|
Unit 3 – Guiding Standards in My
Content Areas --Second Session |
|||
|
Design Framework:
Cooperative Learning Groups – Content Groups and Large Group
conclusions |
|||
|
Equipment needed:
Tables sessions / VCR, upfront chairs/ |
|||
|
Materials needed: Entry poster, Agenda map, Table
tents for Content Groups / National Standards graphic organizer / Turn back
Log #5 and Learning-to-Read Autobiography papers / Department Endorsement
sheet for information purposes. |
|||
|
Assumptions about Learners:
Students will be given opportunities to assemble charts of content and
processes delineated in the National Standards – Most of them will not have
been introduced to national standards previously. Also, most students do not realize that
they must receive a recommendation from their major departments in order to
student teach. They will begin to
explore how to teach standards without teaching only to the test. |
|||
|
Agenda: High Expectations—Coach article / Discussion of National Standards—Major and Minor /
video tape of
Community of Learners” |
|||
|
TEACHING & LEARNING STANDARDS: Higher Order Thinking: Students manipulate information in
ways that help them know what will be demanded of students—and therefore,
what they as teachers will be expected to know and be able to do. Substantive
Conversation: Their group time will focus on making distinctions of what
must be taught and raising questions about challenges and contradictions that
they see. |
|||
|
Timeline: |
Looks Like… |
Sounds Like… |
Multiple intelligences |
|
|
We’ll
begin with students meeting with Block partners to exchange their
participation goals with one another.
There are also to react to the article, “Coach Had More to teach than
just hoops.”. |
Please
meet briefly with your partner. Exchange your participation goals and clarify
with one another what you would like your partner to observe over the next
month that would be helpful. Take 2 minutes
each for this task. Next
react to the High Expectations that basketball coach Ken Carter held for his
players. What do you think about this
approach to having students expect more of themselves? You have
4 minutes to share your views with one another. Be sure to support your opinions. Please
come up front so we can check out your responses in large group. Let’s check out the thinking that going on
here. The coach took a big risk. What are your reactions? |
Visual Verbal Interpersonal |
|
|
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 I
High
Expectations—Coach article Discussion
of National Standards Major Minor A video tape of a school that focuses both on standards AND creating
communities of learners. Discussion
in Content Groups—Benson’s Chapter 2, “Creating
a
Community of Learners” |
Verbal Visual Logical Intrapersonal |
|
|
Students
will convene in Major Content area
groups. Using the National Standards
worksheet, they will work together to assemble the content and processes that
are required by standards. |
Today, we
are going to spend time working with the National Standards in both your
major and minor content areas. You
will use the salmon-colored graphic organizer at your tables to guide you in
assembling lists of the content expectations so that you will be able to more
easily recognize patterns and processes that you will finally discuss with
your mentor teacher. Please join you
Major group. You will have 30 minutes.
|
Visual Verbal Logical Interpersonal |
|
|
Students
will convene in Minor Content area
groups. Using the worksheet, on the
back side, they will work together to assemble the content and processes that
are required by standards. |
Now,
please move to your Minor content group.
Use the same graphic organizer (back side) to clarify key facts,
concepts, ideas and processes in your minor area. You will have 25 minutes. |
Visual Verbal Logical Interpersonal |
|
|
Break for 10 minutes. |
You will
have break for 10 minutes. We will
reassemble up front to watch a video about |
Interpersonal Movement |
|
|
Students
will take seats up front in order to view the Video, “Rethinking High School: Best Practice in Action.” As they
watch the video, they are to look for connections between their experiences
in the Block to date and the Benson reading. |
As you watch is story about an exceptional high
school whose students are doing exceptional things – make connections to the
Benson Chapter 2 and how the Block class has been organized over the past six
weeks. You may want to capture your thoughts in notes as
the video progresses so that you can remember key points for discussion. |
Visual Verbal Logical Intrapersonal |
|
|
Students
will return to their content Area groups and use the Discussion
guide to focus their understanding of the processes for creating communities
of learners. |
Please
return to your Major content group.
Follow the discussion guide on the table tops. |
Visual Verbal Logical |
|
|
Next steps. Handout
the graphic organizers to be used for the State Standards in both major and
minor content areas. They will
also receive a copy of the department endorsement form for student teaching. |
For class
on Friday, you are to print copies of the In
addition, you will need to read Benson’s Chapter 3, “Making Reflection Routine,” pp. 61-81. In the Given’s book, “The Brain’s Natural Learning Systems,” you were introduced to the importance of the
Reflective System. As you read, see if
you can connect the Givens material to this chapter. Are there any differences between
adolescent learners and those learning to be teachers? Where are the connections? The differences? |
Visual Verbal Logical Intrapersonal |
|
|
Closure |
You will
report Friday to the Lubbers Computer lab on the second floor – Room 219. |
|