sp03_188syllabus.html

DRAFT VERSION...UNDER CONSTRCTION...DEFINITELY NOT THE LAST WORD (BUT GETTING CLOSE) Syllabus Spring 2008
Leadership: The Art of Organization and Management Class Content and Assignments	Expertise: The Art of Documentation and Explanation TaskStream Portfolio Preparation
Class 1. January 14 Overview of Classroom Management and TaskStream Responsibilities Complete needed Add/Drop forms A. Assignments and Grading Assignments. Connecting the Classroom Structures Assignment and the Complex Instruction Assignment and Narrative how the course works Planning the CI Rotation. Starting the conversation. when to do the rotation part of interdisciplinary unit or not? time needed prior steps B. Establishing Your Classroom Presence 1. Models of Discipline (Authoritarian, Shared, Permissive) 2. Establishing your classroom presence (Language, Proxemics, Voice, Knowledge) C. Teaching for social justice. What is social justice? Access, Equity, Empowerment, Ownership. How does social justice play out in your school? How can you imagine your teaching as social justice activity? Social Justice connections in Entry 3 (Accommodations) and Entry 5 (Advocacy). Assignments for C2, January 28. 1. Who are your kids? Use a class list and note the children who fit these categories. a. kids who do what you want before you ask b. kids who do what you want when you ask c. kids who do what you want with "urging" d. kids who actively refuse to do what you want 2. Read Kyle/Rogien: Chapter 10. 3. Read Cohen: Chapter 3. 4. Discussion Entry: I knew better than that! (Something you did that you more or less instantly realized was the wrong move.) what was it what happened what would you have done differently why 5. Go through the WebSite. Do the Treasure Hunt. Come prepared to go over the areas covered in the hunt.	TS 1 6:00 -7:30 pm 1. The Crew: Charlie, Cindy, Jon Bellum (in the deep background) 2. Introducing the TS Professional Portfolio. 3. Overview of the portfolio construction process a. program requirements b. SOV requirements as big ideas c. how taskstream works 4. Obtaining a TS Account 5. Using CatsPaws, downloading VPN Assignment for TS2 Entry VI Drafting the Reflective Essay. What pedagogical "themes" describe the kind of teacher you are becoming? For TS2, draft a 2-3 page essay identifying the pedagogical themes that characterizes your teaching. Include references to theoretical constructs you've learned during your time with us including understandings from your study of human development. Refer to assessments and data that have provided information on your evolution as a teacher. Ground your essay in classroom experiences and conclude with an assessment of your teaching strengths and areas for growth. Provide at least one photo that illuminates an area you write about in your essay. The essay and photo can be brought in one of several forms: hard copy, word file, pdf, html document, jpeg, zoo file, e-mailed attachment.
January 21. Dr. Martin Luther King Day
Class 2. January 28. Moving Towards an En-couraging Classroom: The Interaction of Academics and Social Structure 1. Understanding Good Management: Grounding Principles Learning as an Interactive Event. Behavior results from an interaction between person and place [Bƒ P, E]. Positive behavior grows in deeply en-couraging environments. Learning happens within the intersection of a classroom's academic and social structures. Classroom control is a reciprocal, interactive event Socially appropriate interpersonal and cooperative behaviors must be taught. 2. Review of your own interactive disciplinary challenges. 3. Children's Behavior: What you expect from the children in your room. The Behavioral Pie Chart. 4. Marginalized Children. Status as a classroom variable: Expectation States Theory Flow Chart "equalizing" classroom status through complex instruction social structure interventions curricular interventions status interventions norming the classroom for collaboration delegating authority through the use of groupwork roles CI and your thematic unit 5. The Structures Assignment: The Academic Structure and the Social Structure The Academic Structure differentiation of instruction teaching to the whole child teaming with specialists varying time The Social Structure designing a sociometric survey how to determine status order the relationship between academic status, peer status, and overall status in the classsroom Assignments for C3, February 4. write and administer a status order survey construct a table of results identify four children for vignettes (at least two must be of low classroom status) Read Kyle/Rogien: Chapters 11 and 12.	TS 2 6:00 - 7:30pm You must be signed into TS by the start of this session! 1. The Portfolio Infrastructure: Reviewing how licensing and accreditation requirements are structured into the portfolio. 2. Working with images. 3. Working with text documents. Uploading Entry VI Draft of the Reflective Essay Assignment for TS3 Entry 2: Understanding Learning and Modifying Instruction. Review of what's required. Bring in documents from your CLP and TGMI assignments for our next TS meeting. Again, multiple forms acceptable. Electronic versions preferred.
Class 3. February 4. Classroom Control: High Structure Working With Emotionally Explosive Behavior What do you know about your children today that you didn't know last week? Review the status order survey. Why does "abnormal misbehavior" occur? Understanding Emotionally Explosive Events the crisis cycle confrontations loss of emotional control post-breakdown defusion strategies - whole class the five minute intervention emotions, feelings and behavior appropriate language - acknowledging and accepting feelings Assignments for C4, February 11. Read Article: "How Disruptive Students Escalate Hostility and Disorder - and How Teachers Can Avoid It Read Kyle/Rogien: Chapter 13. Discussion Entry: Be more intentional about how your use of direct (alpha) and explanatory and justifying (beta) language with students. Write one discussion entry where you intentionally used a specific language in order to get a particular end result. What was the situation, what did you do, what happened?	TS 3 6:00-7:30 pm 1. The art of good captioning. 2. Unpacking Entry 2 What's required. Review of two examples. Strengths and weaknesses. The power of a good caption. Assignment for TS4 Entry 1. Teaching Episodes Review of what's required. Please bring in documents for two lessons from your student teaching or from your junior year that address the requirements. Again, multiple forms acceptable. Electronic versions preferred.
Class 4. February 11. Classroom Control: Structuring an En-couraging Classroom What have you learned about your intentional use of language, especially those defined by your readings as alpha and beta language? Why does "normal misbehavior" occur? 1. The Psychodynamics of Misbehavior: Why children misbehave and the psychology of Rudolph Dreikurs the need to belong social interest and belonging misbehaving to belong attention power revenge assumed disability responding to misbehavior...controlling transactions thoughtless responses: reflexive "gut" responses thoughtful responses emotional control intentional goal directed responses remaining consistent in your encouragement 2. Everyone's a Player: Status and Power and Academic Achievement. Review of Expectations States Theory (Berger, Zeldich, and Cohen, 1972). Where do Berger and Dreikurs meet? Assignment for C5, March 3. Discussion Entry: describe a control transaction in your classroom using the analytical frame provided by Dreikur's Goals of Misbehavior. what was the misbehavior how did it make you feel how did you want to react how did you react what happened what would you do differently next time	TS 4 6:00-7:30pm 1. The technique and technology of crafting an effective TS caption. 2. The importance of specificity in your lesson plan objectives and assessments. 3. Constructing your response to SOV Episode 1 - Teaching Episodes. Assignment for TS5 TS5 will be held on Sat. Dec. 1 Entry 4. Teaching Over Time and Whatever Else You Want To Work On Review of what's required. Please bring in documentation that can be scanned and uploaded to meet this requirement.
UVM President's Day Holiday.
Public School Holiday. No Class Session.
Class 5. March 3. Structures Assignment Due Creating an En-couraging Classroom: Social Interest and Misbehavior How useful was thinking about behavior in terms of Dreikurs ideas? Part One. Teaching the children the skills of cooperative groupwork. Using collaborative skillbuilders to teach cooperation. Modeling Skillbuilders and T-Charts Getting Skillbuilders on the calendar Part Two. Identifying Multiple Abilities and Designing Rich Tasks. Howard Gardner's Multiple Intelligences and Elizabeth Cohen's Multiple Abilities: what's the difference and why is the difference important? Part Three. Learning how to carry out the Multiple Ability Status Treatment (MAB) what is a multiple ability distinguishing between social and academic abilities establishing mixed expectations for competence in your classroom (everyone is good at something, no one is good at everything!) Assignments for C6, March 10. teach a specific social/cooperative/collaborative skill through the use of a skillbuilder and T-Charts what was the need? rationale for choosing the skillbuilder how did you implement what were you looking for what happened Bring in your T-Chart or documentation thereof. Read Cohen: Chapter 5. Identify and talk about several multiple abilities during a morning meeting. Perhaps have the children help you identify different abilities that help them be successful in your classroom. Bring to class an activity or two that you could use to design rich groupwork tasks. It would be good if the activities are really something you will be teaching. It would be good if your activities addressed and important big idea.
Class 6. March 10. Creating an En-couraging Classroom: Designing Curriculum For All Students Processing the teaching of social skills. What did you want to teach with your skillbuilder? How did it go? What did you learn? Designing Rich Multiple Ability Tasks. Assignment for C7, March 17. Read Cohen: Chapter 5. Plan one rich, multiple ability task: create a learning activity that addresses a big idea, design an activity and resource card for the task, describe what would go into a materials box, and name three criteria you would use to evaluate the academic learning. Plan for a group of four or five learners for each activity group.
Class 7. March 17. Creating an En-Couraging Classroom : Identifying and Supporting Competence How did your design work help you think about your children as learners? Are you thinking about them any differently than earlier in the semester? 1. Sharing and sharpening your tasks. 2. Using the tasks as a base to address status inequities in your classroom. 3. Status Treatment Two: Assigning Competence (AC). Manipulating higher status group members to include lower status members in the academic "action." 4. cementing distinctions between (a) praise, (b) encouragement, and (c) supporting competent academic behavior through the assignment of competence. Assignments for C8, March 24. Use your designed rich task in an actual groupwork situation: several groups doing the same task. a. carry out a multiple ability intervention before gw begins (Status Treatment One). b. assign competence at least 2xs during groupwork (Status Treatment Two). c. record exactly what happened being careful to note your assignment of competence verbatum what did the child do what did you say what was the child's reaction analysis in terms of the Expectation States Theory flow chart 2. Read Cohen: Chapter 6 and Chapter 7.
Class 8. March 24. Creating an En-Couraging Classroom: Planning With Big Ideas and Essential Questions Reviewing your use of Status Treatments One and Two. How "natural" did the interventions "feel" to you? How did they work? What do you need to practice in order to get better? 1. planning the thematic unit and ci the ci rotation embedding ci in the thematic unit your big idea and essential questions establishing alignment between the big idea, the activities, the evaluative criteria, and Vermont standards 2. managing the social structure through effective classroom meetings: agendas, topics, management, purposes planning meeting open-ended discussion meeting problem solving meeting Assignments for C9, March 31. 1. Complete the pink rotation sheet including topic, big idea and essential question, possible activities for rotation, and required multiple abilities (recheck vignettes) 2. Read article (TBD) on Big Ideas and Essential Questions. Assignment for any time between now and April 28. Discussion entry: reflect upon a classroom meeting you planned, implemented and carried out. The meeting must be one of the three types mentioned in #2.
Class 9. March 31. This class may be a double session where we do some of the design work of Class 10. To be determined as we get into the semester. Creating an En-Couraging Classroom: Designing Rich Curriculum for Successful Groupwork Review of your design sheets. 1. Begin to frame the cards for your class and identified individuals: Activity, Resource, and Individual Reports (?). 2. Adaptations for younger ages. 3. Evaluative criteria: use, function, and framing the language. 4. Beginning to think about the pre/post content assessment. 5. Review CI Implementation Checklist 6. Clipboard scaffolding for assigning competence Assignment for Conferences to be held later in the week bring in two complete sets of activity cards and resource cards using the design template provided in class
April 6 - April 18 Solo Weeks
April 21-25 Public School Vacation Class Attendance and Portfolio Work Required.
Class 10. April 21. Reflecting on the Encouraging Classroom 1. Reflecting on the Power of Our Words 2. Locating your own power and authority structures 3. Previewing the CI narrative assignment: social justice conversation. 4. Portfolio work Assignment for Class 11. CI Narrative Due
Class 11. April 28. CI Narrative Due Mauipulating Classroom Structures to Gain Academic Competence for All Children What worked for your classroom management during your "time of maximum participation?" What kind of classroom meetings did you structure? How did they function in terms of meeting your management goals and objectives? 1. Structuring classrooms for academic growth: what have you learned? 2. Calculating the average content gain score for your class 3. Looking into the future. What do you need and want to know more about? (These may be different!) What learnings have been important to you?	TS5 Saturday May 3 1:00 - 5:00 pm T113 Open help session. Working on whatever. Seeking Peer Review Within TS Environment
TS 6 Monday, May 5 T113 and TFT Lab PF Assistance Available.
TS7 Tuesday Evening, May 6. TFT Lab Extended Hours PF Assistance Available
May 8 Final Day for PF Work and End-of-Semester Celebration 1. 8:00am to noon: Portfolio work, continuing to polish. Peer review if you choose to do so. 2. Noon to 1:30 pm: Intern Meeting, 539 Waterman Uploading portfolios into the TS directed response assessment folio Assessments: class, supervisor, placement. 3. 1:30 - 3:30 pm: Faculty Roundtable Presentations Each student will have twenty minutes to present their portfolio to an ElEd Faculty Member and to respond to questions from the faculty. 4. 400 - 5:30pm: Reception and Celebration. Place TBA. This reception is to acknowledge you, your efforts, and the concluding days of your candidacy for initial licensure. Please invite your mentors, friends, parents if they live nearby. Laptops will be available and you will have the opportunity to show your portfolio your friends and other invited guests.

DRAFT VERSION...UNDER CONSTRCTION...DEFINITELY NOT THE LAST WORD (BUT GETTING CLOSE)

Syllabus Spring 2008