Sandoz 1 Introduction To The Teaching Profession 24-Hour Program
Karen Sandoz ​
ksandoz@wlbschools.com
732.859.0579
WELCOME & ENTRY ACTIVITY INTRODUCTION - WHO AM I?
West Long Branch Public Schools
● Teacher of English Language Arts, Grade 6
● Teacher and Coordinator of Academically Talented Program, Grades 3-8
● Humanities/Literacy Coach for Grades 4-8
Brookdale Community College
● Instructor of Introduction to the Teaching Profession 24-Hour Program
● Instructor of SAT PREP – English
● Instructor of Substitute Teacher Training
● Coordinator of Technology Programs for Center for Teaching Excellence
AND...
OBJECTIVES
~USEFUL & PRACTICAL ~ MODELING ~ INSPIRATIONAL
● http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en​​
Every Kid needs a Champion - Human Connections/Relationship
PORTFOLIO REQUIREMENTS (see Packet) - ​
due last day of class​
.
1.
Classroom Observation - 4 hours. Contact school ASAP. Should include, observation of
classroom, interview with teacher or administrator, and your reflections. (General
Observation Form - last page of text)
2.
Lesson Plan - Lesson Plan Workshop next week with Molly.
3.
Resume
4.
Cover Letter
5.
Philosophy of Education Statement
Sessions:
Session 1 & 3 (Karen) - Overview of Teaching Profession, Assessment, Literacy Instruction,
Diversity (Gifted), and Technology
Sessions 2 & 4 - Lesson Planning Workshops, Classroom Management, Diversity (Special
Education)
Professional Responsibilities and Home/School Connection are woven into all sessions.
Sandoz 2 Overview of the Teaching Profession:
Chapter 1, page 1
I.
Changes in Expectations - Academic, Performance, and Professional
II.
What do we know...Page 3
III.
Expectations of Administrators/Content Supervisors - pages 4-6
IV.
Student Expectations - pages 6-7
V.
Parent Expectations - pages 7-8
VI.
What can you expect as a new teacher?
Harry Wong - First Days of School
Sandoz 3 “Life is not a multiple choice test, it's an open-book essay exam”
~Alan Blinder (Princeton)
ASSESSMENT:
A process by which information about student learning is gathered.
ESSENTIAL VOCABULARY:
Summative, Formative, Norm- Referenced, Authentic, Portfolios, PARCC, Common
Core, NJASK, Intrinsic & Extrinsic Motivation ​
KEY POINTS/ACTIVITIES:
1.
Si​
gnificant philosophical and pedagogical changes in thinking about: ​
HOW we
measure​
, WHAT we measure, WHEN we measure, and WHY we measure.
a. What - Traditional Assessments and Alternate Assessments * (from EDUTOPIAGreat Resource http://www.edutopia.org/comprehensive-assessment-introduction-video ​
and
http://www.edutopia.org/blog/why-teaching-matters-george-lucas​
- Why
Teachers Matter - George Lucas - Read Aloud
b. When - Ongoing, Different points
c. Why - Inform instruction, reteaching, differentiation, remediation
d. How - Assessment, Evaluation, Grading, Application (Steps, p. 66)
e. Types of Assessments - PAGES 67 and 68
Let’s go to book…
f. What are the NJASK, PARCC, Smarter Balanced, TerraNova, SAT, ACT, AP
Exams…
g. - VERY INTERESTING http://www.ascd.org/publications/educational-leadership/may07/vol64/num08/Assessment
-Through-the-Student's-Eyes.aspx​
&
http://www.edutopia.org/blog/making-assessments-meaningful-heather-wolpert-gawron​
&
http://www.waukesha.k12.wi.us/Library/speterso/Summative%20versus%20Formative%20
Assessment.pdf​
(Driver’s License)
2.
Common Core Standards - Article ​
http://www.corestandards.org/video/
http://www.corestandards.org/​
& NJ Core Curriculum Content Standards http://www.state.nj.us/education/cccs/
http://www.usnews.com/news/special-reports/articles/2014/02/27/the-history-of-commoncore-state-standards?int=9e0208
Sandoz 4 http://www.corestandards.org/about-the-standards/development-process/​
&
http://blog.wowzers.com/what-is-the-big-difference-between-parcc-and-smarter-balanced​3.
PARCC - ​
https://www.parcconline.org/about-parcc​
http://www.parcconline.org/resources​
and PPT - ​
http://parcconline.org/for-parents​
Overview and New Vision
SIR KEN ROBINSON SNACK BREAK https://www.ted.com/talks/ken_robinson_changing_education_paradigms
or Death Valley https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley
4.
How do you choose the right assessment?
a. Ongoing, purposeful, meaningful
b. Reflect what was taught
c. Show understanding and connections
d. Align with goals and objectives of unit
e. Align with standards (* more on this)
f. Use multiple text sources
g. Requires multiple strategies
h. Allow for variety of responses
i. Correspond to learning styles
j. Opportunities for self-assessment
k. Provide info about student learning - can then evaluate your own teaching
5.
QUESTIONS, QUESTIONS, QUESTIONS!!!
a. Objective Tests - Advantages and Disadvantages - p. 70 - No judgment, just the right answer see guidelines pp. 70-73
b. Subjective (Essay, Open-ended) - Advantages and Disadvantages - p. 74 - see guidelines 74-77
c. Levels of Questions - I love these - ​
https://academic.cuesta.edu/acasupp/as/303.HTM
d. https://teaching.uncc.edu/sites/teaching.uncc.edu/files/media/files/file/AssessmentAndGra
ding/DesigningTestQuestions.pdf
e. http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals-objectives/w
riting-objectives​
1950’s - Bloom’s Taxonomy
f. BLOOM’s TAXONOMY - (Benjamin Bloom) 1913-1999 - - psychologist) classification of
learning objectives
g. http://www.clemson.edu/assessment/assessmentpractices/referencematerials/documents/
Blooms%20Taxonomy%20Action%20Verbs.pdf
h. http://en.wikipedia.org/wiki/File:Blooms_rose.svg​
- higher level thinking, critical thinking
6.
Having them get to know themselves - Learning Styles - Inventories... Multiple
​
Intelligences - pp. 106 & 107
a. http://www.edutopia.org/multiple-intelligences-learning-styles-quiz​&
http://www.personal.psu.edu/bxb11/LSI/LSI.htm​
- learning styles & TIPS http://www.gavilan.edu/tutor/documents/StudyTipsforDifferentLearningStyles_000.pdf
b. http://www.edutopia.org/multiple-intelligences-howard-gardner-video
c. http://www.edutopia.org/multiple-intelligences-learning-styles-research​
- Difference
between learning sty​
le and multiple intelligence
d. New! Howard Gardner has also since attempted to clarify the matter. In partial defense of
his ​
Multiple Intelligences theory​
, Dr. Gardner provided ​
three related “primary lessons” for
educators​
in October, 2013:
Sandoz 5 i.
ii.
iii.
Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much
as you can about each student, and teach each person in ways that they find comfortable and
learn effectively.
Pluralize your teaching. Teach important materials in several ways, not just one (e.g.
through stories, works of art, diagrams, role play).
Drop the term “styles.” It will confuse others and it won’t help either you or your students.
7.
RUBRICS, RUBRICS, RUBRICS... page 77
a.​
http://www.schrockguide.net/assessment-and-rubrics.html​(WOW!!! - Graphic
Orgs,Portfolios,Rubrics…)
b. ​
http://www.rubrics4teachers.com/
8.
Authentic Assessments - Projects
9.
Portfolios - pp. 82-84
10.
Using Assessments to Monitor Student Progress and Inform Instruction - pp. 86-87 Lists (*Note - Graphic Organizers, Response Journals, Teacher Questioning, Conferences)
11.
Assessing Readers - Running Records, Anecdotal Records
12.
Adjusting for Special Needs (504/IEP), ELL
13.
Grades - Communication...Portals...Progress Reports
14.
Side Note- Report Cards...Standards Based Report Cards...what is in a grade?
15.
Further research on Assesment from ERIC ​
-​
http://ericae.net/intboda.htm
16.
Models at end of chapter & Last thoughts - Don’t use tests or threats of tests to control.
A teacher's day is one-half bureaucracy, one-half crisis, one-half monotony, and one-eightieth epiphany. Never mind the arithmetic. ~Susan Ohanian Educational researcher ​
Robert Stake​
explains the difference between formative and
summative assessment with the following analogy: When the cook tastes the soup, that's
formative. When the guests taste the soup, that's summative.
Sandoz 6 LITERACY INSTRUCTION & CONTENT
LITERACY​
:
"Content literacy can be defined as the ability to use reading and writing for the acquisition of
new content in a given discipline. Such ability includes three principal cognitive components:
general literacy skills, content-specific literacy skills (such as map reading in the social
studies,) and prior knowledge of content."
(McKenna & Robinson 1990)
ESSENTIAL VOCABULARY:
Balanced literacy, Phonics, Whole Language, Reading Workshop, Independent
Reading, Writer’s Workshop, Mnemonic
KEY POINTS/ACTIVITIES:
1. "Adolescents entering the adult world in the 21st century will read and write more than at
any other time in human history. They will need advanced levels of literacy to perform their
jobs, run their households, act as citizens, and conduct their personal lives." -- Richard Vaca,
author of Content Area Reading: Literacy and Learning Across the Curriculum
2. What role will
literacy play in
your classroom?
What are some
ways you will
weave
instruction in
reading, writing,
and speaking
into the content
you teach?
3. What is
Balanced
Literacy? - p. 109
“Balanced
Literacy combines all aspects of various
literacy philosophies, programs, and tools throughout both history and research in
education. ”
– Dorothy Strickland –
http://www.metuchenschools.org/metuchen/Our%20District/Board%20of%20Education/Pr
esentations%202012-2013/Balanced%20Literacy%20Presentation.pdf​
- Define/Overview pp. 3-7
Sandoz 7 4. Top of page 110 - What must be included?
5. Page 111 - 113 - Strategies
6. Read Alouds - pg. 115 how to do
7. Pages 116-120 - JIGSAW ACTIVITY - Shared Reading, Reading Workshop, Independent
Reading, Word Work, Guided Reading
8. Stations/Indep Activities - p. 121
9. Writing - Shared, Interactive, Guided, Independent, Writer’s Workshop - pp. 124-128
10. Literacy Activities - 128-130
11. Scheduling - Blocks - sample schedule - p. 131
12. Fountas & Pinnel, SRI, Lexiles
13. And the Middle and High School? Instructional Strategies pp. 134-136
14. Resources: ReadWorks
15. Supporting Content Lit - Elementary p. 141
16. Middle and High School - p. 142
17. Literacy Strategies
a. KWL - 146
B. Study Guides
C. Graphic Organizers
D. Response Journals - DEJ
E. Tickets out the Door - Ratings, etc.
F. Vocab - Mnemonic Devices - ​
http://www.adlit.org/strategies/22732/
G. Anticipation Guides - see p. 160
18.
Strategic Readers - Text features/Modeling
19.
Cross-curricular projects
20.
Links: ​
http://www.adlit.org/