflective writing about your experiences. Now I want to invite you to move up in your
thinking, and begin to make professional connections to your readings. Several of you did this, and thus received
an extra point over the 10 possible. For the
next 10 weeks, I want to move up the professional expectations. When you observe something, try to connect
it to some “new” information that you have received in the course which
increases your professional thinking.
If you use a quote, please be sure that you cite it appropriately. Your
participation papers. Many of you had
both positive responses to the class-created rubric as well as some
observations about its limitations. I
was pleased that you were willing to trust me enough to write about
both. You have set some personal AND
professional goals and have been able to identify those areas where you can
stretch yourselves. I want to be able
to track these goals for each of you, so I made copies of your Part I papers. I’m trying to figure out a quick reference
process to help me remember your individual goals so that I might be able to
give more helpful feedback on your efforts.
There were 21 of you who did this paper, so I need to figure out how
to create partnerships among you. If
you have any good ideas, talk with me over the break—or send me an
email. I would appreciate the help. |
Verbal Visual Logical Naturalistic Intrapersonal |
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Leslie
will introduce the Cultural Illiteracy video tape by
placing it in historical context with were we are now with Content
Area standards and the “Highly Qualified Teacher.” |
Let’s
shift now to an Introduction to Unit Three – Understanding what will be
expected of us as secondary teachers in terms of what we need to know and be
able to do in our content areas. In 1988
there was a great deal of concern nationally that American children and youth
were being short changed in their education.
Let’s take a look at what the concerns were. We’ll go back in time to a special program
that was on TV. We’ll only see a
segment of the program in order to help you understand where we have come
from—and why it matters! |
Visual Verbal Logical Intrapersonal |
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After the
showing of the video have students take the cultural illiteracy test. |
Let’s
test our own Cultural literacy. I’m
going to pass out a test that was taken from J.D. Hirsch’s book. See how
you do! You may stay where you are, or
if you need more elbow room, you may move to a table. You’ll have 10 minutes to take and then
score your results. When you are ready
to score, raise your hand and we’ll bring you an answer sheet. |
Logical Verbal |
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Students
will move into partners to react to what they have just seen or heard. |
Please
join with your partner now, and react to what you have just seen/heard in the
video clip and what you experienced by taking the Cultural Literacy Test. |
Visual Verbal Intrapesonal Movement |
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Scott and
Audrey will call partners back to the front desks and “capture” reactions,
thoughts, concerns on the front board—perhaps in KWL format. |
What exactly is cultural illiteracy? How important
is it? Based on the video and the test what observations
have you made? Why? How can we as
teachers change this and better prepare our students? What do you know about “standards for education”? That brings us to show you how to learn
about the standards. |
Visual Verbal Logical Interpersonal Raising
Questions |
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9:10 |
Audrey
and Scott will demonstrate where to go to find the History of Content
standards and how to find the National Standards and best advice for printing
them off for both the major and minor content areas. |
Beginning
at the Secondary Block home page click on Unit 3. In the left hand column you will see a link
that says Historical Overview. Double click your mouse on that link. Please
read about the history of standards paying special attention to the
professional vocabulary. After reading
through this page you will then need to go up and click on you major and
minor fields found at the top of the page. You will need to read about the
history of standards pertaining to your major and minor. Now I am going to
show you how to get to the National Standards for your content area. You will
need to print the standards for both your major and minor for Monday. To get
to the national standards click on the national standard McReal
link at the bottom of the page. This will take you to the McReal
homepage were you will click on your major and minor, depending on which one
you are going to look at. You will have to print off both standards and bench
marks in both your major and minor. |
Visual Verbal Logical |
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BREAK |
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Movement Interpersonal |
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Students
will move to the back tables and convene in Base groups based on their Major
areas. They will be given instruction
sheets for their discussion process based on their reading of Benson’s
Chapter 1. |
On your
tables you will find a discussion guide to assist you in making meaning of
Benson’s Chapter 1. The three
guiding questions are found in Let’s
practice using the samples of state standards in Use the
red highlighter to indicate what you knew when you graduated from high
school—what was demanded of you? Use the
green highlighter to indicate some of the differences in what is expected now
in your major/minor areas compared to what you learned in school. What’s new? Every
time you recognize an implication for your own future classroom practice—and
something you know you will need to be able to model or use with your
students, use the yellow highlighter. If you
want to keep a clean book, feel free to take a post-it packet and use them to
mark and write notes to yourself. We are
practicing what you will be doing with the National Standards before you come
back to class on Monday. |
Move to
tables Verbal Interpersonal Reflective Intrapersonal Making
Generalizations |
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Base
groups will report out their conclusions.
Each group will offer a conclusion they have drawn from their
examination of the sample standards. Leslie
will lead them in drawing some connections between the content areas, and
what might be significant differences. |
Let’s
check out in large group what you have found in your examination of
standards. What will
be your major task in examining the National Standards in your major and
minor areas. |
Drawing Conclusions |
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Next
steps. |
I’d like
to invite you to use your highlighter to prepare your National Standards for
discussion on Monday using the same color-coding process and make annotations
in the margins to help you remember the reasons you marked. In
addition, you are to read Ch. 2, “Creating a Community of Learners.” As you read, think about how you will be
able to hold high expectations for your students while at the same time
encouraging a classroom that is filled with safety and trust! Read the
article, “Coach had more to teach than just hoops.” See what might happen with high
expectations at the middle/high school level. |
Visual Verbal |
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Closure |
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