Great Oaks – NYU Teacher Residency
New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
RESIDENCY 1 COURSE SYLLABUS (19 Days)
ENGED-GE 2411---20427
Fall 2012
This initial practicum is guided by the development needs outlined in the 2010 New York State Standards
for Teacher Education, and mentored by a highly qualified teacher of secondary English/Literacy, as well
as a full-time NYU faculty member on site serving as the Residency Coach. This learning experience
meets the State Education requirements for both the pre-practicum and practicum 1 components of an
approved secondary certification program. In addition, it blends several instructional modes that go
beyond the traditional practicum (or student teaching) design.
Strands:
1. Classroom Management
2. Building Relationships
3. Professionalism and Growth Mindset
4. Lesson Planning and Lesson Execution
Meeting Times:
Meeting Space:
Instructor:
E-mail:
See Residency Calendar
Great Oaks Charter School (other locations as scheduled)
Ayanna Taylor
ataylor@greatoakscharter.org or at1006@nyu.edu
Required Readings:




Esme Raji Codell, Educating Esme
Doug Lemov, Teach Like a Champion Field Guide
John Saphier, The Skillful Teacher
Other readings as assigned
Integrity
The NYU policy is published at http://steinhardt.nyu.edu/policies/academic_integrity.
Our personal philosophy is that we stand on the shoulders of giants (and peers!) all the
time, but giving credit is easy and ethically required. If in doubt, give credit! If you need
help citing the work of others, let us know. In general, the APA citation system works well.
If you don’t know it, check out the citations in text and reference list tabs at the following
tutorial:
http://flash1r.apa.org/apastyle/basics/index.htm?__utma=185732729.1128450448.1342206010.1342206010.1342206010.1&__u
tmb=185732729.2.10.1342206010&__utmc=185732729&__utmx=&__utmz=185732729.1342206010.1.1.utmcsr=(direct)|utmccn=(direct)|utmcmd=(none)&__utmv=-&__utmk=44675492
Working Together
The residency courses are designed to be highly collaborative, and the format requires
maximal activation of our power to learn from each other. Thus we will be writing
together, discussing and debating ideas, sharing reflections, and generally supporting
one another to improve your professional practice. It is important that we foster a
Great Oaks – NYU Teacher Residency
collegial atmosphere where everyone feels supported and comfortable sharing their
ideas. Please let me know if you are ever uncomfortable with class-related interactions,
statements, or other behavior, so that we can address your concerns.
Attendance & Lateness
Attendance at all sessions is required, unless there are extenuating circumstances that
have been discussed with me in advance. One category of your evaluation for the
Teacher Residency program is Professional Responsibility and Collaboration, and
attendance and lateness fall in that category. Additionally, absence from 4 or more
sessions is tantamount to a withdrawal. Lateness and early departures are to be avoided.
Your residency course work will take place at the Great Oaks Charter School on Friday’s
and Saturday’s, although there may be instances where our learning will be off-campus.
New York University Harassment Policy
New York University is committed to maintaining a learning and working environment that
is free of bias, prejudice, and harassment - an environment that supports, nurtures, and
rewards career and educational advancement on the basis of ability and performance.
Harassment based upon race, gender and/or gender identity or expression, color, creed,
religion, age, national origin, ethnicity, disability, veteran or military status, sex, sexual
orientation, marital status, citizenship status, or any other legally protected basis is
prohibited by law and undermines the character and purpose of the University. Such
harassment is illegal and against University policy, and will not be tolerated.
Students in the Steinhardt School may refer instances of harassment to the Associate
Dean for Student Affairs, Pless Hall, 2nd Floor, 212 998 5065. To learn more, visit
www.nyu.edu/eo/anti-harass-policy.pdf
Accommodations
Any student attending NYU who needs an accommodation due to a chronic,
psychological, visual, hearing, mobility and/or learning disability should register with the
Moses Center for Students with Disabilities at 212 998-4980, 726 Broadway, Second Floor.
Materials and tools
Bring to class those materials you need for the class - including a laptop, assignment notes,
copies of readings, books, etc.
Assignments and Grading
The amount you learn is directly related to the amount of work you invest in the course.
This is an intense program designed to give you a practical background for advancing
your teaching skills. As such, the expectations are high and workload for the course is
heavy.
The following table provides a brief overview of the instructional approach and the
grading policy. More complete assignment descriptions, performance benchmarks, and
evaluation rubrics will be provided.
All assignments must be done using a word processing program. General writing
standards, in addition to standards for specific assignments, will be considered in each
evaluation. Assignment dates are found on the syllabus.
Great Oaks – NYU Teacher Residency
Grading Scale
A+
X
A 95-100
A- 90-94
B+
B
B-
88-89
82-87
80-81
C+
C
C-
78-79
72-77
70-71
D+
D
D-
68-69
60-67
X
Learning Experiences
Whole-Group Work
SmallGroup/Independent
Work
Observation and
Feedback
Self-Reflection
Simulations and RolePlay
Research and Writing
The facilitator will present for 10-15 minutes on the key concepts
residents should understand from the reading. Residents will
analyze videos of instruction that demonstrate the concept in
order to observe effective teacher behaviors.
The next 15-20 minutes will be used for whole-group discussion and
questions and answers.
Residents will work in small groups to independently read and then
engage in small group discussions about the weekly academic
reading’. The reading will relate to the objective (e.g. Residents
will learn how experienced English teachers devise and implement
classroom management systems) and the related sub-skill (e.g.
Strategies for communicating expectations and giving clear,
coherent directions).
In addition to your tutor responsibilities, all matriculated Teacher
Residents will be required to function as TA’s with a collaborating
teacher. This will give you opportunities to apply your learning in a
realistic setting. Embracing and acting on feedback is a
characteristic of a great teacher. Thus, a significant part of your
learning will happen “on-the-job” in real time. Expect to be
observed and participate in a debrief session at least once a
week.
We believe that teacher reflection improves teacher pedagogical
skill. As research has demonstrated, a teacher’s pedagogical skill
is causally linked to student achievement. Reflective practice will
be a critical part of your professional development. As such,
several opportunities for self-reflection have been incorporated
into each Residency in the form of individual reflection, reflection
with a partner, and reflection in our Residency group. The
expectation is that your reflections are directly related to your
instruction, demonstrate an awareness of essential aspects of how
to improve your instruction, and present an alternative method of
action.
Great athletes or great speakers are great because they practice.
During this course, you will read about some very concrete
techniques for being a truly talented teacher. Reading about and
understanding them is not enough. Of course, you will have an
opportunity to practice and apply those techniques daily in your
work as a tutor, but in order to make them “sticky”, we will practice
them.
A requirement of each residency is that you produce a piece of
research-based writing that can be included in your end-of-year
Great Oaks – NYU Teacher Residency
portfolio. Through the writing, you will demonstrate your
knowledge and understanding of the theory behind your
instructional decisions.
Day/Date(s)
Day 1
Saturday, September 8,
2012
Session Content
Launch and Book Review
Objectives:
 Residents will be able to articulate the expectations of the
Residency program.
 Residents will reflect on their beliefs and how it impacts their
behaviors.
 Residents will make conclusions about the mindset and behaviors
necessary to be a successful teacher.
 Residents will come to conclusions about the behaviors necessary to
be successful residents.
 Residents will discuss how coaching and practice impact skill.
Activities:
1. Read and Sign Residency Contracts
2. Read and Discuss: Chapter 2 “Teacher Beliefs” in The Skillful Teacher
3. Read and Discuss: Chapter 1 ‘Research and Theory” in Becoming a
Reflective Teacher
4. Review evaluation rubrics and protocols
5. Task: What can we learn from Esme about the mindset and
behaviors needed to be a successful teacher?
a. List some concrete behaviors and beliefs
b. Choose one behavior and one belief you will practice and
reflect on next week.
Work Product: Due Electronically on 9/14 (e-mail
ataylor@greatoakscharter.org)
Write a 1-2 page paper on your educational philosophy. In other words,
what do you believe is the purpose of education and how do students
learn best? Point to 1-2 specific incidents in your background that have
shaped your educational philosophy. How do you think your background
will contribute to or serve as a barrier to your success as a secondary English
teacher in an urban school system?
Read and Reflect: Due on 9/21
 No Excuses Chapters 3-4
 With All Due Respect Chapters 9-13
Reading Focus/Purpose –
1. Do these excerpts support your discipline philosophy?
2. With what aspects do you agree or disagree?
3. As you read, make connections to your tutorial experiences so far.
Day 2
Friday, September 21,
2012
Strand: Professionalism &
Growth Mindset
Objectives:
 identify and present free online resources that will help improve their
practice
 reflect on the impact of professional collaboration on their practice
 demonstrate an understanding of the readings
 discuss the use of protocols as a way to collaborate with and learn
from colleagues
Great Oaks – NYU Teacher Residency
Day/Date(s)
Session Content
 discuss the use of protocols as a way to engage middle and high
school students
Activities:
1. Discuss No Excuses, With All Due Respect, and other assigned
reading
2. Identify professional organizations, web sites, and journals that
contribute to growth in teaching
3. Introduce teachers to the online teacher diary as a way to promote
reflective practice.
4. Read: excerpt from The Power of Protocols
Day 3
Saturday, September 22,
2012
Strand:
Classroom Management
Objectives:
 Residents will devise and implement effective small-group
management systems.
 The resident reflects on his/her personal biases and accesses
resources to deepen his/her own understanding of cultural, ethnic,
gender, and learning differences to build stronger relationships and
create more relevant learning experiences.
Activities:
1. Read & Reflect: Teach Like a Champion Field Guide – “The
Importance of Routines” and Technique 28: Routines
2. Read & Reflect: Chapter 7 “Routines” in The Skillful Teacher
3. Review the Five Principles of Classroom Culture
4. View Clip: TLC #13
5. View Clip: TFA Classroom Management Video Library (TBD)
6. Script the steps and expectations for the five most critical routines in
your tutorial.
7. Make a list of the three most common requests students make while
you are teaching. Determine an appropriate nonverbal signal they
can give you to request each of them. Make a poster showing
each.
8. Practice and role-play routines
Work Product (Due 9/27/12 by 5pm):
1. Submit an entry into your teacher diary
2. Compile an electronic portfolio of the following:
a. Script of the steps and expectations for the five most critical
routines in your tutorial.
b. The poster of nonverbal signals you will teach students when
they have requests.
c. Behavioral expectations for your tutorial group. Feel free to
work as a larger group to establish the expectations. Ideally,
you want to set expectations that can be implemented in all
tutorials.
Day 4
Friday, September 28,
2012
Strands:
Classroom Management
Objectives:
 Residents will devise and implement effective small-group
management systems.
 Residents will develop positive relationships with their students by
getting to know each student as individuals.
 The resident reflects on his/her personal biases and accesses
resources to deepen his/her own understanding of cultural, ethnic,
gender, and learning differences to build stronger relationships and
Great Oaks – NYU Teacher Residency
Day/Date(s)
Building Relationships
Session Content
create more relevant learning experiences.
Activities:
1. View Video Clip from The Blind Sidehttp://www.youtube.com/watch?v=76nhIfp9gr0
2. Reflect: “Complete Element 36 Self-Reflection Rubric for “Lesson
Segments Enacted on the Spot.”
3. Read “Having a Model of Effective Teaching” Chapter 2 of
Becoming a Reflective Teacher by Marzano
4. Complete survey for students
5. Choose Survey for Reflective Practice to administer to students
Work Product Due by End of Session (Implement on Monday, October 1st,
and bring reflections on 10/5):
1. Design and administer a survey that you can use to gather relevant
information about your students’ interests and backgrounds. It
should be something they can complete in 3 minutes.
2. Exit Ticket: How are you hoping to use the results of your survey in
your tutorial?
Work Product (Due by Thursday, October 4th)
3. Submit entry to the teacher diary.
Work Product (Due October 5th):
Make a deliberate effort to have individual conversations with each of the
students in your tutorial group. Write a summary of what you learned about
the student’s interest and background. Be prepared to discuss ways you
can incorporate what you learned about the student into your tutorial.
Day 5
Saturday
September 29, 2012
Strand(s):
Professionalism &
Growth Mindset
Classroom Management
Building Relationships
Objectives:
1. Residents will use knowledge of students to motivate students and
design culturally responsive lessons
2. The resident reflects on his/her personal biases and accesses
resources to deepen his/her own understanding of cultural, ethnic,
gender, and learning differences to build stronger relationships and
create more relevant learning experiences.
3. Residents will participate actively as part of a professional learning
community to improve professional practice.
4. Residents will participate in professional learning communities and
use protocols to interact effectively with colleagues.
5. Residents will attend to feedback, and monitor their own standardsbased progress as developing teachers.
Activities:
1. Read & Reflect: Excerpt from Getting Classroom Management
RIGHT – pp. 89-98 (Lieber)
2. Read & Reflect: Excerpts from The Skillful Teacher
3. Review of content and strategies learned
4. Role-play classroom management scenarios
5. Respond to feedback about role-play
Work Product (Due by next class):
1. Prepare a 250 – 500 word reflection on the following: What insights into
urban education and urban students have you gained from the readings,
activities, and your work as a tutor in the first four weeks of your residency?
Please discuss any modifications you will make to your current behavior
Great Oaks – NYU Teacher Residency
Day/Date(s)
Day 6
Friday, October 5, 2012
Strand(s):
Professionalism and
Growth Mindset
Classroom Management
Building Relationships
Session Content
management practice as a result of the insight you have gained.
Objectives:
1. Residents will use knowledge of students to motivate students and
design culturally responsive lessons
2. The resident reflects on his/her personal biases and accesses
resources to deepen his/her own understanding of cultural, ethnic,
gender, and learning differences to build stronger relationships and
create more relevant learning experiences.
3. Residents will participate actively as part of a professional learning
community to improve professional practice.
4. Residents will participate in professional learning communities and
use protocols to interact effectively with colleagues.
5. Residents will attend to feedback, and monitor their own standardsbased progress as developing teachers.
Activities:
1. Task: Using your survey data, identify 3 concrete ideas to
incorporate your students’ interests and backgrounds into your
English tutorial.
2. View & Discuss: Animal School
3. Read and Discuss: Excerpt from Pedagogy of the Oppressed – Friere
4. Read and Discuss: Excerpt from Effects of Poverty on the Brain –
Jensen
5. Read and Discuss: “But That’s Just Good Teaching” – Ladson-Billings
6. Identify and share ELA materials and methods that will increase the
cultural responsiveness of lessons
Work Product:
7. Submit an Entry to Your teacher Diary (in class)
8. Consultancy Protocol
Day 6 (REVISED)
Friday, October 5, 2012
Strand(s):
Professionalism and
Growth Mindset
Building Relationships
Objectives:
1. Residents will use knowledge of students to motivate students and
design culturally responsive lessons
2. The resident reflects on his/her personal biases and accesses
resources to deepen his/her own understanding of cultural, ethnic,
gender, and learning differences to build stronger relationships and
create more relevant learning experiences.
3. Residents will participate actively as part of a professional learning
community to improve professional practice.
4. Residents will participate in professional learning communities and
use protocols to interact effectively with colleagues.
5. Residents will attend to feedback, and monitor their own standardsbased progress as developing teachers.
Race, Equity, and Student Achievement: The Culturally Competent Teacher
Activities:
1. Define: Social Justice, Cultural Competence, Cultural Capital,
Systemic Racism
2. Whole Class – Read and Discuss: Excerpt from Pedagogy of the
Oppressed – Friere
3. Whole Class – Read and Discuss: “Unequal Opportunity” – DarlingHammond
4. Watch: Discrimination Based on Appearance – Racism in Schools
Great Oaks – NYU Teacher Residency
Day/Date(s)
Session Content
(http://www.youtube.com/watch?v=kOmaDCSv9yw)
5. Task: Using your survey data, identify 3 concrete ideas to
incorporate your students’ interests and backgrounds into your
English tutorial.
6. Activity:
7. Watch: Racism in Education http://www.youtube.com/watch?v=BTPaXSefp7g
Work Product: Due October 12
1. Teacher Diary Entry: How do you see your role in the classroom as it
relates to promoting equity and social justice?
Work Product: Due October 19
1. Complete an annotated bibliography of 6-8 articles, books, or research
studies about an issue of race, culture, and diversity (gender, race, sexual
orientation, ability) in the classroom. Your annotations should include a
description of the article, etc. and your reactions to it. Use the “4 A’s”
discussion protocol questions to guide your response:
a. Question 1—Agreement: Which parts of the text do you
agree with in terms of our work?
b. Question 2—Aspiration: Which parts of the text do you aspire
to or want to work toward?
c. Question 3—Alignment: What is the current reality, and what
is the gap between where you are and your aspirations?”
d. Question 4—Adjustments: What needs to be done for you to
succeed?
Day 7
Friday, October 12, 2012
Instructional Rounds
Strand(s):
Professionalism and
Growth Mindset
Day 8
Saturday, October 13,
2012
Strand(s):
Building Relationships
Classroom Management
Professionalism and
Growth Mindset
Objectives:
 Residents will be able to develop new knowledge and skills by
observing teachers during instructional rounds
 Residents will be able to reflect on their own practice while
debriefing observations with colleagues
Activities:
Rounds Protocol
Objectives:
 Residents will develop and implement a strategy to communicate
with students’ families for positive referrals and growth areas.
 Residents will model and encourage effective interpersonal
communication skills to build student capacity for collaboration
 Residents will participate actively as part of a professional learning
community to improve professional practice.
 Residents will participate in professional learning communities and
use protocols to interact effectively with colleagues.
 Residents will attend to feedback, and monitor their own standardsbased progress as developing teachers.
Activities:
1. Read & Reflect: Excerpts from The Skillful Teacher
2. Practice difficult conversations with parents
3. Read: “Fostering Latino Parent Involvement”
4.
Great Oaks – NYU Teacher Residency
Day/Date(s)
Session Content
Work Product:
1. Submit an Entry to Your teacher Diary (in class)
2.
Day 9 (REVISED)
Friday, October 19, 2012
Professionalism and
Growth Mindset
Day 10
October 27, 2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Objectives:
 Residents will reflect on their learning by writing a “Dear Self…”
Letter and completing a questionnaire
Objectives:
 Residents will organize successful lessons based on the Common
Core Standards.
 Residents will be able to explain how skills progress over the 6-12
continuum of the Common Core Standards
 Residents will be able to evaluate student writing using a rubric
 Residents will discuss how to distinguish quality student writing
 Residents will be able to describe elements of curriculum
 Residents will be able to explain the relationship Lessons, Units, and
Courses
Activities:
1. Read Common Core State Standards for 6-12 ELA
2. Read CCSS skills progression chart for grades 6-12 ELA
3. Discuss how the skills progress
4. View PARCC web site
5. Use exemplar student writing to discuss how practice has to change
in order to help students produce similar work
6. Unpack a group of standards to identify prerequisite skills needed to
achieve mastery
7. Read The Skillful Teacher pp. 355-384
Work Product (Due November 2):
1. Teacher Diary Entry – Using the CCSS as your reference point,
identify the gaps in your own knowledge of English-Language Arts.
In other words, what ELA skills do you need to work on in order to
effectively teach your students to master the standards?
Day 11 (REVISED Due to
Hurricane)
Saturday, November 10,
2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Objectives:
 Residents will create tutorial lessons based on the Common Core
Standards.
 Residents will plan lessons that are responsive to the diverse learning
needs, strengths, interests, and experiences of all students.
 Residents will plan lessons that engage students in real-world
problem solving
 Residents will provide opportunities for students to develop 21st
Century Learning skills, such as communication, collaboration,
creativity, critical thinking, problem solving, and technology.
 RWBAT Identify and write mastery objectives
 RWBAT Articulate the connection between objectives and planning
Activities:
1. Read excerpt from The Skillful Teacher – “Objectives” & “Planning”
Great Oaks – NYU Teacher Residency
Day/Date(s)
Day 12
Saturday, November 17,
2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Session Content
2. Create or Revise a tutorial packet to ensure rigor and relevance
3. Design learning experiences using a learning styles and readiness
planning grid
4. Homework: Read Chapter 9 “Vocabulary” of When Kids Can’t
Read: What Teachers Can Do by Kylene Beers
Objectives:
 Residents will organize successful lessons based on the Common
Core Standards.
 Residents will integrate Web 2.0 and other current technologies into
planning.
 Residents will plan lessons that are responsive to the diverse learning
needs, strengths, interests, and experiences of all students.
 Residents will plan lessons that engage students in real-world
problem solving
 Residents will integrate Web 2.0 and other current technologies into
teaching.
 Residents will communicate clearly and accurately with students to
maximize their understanding and learning
 Residents will provide opportunities for students to develop 21st
Century Learning skills, such as communication, collaboration,
creativity, critical thinking, problem solving, and technology.
Activities:
1. Read: excerpt from The Skillful Teacher – “Learning Experiences”
2. Read: Jigsaw excerpt from Teach Like a Champion – Chapter 2
“Planning that Ensures Academic Achievement”
3. Complete Activities in Teach Like a Champion Field Guide – Section
2
4. Plan upcoming tutorial packets for 6-8 ELA
5. Read: excerpt from The Skillful Teacher – “Clarity”
6. Add directions for tutor to packets
7. Review sample Novel Guide to complete work product
Work Product due November 29th:
1. Novel Guide for upcoming novel
Day 13
Friday, November 30,
2012
Instructional Rounds
Strand(s):
Professionalism and
Growth Mindset
Day 13
Objectives:
1. The resident engages in ongoing learning opportunities to develop
knowledge and skills in order to provide all learners with engaging
curriculum and learning experiences based on local and state
standards.
2. Residents will participate actively as part of a professional learning
community to improve professional practice.
Activities:
 Rounds Protocol
 Instructional Rounds Visit to North Star Academy Charter School – HS
Campus

2.
Day 14
Objectives:
 The resident engages in ongoing learning opportunities to develop
Great Oaks – NYU Teacher Residency
Day/Date(s)
Monday, November 12,
2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Day 15
Friday, November 30,
2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Session Content
knowledge and skills in order to provide all learners with engaging
curriculum and learning experiences based on local and state
standards.
 Residents will participate actively as part of a professional learning
community to improve professional practice.
Activities:
 Meet and greet with NYU Deans, Faculty, and Staff
 Library tour
Objectives:
 Residents will tutor students successfully and monitor their
development as learners – including the analysis of test and other
student data.
 Residents utilize various types of formative assessment during
instruction to monitor and check for student understanding and
assess progress.
Activities:
1. Read: excerpt from The Skillful Teacher – “Assessments”
2. Practice designing formative assessments
3. Read “Formative Assessment Techniques to Support Student
Motivation and Achievement”
4. Activity from Teach Like a Champion Field Guide
Work Product:
1.
Day 16
Friday, December 7,
2012
Instructional Rounds
Strand(s):
Professionalism and
Growth Mindset
Day 17
Saturday, December 8,
2012
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Objectives:
1. The resident engages in ongoing learning opportunities to develop
knowledge and skills in order to provide all learners with engaging
curriculum and learning experiences based on local and state
standards.
2. Residents will participate actively as part of a professional learning
community to improve professional practice.
Activities:
 Instructional Round to People’s Prep Charter School & Newark
Bridges
 Rounds Protocol
Objectives:
 Residents will plan lessons that are responsive to the diverse learning
needs, strengths, interests, and experiences of all students.
 Residents will implement differentiated instruction, small group
learning, and other strategies for working with students with varying
levels of ability and language development
 Residents will communicate clearly and accurately with students to
maximize their understanding and learning
 Residents will provide opportunities for students to develop 21st
Century Learning skills, such as communication, collaboration,
creativity, critical thinking, problem solving, and technology.
Activities:
Great Oaks – NYU Teacher Residency
Day/Date(s)
Session Content
1. Jigsaw Teaching on literacy instruction for ELL or SPED students
2. Read one of three articles: “Double the Work”, “Practical Guidelines
for the Instruction of English Language Learners”, “Effective
Instruction for Middle School Students with Reading Difficulties”
3. Read: Culturally Responsive Teaching
4. Revise an existing lesson plan to address students’ diverse needs
(cultural and ability)
Work Product Due :
1. Revised Lesson Plan
2.
Day 18
Friday, December 14,
2012
Objectives:
 Residents will organize successful lessons based on the Common
Core Standards.
 Residents will integrate Web 2.0 and other current technologies into
planning.
 Residents will plan lessons that are responsive to the diverse learning
needs, strengths, interests, and experiences of all students.
 Residents will plan lessons that engage students in real-world
problem solving
 Residents will implement differentiated instruction, small group
learning, and other strategies for working with students with varying
levels of ability and language development
 Residents will communicate clearly and accurately with students to
maximize their understanding and learning
 Residents will provide opportunities for students to develop 21st
Century Learning skills, such as communication, collaboration,
creativity, critical thinking, problem solving, and technology.
Activities:
1. Reading Comprehension strategies
2. The Writing Workshop
3. Effective Questioning Strategies
4. Instructional strategies that increase comprehension (stop and jot,
turn and talk, etc.)
5. Jigsaw Teaching (articles on strategies for teaching reading and
writing)
Work Product:
1. Submit an Entry to Your teacher Diary (in class)
2. Consultancy Protocol
Day 19
Strand(s):
Lesson Planning and
Lesson Execution
Classroom Management
Objectives:
 Residents will organize successful lessons based on the Common
Core Standards.
 Residents will integrate Web 2.0 and other current technologies into
planning.
 Residents will plan lessons that are responsive to the diverse learning
needs, strengths, interests, and experiences of all students.
 Residents will plan lessons that engage students in real-world
problem solving
 Residents will integrate Web 2.0 and other current technologies into
teaching.
 Residents will implement differentiated instruction, small group
Great Oaks – NYU Teacher Residency
Day/Date(s)
Session Content
learning, and other strategies for working with students with varying
levels of ability and language development
 Residents will communicate clearly and accurately with students to
maximize their understanding and learning
 Residents will provide opportunities for students to develop 21st
Century Learning skills, such as communication, collaboration,
creativity, critical thinking, problem solving, and technology.
Activities:
1. Plan a lesson that
a. Is Differentiated for ELL and SPED
b. Is Culturally Relevant
c. Is developmentally appropriate
d. Is Rigorous and standards based
e. Is Engaging
f. Incorporates an instructional strategy and comprehension
strategy discussed in class
g. Incorporates a 21st Century Learning Skill
2. Plan lessons for Saturday Academy
Work Product:
1. Submit an Entry to Your teacher Diary (in class)
2. Consultancy Protocol