Welcome to MIT!
Education is not the
filling of a pail, but the
lighting of a fire.
William Butler Yeats - Irish poet, dramatist and writer
Welcome to MIT!
TEED 510 – Fall 2013
About the Instructors
Charisse Pitre Cowan, Ph.D.
Loyola Hall Room 315
Office Hours by Appointment
(206) 296-5773 office; cowan@seattleu.edu
Mark Roddy, Ph.D.
Loyola Hall Room 310
Office Hours by Appointment
(206) 296-5765 office; mroddy@seattleu.edu
Why Teach?
 In
groups of 3 answer the following:
“Why do you want to become a
teacher?”
A Peek Inside Schools…….
 Think
about whether any of your
reasons for teaching are reflected in
the following school clips.
Overview of the Day
 Course
Introduction and Rationale
 Group
Building
 Education
for the 21st Century
Why MIT/why this program?

Consider each of the position statements
on how to best educate/prepare teachers
(an ongoing education debate).
Part I. Select 1 position that represents
your own thinking; stand by that
position.
Part II. Stay tuned; directions to follow.
MIT Organizing Theme
The MIT Program is built on a
conceptual framework, which states
that a teacher is an ethical,
knowledgeable and reflective
decision-maker who can teach all
students to function effectively in a
global and pluralistic society.
Program Design
Integrative and sequential
 Major themes: social responsibility,
personalization, community, equity, and
reflection
 Faculty model collaborative learning,
research-based strategies, and variety in
instructional delivery
 Guiding beliefs and assumptions

Enjoy Break!
TEED 510 – Overview/Syllabus
 Introductory
course/seminar
providing the prospective teacher with
a foundation for understanding
schools and schooling within
American society.
 Syllabus
 Themes for the week (overview)
Group Building Activity
 Winter
Survival Exercise
 Task Overview
 Introduction
 Group Roles (1 Observer)
Lunch……
 Enjoy
Lunch!
Welcome Back!

Afternoon at a glance:
 Survival
exercise closure
 Introductions
 Future
to the group (6 today)
of Education
Your turn to share….
 Introductions
Survival Activity (con’t)
Stuff you have:
1. Cigarette lighter
2. Ball of steel wool
3. Extra shirt and pants
4. Family-size chocolate bar
5. Can of shortening
6. Flashlight
7. Rope
8. Newspaper
More stuff:
9. .45 caliber pistol
10. Knife
11. Compress kit
12. Ski poles
13. Quart of whiskey
14. Sectional air map made of plastic
15. Compass
Survival Effectiveness Scoring

35 or less: Excellent job—all survive!

36-50: All survive but with severe frostbite

51-65: Outlook is bleak

66 and above: Abandon all hope
Survival Exercise Closure

Training of Civil Air Patrol

Ranking of survival items – experienced survival
training expert, U.S. Army and wilderness
survival training programs

Rationale

Group process; observer reflections
Survival Exercise Objectives
To share ideas as a group;
To encourage others to share ideas;
To listen carefully to each other;
To increase awareness of group skills;
To evaluate your functioning as a group.
Do you see some connections to teaching learning?
Future of Education

Teaching in a Global Context
Group Discussion
 Emergent
themes from Nobelity video
 Connection to Partnership for 21st Century
Skills reading
General responses/reactions to “21st
Century Skills” reading and video clip
Ideas
challenged? extended? re-affirmed?
Think back to the video….
 What
did we see that connects to
change?
Wrap Up


Comments, reflection, feedback
Tomorrow— Technology & Culture of Schools
 Readings to review:
 Wagner, T. Making the Grade, Ch. 1 “How
has the world changed for children?”
 Edutopia Technology Article
Assignment due: One page reflection paper
connecting Wagner’s Ch.1 to Nobelity
video
Welcome!
“A teacher affects eternity; he can
never tell, where his influence
stops.”
-Henry Brooks Adams, American writer, 1838-1918
Welcome! Overview of the Day:
Morning: “Technology and School”
Jim Dunnigan,Seattle Public Schools
Afternoon: Culture of Schools: What Makes
a Good School?
MIT Grad Panel
Technology in Schools Guest Speaker
 Welcome
Jim Dunnigan – MIT grad
and School Tech Guy Extraordinaire!
Enjoy Lunch!
Culture of Schools

Reflect on what Wagner wrote as you view
the video clip.
 In what ways do ideas in the video
intersect with Wagner?
Integrating Ways of Knowing

Group reflection (discussion in fours):
1. Consider the video and Wagner’s discussion
of “How the world has changed for children
(Ch.1).”
 Issues raised? Your thoughts, reaction,
response to these issues?
2. Create a graphic representation of at least
one important idea discussed in group.
Wrap-Up, Notes, Reminders
Review of the last two days; reflection in pairs
— What stood out as helpful? What did you
learn? Suggestions?
 Readings to Review for Wednesday:
“The Silenced Dialogue”- Delpit
National Survey Climate – GLSEN
“How to interrupt oppressive…” – McClintock
“A Different Mirror” - Takaki

Welcome MIT Grads!
Welcome!
Today: Cultural Context of Schooling
Multiculturalism in School
Overview of the Day
Guest Speaker – Dr. Nina Valerio, Associate
Professor, MIT Program
(Lunch)
 Multicultural Book Exchange


Storytelling – “Personal Knowledge”
Welcome Dr. Valerio!
Enjoy Lunch!
Multicultural “Book Exchange”
Part I. Sharing in Same Book Groups (25 min)
1. Select a facilitator and timekeeper
2. Share quotes or segments of the book that
were most meaningful
3. Discuss major message(s) of the book.
4. Discuss connections the book might have for
your future role as teachers.
Book Exchange (con’t)

Part II. Re-group with people who read
different books (25 min)

Share from each book your original
group’s consensus on questions 3 & 4.


Major message/s
Connections to future roles as teachers
Enjoy Break!
Ways of Knowing: Exploring
“Personal Knowledge”
Telling Your Own Story (small group activity)
 Share a story from your life about a significant
experience you had relating to
multiculturalism, diversity, or in which you
were a member of a dominant culture and it
had a significant meaning.
1. Reflect individually (5 minutes)
2. Share in small groups
Day 3 Wrap-Up

Review of the day individually:




What are you feeling right now?
Highlights from today?
Feedback on 3X5 cards
Tomorrow (Exceptionality, Equity, School Reform):


1 page letter to the editor (case for change & action/s)
Readings to review:
 Making the Grade - Wagner
 “Profoundly Multicultural Questions” – Nieto
 Learning Disabilities and Life Stories (select chs.)
 “Funding Gap” – Education Trust
Welcome!
Today:
Exceptionality and Special Needs
Equity of School Finance/Making the Grade
Overview
MORNING-- Program Overview/Schedule for Year
 Break
 Individual Response---Life
Stories/Exceptionalities
 Discussion - exceptionalities readings
(Lunch)
AFTERNOON---“Unequal Education” in Public Education, Kozol
Independent opportunity/group
Break--“Inspired and Inspiring” Teachers
Exploring Exceptionalities

Part I. Creative, individual response to
exceptionalities readings (40 minutes)
Graphic representation
 Poem
 Collection of symbols
 Others


Part II. Group discussion of “creative works”
related to ideas, concepts, and future teaching
applications(!!) from readings.

What was important from the readings?
Talking Points (Rodis)



Impact of diagnosed learning differences on
psychological, emotional, social (pervasive sense
of incompetence).
Diagnostic labels—liberating or stigmatizing?
Nature of supports needed for individuals with
learning differences (during different lifeperiods)?



Acceptance of the different ways groups of
learners tend to think--how important?
Classroom/school levels?
Individuals with diagnosed learning disabilities
and those without diagnosable learning
difficulties?
Protection from past personal failure impacting
one’s future sense of self.
“It is as outrageous that a child who has a learning
disability would not have other arenas for the
intense experience of personal mastery and
accomplishment as it would be to deprive a
good reader who is a poor athlete from the
arena of language arts.”
Enjoy Lunch!
Independent Reflection

Free-write exercise
 Develop a short written response to the
inequalities video; link to any ideas that
you can recall from Wagner’s Making the
Grade.
 Share/exchange
ideas in today’s groups
End of Day 4 Tasks

Readings for Tomorrow:
 For review —Epstein and Salinas
Parental Involvement Article
 New reading —510 section of Field
Handbook

1 page reflection/position paper
(agree-disagree with Epstein’s ideas,
see instructions)
Welcome and Happy Friday!
“We are strongest as persons when we
know who we are and operate from
our strengths.”
Isabel Briggs Myers
 Today:
 Learning
Styles/MBTI
 Preparing for the Field Experience
Field Experience
 Welcome
John Green!
 General information
Placements
Logistics
Field Experience

Assignments

Information

Questions?
End of Week 1 Tasks

Assignment Information
Feedback form
 Arts retreat
 Course Readings - Evaluation Forms




Course Closure
Course Feedback/Evaluations
ENJOY a well-deserved weekend!
 Think
about a “hope” for your future
students
 Share
“chain of hopes” (word link)
Course Evaluations
 Have a restful weekend! We’ll see you in
the schools!
