moodle2.brandeis.edu€¦ · Web viewBrandeis University. Education Program

Brandeis UniversityEducation Program

ED 102a: Secondary School Curriculum, Instruction and Assessment Fall 2019

Tuesdays & Thursdays 2:00-3:20Olin-Sang Rm 201

Instructor: Aja JacksonPhone: 617-501-1598Email: [email protected] Hours: By appointment

Course Overview

This course is designed to unpack the various levels and dimensions of teaching, learning and understanding in middle and secondary classroom settings by developing clear ideas about the process of designing learning experiences for all students and the principles of assessing learning. Curriculum design has evolved over the years to reflect the needs of individual students, communities in addition to national policy and goals. We will examine the evolution of curriculum and its role in the 21st century. The core questions in Ed102 are:

1. Positionality: Who am I in context of Where I am? 2. Reflexivity: How do my experiences, ideas & actions reflect my

awareness of who I am? 3. What is (effective) curriculum?... What guides the

curriculum planning process?4. What is learning? & What does it mean to understand?5. How do teachers prepare students for college, career

and beyond?

Course Themes

Classroom Culture: Creating an environment that supports student engagement, identity, and learning.

Curriculum Design: Knowing what to teach and how to teach depends on a variety of factors. Both states and the federal government have set standards for what students are expected to learn in order to be as prepared as possible in particular disciplines. Using a “backwards design” model, we will design and explore curricula that address and meet Common Core Standards as well as the standards that guide respective content areas.

Assessment: Measuring what students know, are able to do, and understand are skillfully crafted through various types of assessment within the teaching and learning process. Thoughtful teachers evaluate their students’ growing understandings in many ways, including through the use of both formative and summative assessments. We will explore the effective creation and use of performance-based assessment.

Teaching Strategies and Differentiation: Developing a repertoire of instructional approaches geared toward individual student learning. Conscientious teachers constantly add to their teaching “toolbox” so they can provide learning experiences designed to engage their particular students. Effective teachers also help students make connections with their own previous (cultural and community-based) knowledge, what they have already learned in school and classroom, and what they will next learn in the near future.




LEARNING TARGETS

By the end of the semester, Ed102 students will be able to:

1. Understand your positionality as it relates to your learning, observing and understanding of students and the process of teaching them.

2. Identify and reflect upon the central themes that define “good” planning and learning practices.

3. Observe with objectivity.4. Practice the art of reflexive writing and discourse as it relates to your

learning, observations and planning curriculum.5. Create effective curriculum unit including lesson plans, and performance

based assessment plans guided by the backward planning process and with the goal of teaching ALL learners.

Enduring Understandings

Our core values and positionality and beliefs shape the way we think, plan and teach.

Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. Teachers play a primary role in creating and molding the culture of their classrooms.

Just as our curriculum must be fluid, our teacher identity must be flexible as well, for the teacher must be open to learning, growing, and evolving.

Curriculum should be fluid, not fixed. It must change and adapt to the changing experiences, interests, and abilities of our students and ourselves.

Fair assessments evaluate the work students do, not the people who do the work.

All students can learn & learning is a science. Our job as teachers is to find and use strategies and approaches for helping them to want to learn




Education Program Goals

Upon graduation, student-teaching Interns will demonstrate the ability to:

Plan, Sequence, and Scaffold Instruction and Assessment in ways that . . . emphasize enduring understanding, transferrable skills, and authentic experience. meet the needs of a diverse student population. engage students’ prior knowledge, experienced, cultures, identities and stage of

development. challenge students intellectually and facilitate students’ independence and mastery. give students the support they need to meet high expectations.

Create a Safe Learning Environment for Intellectual and Emotional Development: give students ownership over the intellectual work maintain rituals, routines, and responses that support learning engage students in the work of diversity, equity, inclusion and social justice integrate and support students’ identities and experiences

Engage in Reflective Practice: approach their own and others’ teaching from an inquiry stance integrate theory and practice seeking out, engaging with, and integrating feedback analyzing observation and assessment data to inform teaching practice

Enter a Professional Culture: engage professionally with others across contexts – in schools, with families, and with

the community. locate themselves and their teaching in the broader culture of schools and schooling

Readings Overview

Candidate Assessment of Performance Standards: Adopted by the Brandeis University Education Program and required by MDESE.




Required Books Dean, Ceri B., et al. (2012) Classroom Instruction That Works: Research-Based

Strategies for Increasing Student Achievement, 2nd Edition, Association for Supervision & Curriculum Development. (ProQuest)

McKenzie, Walter. (2012) Intelligence Quest: Project-Based Learning and Multiple Intelligences, ISTE, 2012. (ProQuest)

McTighe, Jay, and Grant Wiggins. (2013) Essential Questions: Opening Doors to Student Understanding, Association for Supervision & Curriculum Development. (ProQuest)

Recommended Books (select chapters from the following books are assigned) Borich, D. Garry. (2015 7th edition). Observation Skills for Effective Teaching:

Research-Based Practice. Boulder, Colorado: Paradigm Publishers. (assigned chapters will be provided via LATTE)

Hattie, John; Yates, Gregory C. R. (2013). Visible Learning and the Science of How We Learn. New York, NY: Routledge. (ProQuest)

Lenz, Bob, et al. (2015) Deeper Learning: Transforming Schools Using Common Core Standards, Project-Based Learning and Performance Assessment, John Wiley & Sons, Inc. (ProQuest)

Tomlinson, Carol Ann. McTighe, Jay (2006) Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. ASCD.

Wiggins, Grant and McTighe, Jay. (2011). Understanding by Design: Guide to Creating High Quality Units. Alexandria, VA: ASCD. (ProQuest)




Grading and RequirementsClass Participation and Professionalism 20%Field Notebook 20%Research Presentations & Exam 15%Weekly Readings; Reflexions & Lesson Plans 25%Final Project (Process-folio & Curriculum Unit) 20%

Class FormatThe foundation of this course will be grounded in discussion and problem-solving through the observation and analysis various “artifacts” (student work, teaching videos, journal notes, etc.). Occasionally, you will also practice teaching with your peers as you prepare weekly lesson plans based on course readings. In order for such a class to succeed, all students will need to read thoroughly, the assigned readings and come to class prepared to discuss the ideas and positions raised. In addition, all members of the class will need to involve themselves fully in discussions and exercises, both as willing participants and, when others are speaking, as engaged listeners. Reading notes will come in handy in our evidence-based discussions.

Classroom-Based Field Work, Notebook & Field Study Group (FSG)Each student will be observing two hours a week in a middle or secondary level classroom as a part of this course’s requirements. We will spend time in class talking through and processing your student observations and school-based experiences, and you will also be asked to write weekly descriptive observation notes and reflexive journal entries on your observation experiences. Each week, you will discuss your field experience, formally with your FSG as a way to engage in deeper, reflexive conversations about teaching, curriculum and students.

Curriculum Research, Model Unit Analysis & PresentationsDuring your observation practicum, you will conduct research on a “curriculum” being utilized in your practicum site. You may choose to focus on any aspect of the curriculum and planning process. For example, if assessment peaks your interest, you may only focus on the enacted assessment that your mentor teacher uses to assess learning/understanding. You will also identify, review and analyze a “model unit” from the Massachusetts DESE website. This is a wonderful opportunity to learn about the essential components of a good curriculum, according to MDESE. Each of these assignments will be formally presented to your peers in small groups.

Course Project – Curriculum Unit and Performance-Based AssessmentAs your culminating project for this course, each student will craft a curricular unit on a topic that would be taught for two weeks in a middle or secondary level course in your field. Topics should be selected to coincide with the course that you




are observing in your field work. In other words, if you are observing a seventh grade English class, your unit should focus on a topic that would be covered in seventh grade English (according to State and Common Core Standards) and should be geared towards students who are roughly 12-14 years old.

As part of this course, you will design this unit, identifying both the essential questions that will frame it and the enduring understandings and long-term “takeaways” that students will gain from your curriculum unit. You will create a performance-based assessment that will evaluate the extent to which all students have mastered the key skills, content, and understandings that you are aiming to teach through your unit. In addition, you will create corresponding lesson plan sequences, activities, and smaller assignments that will lead students towards the understandings that you have identified as the goals for your unit. Finally, you will make sure your assignments are differentiated to reach all the learners in your targeted classroom.

We will, as a class, work on each of these steps together, though you will be working on your units, mostly, outside of class. At each step along the way, there will be ample opportunity for feedback from your peers and from me.

[Demo] Lesson The guiding principal of authentic learning is driven by the idea of practice. In order to ground your ability to plan and teach, you must have opportunities to practice planning and teaching. For this assignment, you will choose one of the lesson plans you are crafting as part of your curriculum project and will teach it with the students at your current placement. After your recorded demo-lesson, you will present your video and PPT. The class will provide constructive feedback to help you strengthen and improve your teaching and curriculum planning process.

Participation: A high priority is placed on active and informed participation in each class session as we believe that our discussions are a vital tool for your learning and the learning of others. Criteria for participation include your attempts to listen to others, ask probing and challenging questions, articulate your own ideas, and make connections between your own experiences, ideas in the reading, and ongoing topics raised in class. Technology can be a tool and a distractor. While you are required to bring laptops or other note-taking devices to seminar, be cautious that the technology does not serve as a distractor in seminar.

Preparation and professionalism: This course, along with your observation obligations, require consistent time and effort. You are expected to come prepared to class, having read the assigned reading carefully, noting your thoughts and questions. Unexcused absences will result in a decreased overall grade, determined at the end of the semester. Success in this four- credit course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections, etc.) Timely completion of assignments also supports your ability to participate in seminar and




in your internship. In the event that you need an extension on an assignment, you must contact us ahead of time and include the date by which you expect to complete it.

Grading: Written assignments will occasionally be designated credit/no credit or, more commonly, receive one of four descriptors: meets expectations, close to meeting expectations, inconsistently meets expectations or does not meet expectations. Late assignments will receive a decrease in points (5pts) per calendar day unless, discussed and agreed upon prior to the due date. If any assignment does not meet expectations, the student will be asked to revise it. Unless alternate arrangements are made, students have one week to revise an assignment. If not revised within that time period, no credit will be given. When calculating grades, the following equivalents will be used:

Meets expectations: 95 -- Close to meeting expectations: 88 -- Inconsistently meets expectations: 80

I reserve the right to assign the label “exceeds expectations” (100) for the rare assignments that demonstrate unusual sophistication of ideas, analysis, and performance.

Requirements for Written WorkAll written work should be typed and single-spaced with standard margins using 12 pt font. Assignments will be submitted via LATTE unless indicated via syllabus.

Academic AccommodationsThis is a writing-intensive course. If you are a student who needs academic accommodations because of a documented disability, you should contact me as soon as possible with your letter outlining your needed accommodations. If you have questions about documenting a disability or requesting academic accommodations, you should contact Assistant Dean Laura Lyndon in Undergraduate Academic Affairs at 6-3470. Letters of accommodation should be presented at the start of the semester to ensure provision of accommodations. Accommodations cannot be granted retroactively.

Academic IntegrityAcademic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort, and students must also secure explicit permission from professors to submit the same work for two different courses. It is not acceptable to use the words or ideas of another person without proper acknowledgment of the source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas in published volumes, on the Internet, or created by another student. Violations of University policies on academic integrity, described in Section 3 of Rights and Responsibilities, may result in failure in the




course or on the assignment, and could end in suspension from the University. If you are in doubt about the instructions for any assignment in this course or about how to draw on the work of others in making arguments and assertions in any written or oral presentations, please ask for clarification.

Brandeis’ Statement on Academic Integrity, http://www.brandeis.edu/studentlife/sdc/ai/ and http://www.brandeis.edu/studentlife/sdc/rr/, section 3.

For guidance on citing sources, please visit http://www.brandeis.edu/studentlife/sdc/rr/. See also: http://www.lib.duke.edu/libguide/cite/Citing2.htm.

For further detailed descriptions regarding plagiarism and citation, visit http://www.fas.harvard.edu/~expos/sources/.

Schedule of Readings & AssignmentsAssignments are due the day they appear on the schedule. Please note that this schedule is subject to possible adjustment in accordance with our rate of progress and the needs/interests of the class. All changes will be announced in class.

Tuesday September 3 – Who are we? What is (effective) curriculum? What is its purpose?Welcome to the Course – students, materials, assignments, goalsReading due:

William Ayres (2001) Ch. 1 “Beginning: The Challenge of Teaching,” in To Teach: The Journey of a Teacher (ProQuest)

Due: Reading Notes for Discussion of the “myths” (in-class)

Thursday Sept 5– What does it mean to be a secondary school teacher? (Positionality and Reflexivity)- Our core values and positionality and beliefs shape the way we think, plan and teach.

Smith, Tracy W. Living, loving, and leading in the wild and dazzling middle grades: An open letter to prospective and newer middle grades teachers. Middle School Journal. 2017, Vol. 48 Issue 2. (ProQuest)

Acevedo, Sara Maria, et al (2015) Positionality as Knowledge. Integral Review. Vol 11. No 1. (LATTE)

Jigsaw Dewey, J. Pedagogical Creed. See http://dewey.pragmatism.org/creed.htm. Walter C. Parker “Teaching Against Idiocy”

Recommended Hattie & Yates (2014) Visible Learning and the Science of How We Learn: Chapter

3 “The Teacher-student relationship” Greg Michie (1998) “Room to Learn,” in American Educator

Due: Review “Contextual Lenses Protocol”

http://dewey.pragmatism.org/creed.htm

http://www.fas.harvard.edu/~expos/sources/

http://www.brandeis.edu/studentlife/sdc/rr/




Tuesday Sept 10 – How do I set the tone and build classroom community? What does it mean to observe with true objectivity?-Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. -Teachers play a primary role in creating and molding the culture of their classrooms.

William Ayres (2001) “Seeing the Student,” in To Teach: The Journey of a Teacher Borich (2015) Observation Skills Chapter 2 (sections will be jigsaw)

Jigsaw Max Van Manen (1986), Chapter 1, The Tone of Teaching Doug Lemov (2010) “Building Character and Trust,” in Teach Like a Champion: 49

Techniques that Put Students on the Path to College

RecommendedGloria Ladson-Billings (2001) “Nobody Wants to be Urkel,” in Crossing Over to Canaan: The

Journey of New Teachers in Diverse ClassroomsDue: Letter to a Survivor (see overview via LATTE) Reading Notes

Thursday Sept 12 – How do I set the tone and build classroom community? What does it mean to observe with true objectivity?

-Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. -Teachers play a primary role in creating and molding the culture of their classrooms.-Our core values and positionality and beliefs shape the way we think, plan and teach.

Van Manen (2002) Pgs. 51-76 Lemov (2010) “Setting and Maintaining High Behavioral Expectations,” in Teach




Like a Champion: 49 Techniques that Put Students on the Path to College.

Due: “DAY 1 WEEK 1” (youtube)Teaching video(s) Observation notes & Reflection (see overview for details)

Tuesday Sept 17 – How do I build a culture of safety and respect? -Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. Teachers play a primary role in creating and molding the culture of their classrooms. Dean, Ceri B., et al. (2012) Classroom Instruction That Works : Research-Based

Strategies for Increasing Student Achievement, 2nd Edition, Association for Supervision & Curriculum Development. (ProQuest) Chapter 4

Burant et al (2010) “Chapter 4 – Discipline: Rescuing the Remains of the Day When Class Doesn’t Go as Planned,” in The New Teacher Book (LATTE)

Recommended reading: Tatum, B.D. (1994) Teaching White Students about Racism: The Search for White

Allies and the Restoration of Hope. Due: Observation Journal: (Classroom observation notes and reflection). Frame: How does my mentor build classroom community?

Thursday Sept 19 – What is the purpose of curriculum? What does it mean to understand? -Curriculum should be fluid, not fixed. It must change and adapt to the changing experiences, interests, and abilities of our students and ourselves. Ayers (2010) Liberating the Curriculum. (ProQuest and LATTE) Jacobs, Heidi Hayes. (2010) Curriculum 21 Ch. 1: A New Essential

Curriculum (Proquest)Jigsaw

Hattie & Yates (2014) Part 2 Learning Foundations (Jigsaw) Burant et al (2010) “Chapter 3 – Curriculum” in The New Teacher Book (selected

sections TBA)

Due: Observation Journal: Classroom observation notes and reflection) Frame: What does it mean to understand? What does “understanding” look like in your classroom?

Tuesday Sept 24– Do I know my students and their [learning] needs? -Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. -Teachers play a primary role in creating and molding the culture of their classrooms.

Research CCSS. Read the Introduction and Standards within your “content” area.

Lenz, Bob, et al. (2015) Deeper Learning: Transforming Schools Using Common




Core Standards, Project-Based Learning and Performance Assessment, John Wiley & Sons, Inc. Read: Introduction

JigsawHattie & Yates (2014) Visible Learning and the Science of How We Learn (Chapters 13-19)’

JigsawReview the following:

Massachusetts DESE Website (assessment section) PARCC Assessment (online)

Recommended Gardner, Howard (2011) The Unschooled Mind: How Children Think… (Chapter 12 &

13) Wong, A. Parents Hate the Common Core Math but They’re Also Going Back to

School to Master it. The Atlantic, August 5, 2015.

Due: Analysis of Common Core and State Content Standards (see assignment overview) DUE 9/26 Brandeis Lesson Plan Template (observation notes—see overview)

Thursday Sept 26 – How do I plan for successful outcomes? -Just as our curriculum must be fluid, our teacher identity must be flexible as well, for the teacher must be open to learning, growing, and evolving.

Wiggins, McTighe (2011) Module B: The UbD Template ---Stage One (pgs. 13-22) McKenzie, Walter. (2012) Intelligence Quest: Project-Based Learning and Multiple

Intelligences, ISTE, 2012. (ProQuest) Chapter 1

Recommended“Using Blooms Taxonomy to Write Effective Learning Objectives” Teaching Innovation and Pedagogical Support. University of Arkansas (online link https://tips.uark.edu/using-blooms-taxonomy/ ) Due: Observation Journal: (Classroom observation notes and reflection) Frame: How does my mentor teach for understanding? Print & “mark up” the Driver’s Education Unit (Figure B.2, pgs. 18-20)

NO CLASS Tuesday 10/1 Rosh Hashanah

NO CLASS Thursday 10/3Brandeis Monday

Tuesday Oct 8 – Setting High Expectations…And Helping Students Meet Them- Curriculum should be fluid, not fixed. It must change and adapt to the changing experiences, interests, and abilities of our students and ourselves.

Wiggins, McTighe (2011) Module B: The UbD Template ---Stage One (pgs. 13-22) Proquest

Blackburn, Barbara R. (2013) Rigor is Not a Four Letter Word. Routledge Ch. 1: The Case for Rigor (LATTE)

https://tips.uark.edu/using-blooms-taxonomy/

https://tips.uark.edu/using-blooms-taxonomy/




Blooms Taxonomy Questions/Graphic (LATTE)

Due: Reflexion: What does “rigor” mean to you? How might you be explicit about planning and teaching rigorously? Discussion of your positionality through your experience as a student. (see Reflexion Assignment overview)Print & “mark up” the Driver’s Education Unit (Figure B.2, pgs. 18-20)

Thursday Oct 10 – What is the criteria for success? How do we know what “they” know and understand? -Fair assessments evaluate the work students do, not the people who do the work.

Wiggins & McTighe, (2011) Module B: The UbD Template Stage 3 (pgs. 25-28) Blackburn, Barbara R. (2013) Rigor is Not a Four Letter Word. Routledge Ch. 2:

Digging Into Rigor. (LATTE) Lenz, Bob. Wells, Justin. Kingston, Sally. (1991) Deeper Learning: Transforming

Schools Using Common Core Standards, Project-Based Learning, and Performance Assessment Introduction & Chapter One: Transforming the Graduate. (ProQuest)

Due: Curriculum Unit Proposal. (see LATTE for details) Observation Journal Four: (Classroom observation notes and reflection) Frame: How does my mentor assess students?

Tuesday Oct 15 – NO CLASS Curriculum should be fluid, not fixed. It must change and adapt to the changing experiences, interests, and abilities of our students and ourselves.

Research: Content-based National Associations (History, Math, Social Studies, English). (see overview for details)

Recommended: Layton, L. “How Bill Gates pulled off the swift Common Core revolution”: Washington

Post, June 7, 2014. ONLINE (click here)Gorski, & Zenkov (2014) Chapter 6 “The Test Does Not Know Best” by Deborah MeierNathan, Linda (2009) The Hardest Questions Aren’t on the Test. Introduction & Chapter

2 “Good Teachers” Beacon Press, Boston (online at Brandeis OneSearch)Due 10/17: One Page Reflection/Analysis on Research Presentations (PPT/Prezi)

Thursday Oct 17 – Fair assessments evaluate the work students do, not

http://www.washingtonpost.com/politics/how-bill-gates-pulled-off-the-swift-common-core-revolution/2014/06/07/a830e32e-ec34-11e3-9f5c-9075d5508f0a_story.html

http://www.washingtonpost.com/politics/how-bill-gates-pulled-off-the-swift-common-core-revolution/2014/06/07/a830e32e-ec34-11e3-9f5c-9075d5508f0a_print.html




the people who do the work.Aligning assessments with Essential Questions and Enduring Understandings

Lenz, Bob. Wells, Justin. Kingston, Sally (1991) Deeper Learning: Transforming Schools Using Common Core Standards, Project-Based Learning, and Performance Assessment (ProQuest)

- Chapter Two: Designing a Standards-Aligned Performance Assessment Ken Cornwell (Producer), Association for Supervision and Curriculum Development (Producer),

(2013). Essential Questions. Alexandria, VA: Association for Supervision and Curriculum Development. [Streaming Video]. Retrieved from video.alexanderstreet.com/watch/essential-questions database. (VIDEO via OneSearch/Kanopy)

Due: Observation Journal: (Classroom observation notes and reflection) Frame: What type of feedback do students receive? One Page Reflection/Analysis on Research Presentations (PPT/Prezi)

Tuesday Oct 22 – How do we plan effective lessons? All students can learn & learning is a science. -Our job as teachers is to find and use strategies and approaches for helping them to want to learn

Dean, Ceri B., et al. (2012) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd Edition, Association for Supervision & Curriculum Development. (ProQuest) Chapter 10

Due: Mentor Interview: Student learning and curriculum planning (LATTE); Postponed

Thursday Oct 24 – How can collaboration be used as a tool to support learning for ALL students? -All students can learn & learning is a science. Our job as teachers is to find and use strategies and approaches for helping them to want to learn

Elizabeth Cohen (2014) Designing Groupwork: Strategies for the Heterogeneous Classroom [Chapters 1 & 2] (ProQuest)

Recommended Dean, Ceri B., et al. (2012) Classroom Instruction That Works: Research-Based

Strategies for Increasing Student Achievement, 2nd Edition, Association for Supervision & Curriculum Development. Chapter 3 (ProQuest)

Due: Observation Journal: (Classroom observation notes and reflection) Frame: What does collaboration look/feel like?

Tuesday Oct 29 – All students can learn & learning is a science. Our job as teachers is to find and use strategies and approaches for helping them to want to learn

**No Readings Due**




Due: MIDTERM WRITTEN EXAM: Open Notebook Submit Field Notebooks: Schedule a 15 min notebook review with me in ASAC rm. 328Mentor Interview: Student learning and curriculum planning (LATTE)

Thursday Oct 31 – How do I engage all learners? Using Cooperative Learning Approaches in the Classroom- Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. -Teachers play a primary role in creating and molding the culture of their classrooms.

Emdin, Christopher (2016) For White Folks Who Teach in the Hood…and the rest of Y’all Too: Reality Pedagogy and Urban Education. Introduction

Elizabeth Cohen (2014) Designing Groupwork: Strategies for the Heterogeneous Classroom[Chapters 3 & 4] (ProQuest)

Due: Lesson Plan #1 (see overview) Journal Seven (Classroom Observation Notes and reflection)

Tuesday Nov 5 – Reality Pedagogy /Disciplinary Literacy Intro -Just as our curriculum must be fluid, our teacher identity must be flexible as well, for the teacher must be open to learning, growing, and evolving.-Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. -Teachers play a primary role in creating and molding the culture of their classrooms.

Emdin, Christopher (2016) For White Folks Who Teach in the Hood…and the rest of Y’all Too: Reality Pedagogy and Urban Education.

-Chapter 2 Comraderie Richie, C. (Director). (2008). Our Spirits Don’t Speak English [Video file].

Rich-Heape Films. Retrieved September 13, 2018, from Kanopy. (first 30-60 min)

Due: Performance-Based [authentic] assessment draft Reflexive Notes

Thursday Nov 7– How do I build literacy skills [interdisciplinary]?-All students can learn & learning is a science. Our job as teachers is to find and use strategies and approaches for helping them to want to learn




Jigsaw: Cullen, Kathleen. Culturally Responsive Disciplinary Literacy Strategies Instruction

(link on LATTE) Proctor, Patrick. Boardman, Alison (2016) Teaching Emergent Bilingual Students:

Flexible Approaches in an Era of New Standards (ProQuest) -Chapter 5: Supporting Linguistically Diverse Students to Develop Deep, Flexible Knowledge of Academic Words. pp 82-98

Due: Observation Journal: Classroom Observation Notes and reflection) Lesson Plan #2

Tuesday Nov 12 – Lesson Planning: Components of an Effective Lesson Plan

Wiggins & McTighe (2011) Module E: Starting PointsJigsaw

Doug Lemov (2010) “How All Teachers Can (and Must) be Reading Teachers” and “The Fundamentals: Teaching Decoding, Vocabulary Development, and Fluency” in Teach Like a Champion: 49 Techniques that Put Students on the Path to College

Doug Lemov (2010) “Comprehension: Teaching Students to Understand What They Read,” in Teach Like a Champion: 49 Techniques that Put Students on the Path to College

.Due: Lesson Plan 3

Thursday Nov 14 – Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. Teachers play a primary role in creating and molding the culture of their classrooms. Our core values and positionality and beliefs shape the way we think, plan and teach.

Teaching for Equity & JusticeReadings Due:

Rethinking Schools (2001) Rethinking Our Classrooms: Teaching for Equity & Social Justice. Introduction & additional chapters TBA (LATTE)

Due: Reflexion (1 page) See “Reading Reflexion Overview”

Tuesday Nov 19 – Just as our curriculum must be fluid, our teacher identity must be flexible as well, for the teacher must be open to learning, growing, and evolving.

https://courses.lumenlearning.com/literacypractice/chapter/12-culturally-responsive-disciplinary-literacy-strategies-instruction/




Guggenheim, D. (Director). (2001). The First Year [Video file]. Teachers Documentary Project. Retrieved September 13, 2018, from Kanopy. (Brandeis OneSearch)Due: Lesson Plan #3 Journal Nine Classroom Observation Notes and reflection) Reflexive notes (video)

Thursday Nov 21 –How do we prepare students for college, careers and beyond?-Fair assessments evaluate the work students do, not the people who do the work.-All students can learn & learning is a science. Our job as teachers is to find and use strategies and approaches for helping them to want to learnPope, Denise Clark. Doing School: "Successful" Experiences of the High School Curriculum. N.p., 1999. (ProQuest) Chapters TBA (Jigsaw)

Due: Lesson/Unit Plan Drafts (clearly note updates) Reflexion

Tuesday Nov 26 – Our core values and positionality and beliefs shape the way we think, plan and teach.

Chin, Curtis (2016) Tested. Streaming video Kanopy. (Brandeis OneSearch)

Due: Journal Ten: Classroom Observation Notes and reflection) Reflexion (brief)

Thursday Nov 28-NO CLASSThanksgiving

Tuesday Dec 3 – Reflexivity: What have I learned about the art and skill of teaching?

-Our core values and positionality and beliefs shape the way we think, plan and teach. -Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. Teachers play a primary role in creating and molding the culture of their classrooms.

PresentationsDue: Final UbD Unit, Teaching Video & Reflection

Thursday Dec 5 – Classroom cultures must invite and enable learning, risk-taking, kindness, support, tolerance, and reflexivity. Teachers play a primary role in creating and molding the culture of their classrooms. Our core values and positionality and beliefs shape the way we think, plan and teach.

Presentations




Due: Presentations/Reflection and Teaching Video & Reflection

------------------------------------------------

Tuesday Dec 10Final Reflections-Bring in one poem that represents your lasting ideas about teaching, planning, and/or curriculum/content.

Due: PROCESS-FOLIO DUE BY 12:00PM [physical or electronic] Portfolio




Ed102a Inquiry CycleThis semester, you will begin crafting your own inquiry questions. In addition, you will utilize the Ed102a Essential Questions to engage deeper, understand curriculum, planning & assessment, and apply core content in order to develop universal and practical answers. You will move along the continuum of the cycle where Positionality and Reflexivity begin and end.

Documents

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