TE 960.61 Basic Student Teaching Seminar, 1 Unit, Credit Fall 2012

advertisement
TE 960.61 Fall 2012 Basic Student Teaching Seminar, 1 Unit, Credit
Cherokee Point Elementary School, SDSU Classroom
Instructor
SDSU
Office
Cherokee
Point
Office
Mailing
Address
Carol Prime
Phone
(760) 822-1028
Campus EBA 203
E-mail
prime@mail.sdsu.edu
Office hours:
Wednesdays: 2:00-4:00, SDSU Room
Schedule
Number
29929
School of Teacher Education
5400 Campanile Drive, San Diego, CA 92182-1153
COURSE DESCRIPTION (FROM GRADUATE BULLETIN):
TE 960. Basic Student Teaching Seminar (1)
Prerequisite: Admission to multiple subject credential program and concurrent registration in
Teacher Education 965. Discussion of immediate problems in student teaching with emphasis
on children’s growth and development.
GOAL:
To prepare student teachers to become effective teachers, skilled at developing
age-appropriate Common Core standards-based curricula to meet the diverse
needs of the specific students in their specific learning environment, and to
develop the high level of professionalism required for a career in teaching.
POLICIES:
Due Dates: Unless otherwise noted, homework is due by 10:00 pm the night before the next
class session (following the one during which the homework was assigned).
Late-Work policy: All work is due by the published deadlines. If any items are missing, the entire
assignment is considered late. Each late assignment loses 33.3% of a letter grade for each day it
is late (Blackboard tracks when work is turned in), if you do not bring a required item to class, you
receive no credit for that work.
Attendance policy: Attendance is expected for all in-class sessions. One excused absence
permitted due to illness or family emergency (you must email Carol Prime prior to the session).
Participation policy: Full participation is required for all in-class activities. No make-ups are
allowed for in-class activities. Be on time to class; no make-ups allowed for activities missed due
to lateness. Simply being present is not enough. Professional engagement, including coming to
class prepared, asking and answering questions, and giving feedback to peers, is expected at all
times during in-class activities in order for credit to be received.
Backing-up-work policy: You are expected to scan or photocopy every assignment you turn in
that is NOT an electronic document and to backup on a USB Flash drive all electronic documents.
RESOURCES:
Online Resources:
Blackboard: https://blackboard.sdsu.edu
eSupervision: Instructions to come. http://www.esupervision.net/moodle/
TaskStream Subscribe to TaskStream. Instructions to come. http://www.taskstream.com
Required Texts to be Purchased from Aztec Shops Prior to First Day of Classes:
1. Teaching Credential Program Handbook. View online—you do not have to print this. You
are responsible for all information in the Teaching Credential Program Handbook.
2. Prime, Carol Seminar Workbook. Purchase in Aztec Shops. Bring to every seminar.
3. Cooperating Teacher Handbook (Prime) Purchase in Aztec Shops.
Page 2 of 10
Schedule of Topics for TE 960 Class Sessions:
Class
In-Class Topics and Expectations
Sessions
August 23, 2012
3:15 to 5:30
At SDSU
3:15 to 3:45
Stairs Northeast
of main library
entrance (near
dome).
4:00 to 5:30
SDSU
GMCS 333
Due/Homework
Brief Introduction, obtain map to Cherokee Point and
name tags. Attend the New Student Orientation.
Discussion professionalism.
Professionalism:
 Self control, respect for others, tolerance for
everyone’s ideas, and coming to class prepared are
required to pass this class. Assume that everyone at
the school will help you get a job if you conduct
yourself properly. Professional dress.
 Role call. Be on time.
 Park in lot south of the school. See the map.
Homework:
 Purchase all books by the first day of classes,
preferably today. Aztec Shops early semester
hours.
Thur Aug 23 - Fri Aug 24
9:00 am - 7:00 pm
Sat Aug 25
9:00 am - 6:00 pm
Wednesday
August 29
9:30-3:00 pm
Meet in the
Library on the
second floor in
Building D.
Sun Aug 26
9:00 am - 5:00 pm
 Bring this course syllabus to every TE 960 class
session. Sign the last page and turn it in.
Q and A: Carol Prime will answer questions about the
program.
Meet and Greet: You will be meeting the Primary
Mentors with whom you will work with a team of three
Teaching Residents on Tuesdays and Wednesdays.
 You will also meet the Upper Grade Mentors whom
you will observe and assist on most Fridays for math
and science. Be sure to note the times when the
Upper Grade mentors teach math and science on
Fridays.
 Some mentors will be teaching science on days
other than Friday. If that happens to be on
Tuesdays or Wednesdays AFTER guided reading in
your primary classes, you may (with permission from
both of your mentors) observe and assist in science
in the upper-grade class.
 Discuss with your upper-grade mentor what time
he or she wants you to come to the school for two
hours for you to offer help and bond.
WEDNESDAY ACTIVITY: Spend the rest of the day with
your primary mentors.
FRIDAY ACTIVITIES: Two hours in Upper by
appointment. Do your homework.
Homework:
Keep a weekly plan
book (hardcopy or
electronic) to help you
organize yourself and
to maximize your time.
Carol will do random
checks to make sure
residents are planning
their time effectively.
Page 3 of 10
Schedule of Topics for TE 960 Class Sessions:
Class
In-Class Topics and Expectations
Sessions
Wednesday
August 29
4:00 to 5:00 pm
Wednesday,
September 5
1:00-4:00
Homework
Assigned
September 12
Due/Homework
Procedures:
 Park in lot south of the school. See the map.
 Initial sign in list in office. If you leave early, make
a note on the sign-in sheet.
 Sign in on the sheet near the door.
 Homework: % of credit based on meeting
deadline.
 Participate fully in class. Performance-based
assessments, as opposed to knowledge-based
tests. Affective Domain: Professional and Friendly
Disposition.
 Expectations of a Teaching Resident.
Modified: Think-Pair-Share (Write-Team-Share)
 Quick Write: Write about one of the following:
1. Something unexpected that you noticed
today.
2. Value that you can add to your team of
teaching residents.
3. A strength of your cooperating teacher.
 Team: Talk about your writing or the experience
with your team.
 Share out with the whole class something one of
your team members talked about.
Observations: 2 Formal, 1 Video Recorded on DVD
Pre-Assessing Students
Using assessment results to plan student learning
DRA and Running Records
Guest Instructor:
Patty Wallach
Resource Teacher, Cherokee Point
Due:
No work due. Bring a
positive attitude.
Q and A
Homework:
In Blackboard, under
“Videos & Readings”:
1. Print a copy of DRA
Book-Level Chart to
keep in a Guided
Reading section of
your binder.
2. Peruse the
Developmental
Reading Assessment
booklet. Print and
study the Appendix B
(Proficiency Level
Descriptors) for your
students’ grade level.
Homework:
Pick up from Aztec
Shops:
 Prime, Carol. Basic
Student Teaching
Seminar Readings.
Read (Do NOT fill out
the forms at this time):
Teaching Residency:
 Observation Reflection
Commentary
 Video Recording
Guided Reading
Commentary
00
Due:
No work due. Bring a
your most polite
manners for showing
appreciation to a guest
speaker.
Apply the DRA\Running
Records assessment with
at least one child in your
primary class (and up to
Page 4 of 10
5 children, if possible).
Page 5 of 10
Schedule of Topics for TE 960 Class Sessions:
Class
In-Class Topics and Expectations
Sessions
Wednesday,
September 12
1:00-3:00
Guided Reading
Using assessment results to plan student learning
Guest Instructor:
Patty Wallach
Resource Teacher, Cherokee Point
Q and A
Wednesday,
September 19
1:00-3:00
Reflecting on Your Guided Reading Lesson
Guest Instructor:
Patty Wallach
Resource Teacher, Cherokee Point
Q and A
Wednesday,
September 19
3:15-5:15
1. Context for Learning
 Getting to Know the Children’s Context for Learning
o School Accountability Report Card (SARC)
 In-Class Interactive: Context for Learning
Commentary
o Work Collaboratively with Your Primary Team
Q and A
Wednesday,
September 26
2:00-4:00
(Day 1
procedures
and potluck
and “Where I
am From.”
Day 2 (Task 1)
1st Friday
Jan 24
This square
Wednesday,
October 10
2:00-4:00
Jan 31
10:00 common
core
11:00 Nancy
and Doug
1:00
Intro to
Academic
2. Pre-Assessment of Student Learning
Using student work to plan student learning
 Getting to Know Your Context for Teaching
o Looking at Student Work
 In-Class Interactive: Reflection of Student Learning
o Work Collaboratively with Your Primary Team
 In-Class Interactive: Using Feedback to Promote
Student Learning--Assessment Commentary
o Work Independently to prepare feedback
to three students about their work.
Q and A
3. Common Core State Standards
Using standards to plan student learning
 In-Class Interactive: Structure of the Common Core
State Standards
o Matching standards and student work
 In-Class Interactive: Standards and Planning
Commentary
o Work Collaboratively with Your Primary Team
Q and A
Due/Homework
Homework:
In Blackboard, under
“Videos & Readings,”
view the five Guided
Reading videos.
Then participate in a
discussion board in
eSupervision with your
Primary team, which may
include your mentor
teacher, at his or her
discretion.
Due:
Be prepared to share
and discuss your work
with the children.
Due:
All five results of the
DRA\Running Records.
Due:
Come prepared to talk
about the Observation
and Video Recording
Commentaries.
Homework:
Context for Learning
Form
Due:
Context for Learning
Form
Homework:
Context for Learning
Commentary (Primary)
Pages 101 and 102
Due:
Context for Learning
Commentary (Primary)
Page 101
Homework:
Finish pages 103-106
Structure of the
Common Core State
Standards
 Identifying
Page 6 of 10
Language
standards to meet
student needs
Page 7 of 10
Schedule of Topics for TE 960 Class Sessions:
Class
Topic
Sessions
Wednesday,
October 24
2:00-4:00
Feb. 14
Connecting
Standards,
Rubrics, and
Assessments
Blackboard¹
4a. Depth of Knowledge, Cognitive Rigor, and FourPart Objectives
Bloom’s Taxonomy, Webb’s Depth of Knowledge (DOK)
Levels, and Cognitive Rigor Matrix
 In-Class Interactive: Depth of Knowledge Form
o Work Collaboratively with Your Primary
Team to Determine Bloom-DOK Levels
 In-Class Interactive: Writing Four-Part Cognitive
Objectives using active verbs
o Work Collaboratively with Your Primary Team
6. Assessment: Connecting Standards, Rubrics, and
Assessments
 In-Class Interactive: Assessment Commentary
o Work Collaboratively with Your Primary Team
Q and A
Content and
Language
Objectives
Wednesday,
November 7
2:00-4:00
Feb. 7
Academic
Language
4b. Webb’s Depth of Knowledge Socratic Seminar
(Fishbowl)
Inner Circle: Discuss your assigned part with others
assigned to the same DOK Level while the Outer Circle
watches and shares what they saw and how their
partners did, including their level of engagement.
 Level 1 observed by Level 2
 Level 2 observed by Level 1
 Level 3 observed by Level 4
 Level 4 observed by Level 3
5a. Academic Language: Text Types (aka Genre) and
Vocabulary
Text Features
In-Class Interactive: Text Features Treasure Hunt
 Work Collaboratively with Your Primary Team
Text Structure
 In-Class Interactive: Write Text Structure Examples
o Work Collaboratively with Your Primary Team
Due (Bring to Class)
Due:
Structure of the
Common Core State
Standards
Homework:
Socratic Seminar
Preparation for DOK
Guide
 Read your assigned
parts of “Webb’s
Depth of Knowledge
Guide”
 View the Socratic
Seminar videos in
Blackboard (in Videos
and Readings).
 Enter your Context for
Learning into
TaskStream prior to
the due date of your
Social Studies CAT
(October 9)
Due:
Come prepared to
participate in a Socratic
Seminar on Webb’s
Depth of Knowledge.
Homework:
Textbook Feature
Analysis
Choose one of the
following text types to
read about in
Blackboard (see Videos
& Readings)
o Argument
o Explanation
o Narrative
Signal Words
Wednesday,
November 21
Q and A
No class meeting
Happy Thanksgiving.
Rest as much as possible.
Catch up on homework.
Page 8 of 10
Schedule of Topics for TE 960 Class Sessions:
Class
Topic
Sessions
Wednesday,
December 5
2:00-4:00
Wednesday,
December 12
3:30-4:00
Blackboard¹
5b. Text Structure: Scaffolding
In-Class Interactive: Academic Language Commentary
 Work Collaboratively with Your Assigned Group (A,
B, C, or D) to deconstruct and reconstruct the
PACT Academic Language for Elementary
Literacy, Appendix
Q and A
Plans for Spring Semester
To be scheduled later in the semester
To be
scheduled
Session with San Diego Unified attorney
Legal responsibilities of being a teacher
To be
scheduled with
second
semester
mentor
teachers
Meet and Greet for Spring Semester Placements
K-5 mentor teachers at Cherokee Point and Joyner
Elementary schools
Second Semester one-on-one teaching residency
placements
Due (Bring to Class)
Due:
Textbook Feature
Analysis
Homework:
No homework
Have a safe, restful
break. Take care of
yourself and enjoy your
family and friends.
Page 9 of 10
Class Participation 50% of Grade
Participating fully in all discussions and activities increases what you learn and your success as
a novice teacher. You are expected to attend all scheduled classes, as well as to participate
fully in all activities. Professional conduct is expected at all times. Respect for others is required.
200 Participated fully in all activities and discussions during every class session; always on
time, stayed for entire session, and came prepared with all required materials.
150 Participated in all activities and discussions during most class sessions; always on time,
stayed for entire session, and came prepared with all required materials.
100 Participated in most activities and discussions during many class sessions; a few
minutes late once, always stayed for entire session, and prepared with most required
materials.
50 Participated in some activities and discussions during some class sessions. Pattern of
lateness, leaving early, or not being prepared.
0 Unprofessional conduct or lack of respect for anyone in the class (including guest
speakers and the instructor), possible cause for immediate expulsion from class and no
credit in the course.
COURSE COMPETENCIES (STUDENT OUTCOMES):
Upon successful completion of the course, you will be able to meet the teaching performance
expectations for
TPE 1: Demonstrate the ability to teach the Common Core State Standards for students in EnglishLanguage Arts (K-5). . . . Strategically plan and schedule instruction to ensure that students meet or
exceed
the standards. . . . Teach students how to use visual structures such as graphic organizers or outlines. . . .
Determine the skill level of students through the use of meaningful indicators of reading and language
arts proficiency prior to instruction.
TPE 2: Pace instruction
and reteach content based on evidence gathered using assessment strategies such
as . . . examining student work and products.
TPE 3: Use a variety of informal and formal, as well as formative and summative assessments, to
determine students’ progress and plan instruction. . . . Understand the purposes and uses of different
types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. .
. . Use informal classroom assessments and analyze student work. . . . Know how to accurately interpret
assessment results of individuals and groups in order to develop and modify instruction. . . . Give
students specific, timely feedback on their learning, and maintain accurate records summarizing student
achievement.
TPE 4: incorporate specific strategies, teaching/instructional activities, procedures and experiences that
address state-adopted academic content standards for students in order to provide a balanced and
comprehensive curriculum. . . . Distinguish between conversational and academic language. . . . Balance
instruction by adjusting lesson designs relative to students’ current level of achievement.
Course Grading
In order to receive credit in the class, you must satisfactorily complete every in-class and homework
assignment and participate fully and respectfully in all discussions and interactive work. Be sure to read
all feedback provided and improve your work, as required or suggested.
Syllabus: TE 960.61
Carol Prime
Basic Student Teaching Seminar
Fall 2012
Schedule #29929
1 Unit
I have read and understand the syllabus for TE 960.61 Basic Student Teaching Seminar, a 1-unit
course for credit. I accept the terms and will endeavor to meet all deadlines, set high
standards for my work, and conduct myself professionally.
_______________________________
Print Name
__________________________________________
Student Signature
___________
Date
Download