EdAd 202AThe Educator: Instructional Leadership

HABITS OF MIND

February 3, 2010Pat Stelwagon

Welcome & Routines

Celebrations What has become clear? Review/Revise Norms Questions that need answers now Essential Questions What worked last semester? What didn’t? Evacuation and Other Safety Measures

Quick Talk:

What are ten qualities of effective, instructional leaders?

Each take two minutes As a class, identify a common list

Saturday Session:

Saturday, February 6, 2010 – Instructional Leadership

Location/Other Details February 6, 2010 – Sweeney Hall, Room 100 Please bring your food, beverage, snacks, etc. Wear comfortable clothing

“The real voyage of discovery lies not in seeking new landscapes, but in having new eyes.”

Marcel Proust

Using Conjunctions:

To cap an argument: Further or furthermore Hence In short On the whole Thus Consequently

To limit a point In particular Especially Generally Frequently Normally Occasionally Then again

To accept a point Granted No doubt Honestly Of course Nevertheless But then

Words Often Used Incorrectly

Feel/Believe Less/Fewer Most/Majority Affect/Effect Among/Between

Datum/Data Analysis/Analyses Appendix/Appendices

or Appendixes Criterion/Criteria Phenomenon/

Phenomena

Be Clear and Brief

Make minimal use of Would, Should, and Might. Avoid wordy expressions.

To be deficient in (to lack) It is clear that (clearly)

Omit superfluous words. In a problem-solving situation (In solving

problems) In a classroom setting (In a classroom)

Improving Sentences

Variety – Find appropriate synonyms for words that appear often (except for technical terms, which do not allow substitutes).

Accuracy – Avoid vague, loose terms that may be misrepresented.

Slang – Avoid words that are not appropriate to the formal context of a research paper.

Contractions – Do not use in your research paper

Student Learning Profiles:4-MAT Bernice McCarthy (University of Chicago)

TYPE 4 LEARNERS Learn by creating

something new. (Innovators, artists)

PROJECTS

TYPE 1 LEARNERS Learn when it’s personally

meaningful. (Philosophers) Relevant

DISCUSSIONS

TYPE 3 LEARNERS Learn from “hands on”

practice. (Scientists, Athletes)

LABS, PRACTICE, & ACTIVITIES

TYPE 2 LEARNERS Learn from systematic

presentations of information.

LECTURES, NOTE TAKING, & READING