New York University
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
ENGED-UE 1911.001 Student Teaching Practicum in English/Language Arts
(Middle School and High School Placement I) – Fall 2014
An important message from the Dean regarding your rights:
Any student attending NYU who needs an accommodation due to chronic psychological, visual, mobility
and/or learning disability, or who is deaf or hard of hearing should register with the Moses Center for
Students with Disabilities at 212-998-4980,
240 Greene Street, www.nyu.edu/csd.
Meeting time:
Meeting space:
Instructor:
E-mail:
Office hours:
Office phone:
Tuesdays 4:55 PM -7:05 PM
Silver 207
Maura Gouck
[email protected] Or [email protected]
Tues/Wed 2:30-4:30, East Building Room 621 or by appointment
212.998.5203 (preferred) Cell: 646 416 4385
TURN OFF ALL CELL PHONES AND OTHER MOBILE DEVICES AT THE BEGINNING OF CLASS.
COURSE FOCUS
Your Student Teaching Seminar provides the time and place for you to practice, share and discuss the
application of English Education methodology and pedagogy to your classroom setting. You will be
introduced to the assessment procedures for edTPA Certification and will support your classmates in their
work toward its achievement.
DESIGN OF SESSIONS
Keep an in-class Reflection Log. This will be used either at the beginning of class to initiate our
discussion of assigned readings or at the end of class to note what was helpful, ask questions, or
raise issues.
Model an activity at the beginning of a session. This might be design for teaching a poem or
story, a suggestion for initiating a unit, a successful way to introduce grammar, or ideas for
classroom management. You become the teacher/facilitator for 15 minutes (max).
Discuss assigned and self-selected readings. (A variety of articles are posted on NYU Classes.)
Share elements of edTPA on which you are working. Each student will be asked to show one 10minute recording of classroom teaching.
Discuss how things are going at your placement. You will be invited to share your student
teaching experiences that have been successful, as well as those for which you would like input,
and even those which you may prefer to forget. We call this activity
Shout Outs, Brown Outs, Black Outs
OR
…..
……
for short.
Projects
A paper responding to the assigned elements of a report on SHADOWING A STUDENT.
Complete at least 3 elements of your Job Portfolio – Resume, Cover Letter, Teaching
Philosophy [See Appendix C p.8]
Submit Commentary and Artifacts for Task 1 of edTPA [Handbook for ELA on NYU Classes]
Submit your selection of two challenges from the Framework for Learning to Teach ELA as
well as evidence that you have been working to meet those challenges. [See Appendix D pp 910]
1
MENTORED STUDENT TEACHING
You will student teach a minimum of 20 hours per week and will eventually take on responsibility
for one of your Cooperating Teacher’s (CT) classes. You will be supported in the Field by a Supervisor
who will meet with you and your CT for an opening 3-way conference. You and your CT will sign a
contract of expectations. Your Supervisor will make three additional visits to your classroom and will send
you his/her response to your activity or lesson. At the end of the semester there will be a closing 3-way
discussion with your Supervisor and your CT. Your grade for this course will be determined by your
Seminar instructor with input from your CT and Field Supervisor.
NYU places a great deal of emphasis on reflection. You will submit journals to your supervisor
according to your contract and cc: your seminar instructor on all of these submissions. Take note of
what’s around you in the classroom, school, and the community in which the school is located and in
which your students live. You are charged with learning which of your students have special needs,
observing other teachers (teachers of ELA or teachers who work with your students in other content
areas, attending team planning meetings and parent conferences. Employ the assistance of your
cooperating teacher in setting up these opportunities.
You are working toward developing professional attitudes:
Openness to being mentored.
Eagerness to exploit all learning opportunities; this might include teaching a lesson that your
cooperating teacher or a team of teachers planned, attending a team planning meeting, tutoring a
struggling student, grading a set of papers you did not assign, and handling attendance records.
Willingness to practice reflecting on your development as a teacher through regular
correspondence with your supervisor and seminar instructor.
TEXTS [DON’T PURCHASE YET.]
YOU GOTTA BE THE BOOK, JEFFREY W ILLHELM, 2008, TEACHERS COLLEGE, COLUMBIA UNIVERSITY [NCTE]
BUT W ILL IT W ORK WITH REAL STUDENTS?, JANET ALSUP 2003 [NCTE]
You will read a number of Articles and Chapters. These are posted on NYU Classes –RESOURCES:
ARTICLES. You will be asked to notate assigned or selected articles for a Reflection Log and Class
Discussion. These dates are noted on the Course Calendar (Appendix E).
GRADING POLICY
The seminar leader and the supervisors meet together monthly to consult on your progress, and they also
stay in close touch with your cooperating teacher. At mid-term you will receive one of two grades. Most
will get UE which means that it is too soon in the semester to assess a grade, OR of grade of B or C to
signal that your seminar instructor and/or your supervisor have concerns about your work for the class
and/or your student teaching placement.
COURSE NORMS - Criteria for assessment for the seminar are as follows:
Criteria
Preparation
Participation
Professional
Growth
Norm
-Complete assignments as thoughtful, thorough, and timely responses to
readings or classroom activities.
-Attend class regularly and punctually, with notification of absences to the
instructor in advance.
-Practice active listening and provide constructive feedback to classmates in
class and on NYU Classes.
-Be aware of air time. Get to your issue directly and make sure others have
discussion time available to them.
-Be open-minded about class activities and wholeheartedly involved.
-Relate reading and writing assignments to overall goals, adding perspective and
experience as the term progresses.
-Use the learning log for critical analysis of self and classroom practice.
2
PRESENTATION OF ASSIGNMENTS: All work is to be completed in Arial 11 pt. with one-inch margins. Number
all pages. [This follows the requirements of the edTPA.]
Papers should be identified on the first page in upper left corner with:
Student:
Course:
Date:
Assignment:
LESSON PLANS: You will follow the guidelines of your CT and or Supervisor in submitting Lesson Plans.
(Appendix A) contains rationale for planning, drawn up by Joe McDonald, along with a sample Lesson
Plan layout.
FRAMEWORK FOR LEARNING TO TEACH ELA
The Framework which guides learning in the practicum is based on DRSTOS-R, a domain-based
assessment of teaching that was developed by the NYU Teacher Education Program as a tool for
assessing its own effectiveness. DRSTOS-R is based in turn on the Framework for Teaching developed
by Charlotte Danielson (2011, revised edition). This is now the most widely used framework for teacher
education and teacher evaluation in the United States. Your supervisor will use DRSTOS-R as a
summative assessment of your student teaching, and will share the results with you. However, most of
your work in the practicum will focus more specifically on the Framework for Learning to Teach ELA (See
Appendix D).
The shading in the Framework this semester highlights the two domains which are generally central to a
first semester of student teaching. For the fall term you will concentrate on Classroom Environment
(Column 2) and Instruction (Column 3). You will select one challenge from each Column, and will build
evidence that you are working to meet the challenge.
As you work on the Framework Project throughout the semester, keep notes of your progress along with
evidence of the ways in which you are addressing the challenge. These will be posted to NYU Classes
Drop Box on specific dates noted in the Calendar (Appendix F). I will provide feedback. One of the
postings will align with your midterm assessment.
3
APPENDIX A
LESSON PLANNING
Good lesson plans vary considerably from teacher to teacher in both format and level of
specificity. And in this course, the seminar leaders defer to your Cooperating Teachers and Supervisors
with regard to format. But in terms of specificity, we urge lots of it even if your CT is used to operating on
far less. After all, they have lots more physical and verbal memory of teaching to call on than you do.
We also advocate that regardless of format, your lesson plans should include the following:
One or more explicit learning targets, keyed to specific state standards, and announced
in kid-friendly language.
Use of an explicit engagement strategy at the start of the lesson. New York City teachers
typically refer to this as a “Do now” and often plan a short, individual task. But it is
possible to have good engagement strategies that involve pairs of students and even
whole-class activity. What counts in any case is engagement on something related to the
lesson’s content, and a plausible path from there to the learning target(s).
Use of an overview of the main elements of the lesson so that students know what to
expect. This should be short and written like an agenda on a white board or a projection.
It can include time frames, but you might want to keep these private until you get the
knack of devising reliable ones.
Incorporation of a variety of activities whose sequence follows a reasonable theory of
how a learner might reach the particular learning target(s) – for example, by observing a
demonstration of some reading task (for example, listening to you pausing to make
inferences as you read aloud), practicing the task with a partner who coaches, then doing
the task alone and silently.
Precise scripting of all anticipated instructions and questions- for example, "Now we need
everyone to look up from your writing and turn your desk to your reading partner's. . . .
(wait for silence, using countdown as needed) NOW, taking turns, follow the steps of our
sharing protocol. Use the poster at the front of the room if you don't remember the
steps."
Precise scripting of your anticipated physical activity (for example, writing at the
projection stand, walking to the back of the room as students read silently, and so on).
A closing activity (assessment) that clearly relates to the learning target for the
class - for example, an exit ticket designed to help you understand who reached
the target and who didn't, or a cold-call final discussion that reviews key learning
points and helps prepare students for homework.
4
Lesson Plan Format
Name:
School:
Date:
Class:
I. Context for the lesson: What has occurred before this lesson? What have the students been
working on, what was last night’s assignment, what is the unit, how is this lesson a transition from
yesterday?
II. Learning Goals: What do you want students to learn through the experience of this lesson?
What areas of literature, writing, listening, speaking are you providing? Not Common Core Standards
III. Do Now (Warm Up): an explicit engagement strategy at the start of the lesson which is usually a
short, individual task. But it is possible to have good engagement strategies that involve pairs of students
and even whole-class activity. What counts in any case is engagement on something related to the
lesson’s content, and a plausible path from there to the learning target(s).
IV. Materials: What books, handouts, media will you and your students need in this lesson?
V: Common Core Standards: Coded AND written out
VI. Lesson Sequence: Consider the following elements in your lesson plan sequence–
How much time do you estimate the activity to take?
Is this a student centered activity? Teacher centered? Teacher initiated? Student initiated?
How are you bridging one part of the lesson to the next? How are you establishing transitions?
How are students encouraged to make connections within the lesson and/or previous lessons or
units?
How will you word your questions to allow for comprehension, analysis, synthesis, evaluation,
etc.? (See Bloom’s Taxonomy)
How are you encouraging active participation from all your students?
How are you bringing the lesson to a close?
VII: Assessment: How do you know that students have accomplished the learning goals of this lesson?
Go back to your learning goals to create assessment questions.
How are you paying attention to your students’ learning? What are your strategies? What do you
need to consider in planning for the next day? Do you need to revisit, review, or present another
activity for these learning goals? Are students ready to continue tomorrow?
VIII: Homework Assignment: How are students continuing their learning and becoming prepared for
tomorrow’s lesson?
What to Consider
How are you going to engage students in the beginning; how are you launching the lesson? Is
there a personal connection you want them to make with the material?
How are you incorporating their homework and/or what they have done previous to this lesson?
Do you need to review what happened in class yesterday?
What is the activity for today and how is it suited to the learning goal?
5
APPENDIX B
EdTPA
The edTPA is a national performance assessment of teaching for novice teachers. It requires that the
teachers capture their “performance” of teaching by means of two brief video clips, artifacts of planning
and assessment, student work samples in response to assessment tasks, and commentaries of various
kinds.
The edTPA is designed to assess the following dimensions of teaching effectiveness:
Knowledge of subject-matter content standards and subject-specific pedagogy (in our case, with
regard to secondary ELA or K-12 performing arts)
Capacity to analyze and respond to individual students’ needs
Familiarity with research and theory regarding how students learn and how good teachers teach
(in general and in ELA and/or performing arts)
Familiarity with challenges and strategies regarding teaching and learning what is often called
academic language
Ability to analyze and reflect on evidence of the effects of instruction on individual student
learning
These assessment targets cut across the assessment’s 3 parts (focused respectively on planning for
instruction and assessment, instructing and engaging students in learning, and assessing student
learning). The edTPA in secondary English-Language Arts assessment and in K-12 performing arts both
have 3 parts, each with 5 rubrics associated with it, for a total of 15 rubrics in all. Each rubric is scored
from 1 to 5, so the range of possible scores on these edTPA assessments is 15 to 75. New York State
has set a minimum score for both ELA and Performing Arts of 41 (average rubric score of 2.73). This is
required for initial certification. New York State also awards a “mastery” designation to those who earn an
overall score of 48 or higher (average rubric score of 3.20).
NYU students should plan to submit their edTPA portfolio during their final student teaching semester, but
they can use material from either their first or second student teaching assignment. NYU has invested in
the portfolio platform designed by Foliotek to help you manage and submit your portfolio materials.
Please respond to opportunities to be trained in the use of the Foliotek platform. For those graduating
this May, the first edTPA submission deadline is April 10. Submitting by then will ensure that you can put
edTPA behind you by the time you graduate.
Among the challenges associated with the edTPA assessment are the following:
Gaining sufficient information about your students to satisfy the standard that you understand
their learning needs, and plan and teach with these needs in mind.
Obtaining an early opportunity in your student teaching for planning and teaching what the edTPA
calls a “learning segment” of 3-5 consecutive lessons – one with a “central focus” in terms of its
learning goals.
Videotaping this segment (or portions of it) with sufficiently good video and audio quality.
Compressing the video in order to send it.
Documenting your assessment practices with student work and other artifacts.
Analyzing/reflecting on the strengths and limitations of your plans and teaching in ways that refer
to specific student needs and academic language goals.
Managing the numerous details of the assessment within a relatively tight timeframe.
Things that will make it easier are the following:
Go onto NYU Classes today, look for the Foliotek link. Use that to get access as well to the ELA
or K-12 Performing Arts edTPA Handbooks.
Discuss the edTPA with your Cooperating Teacher after you have had a chance to read your
assessment handbook. Ask him or her to coach your work on it, assuring him or her in the
process that this involves no more work than they would ordinarily do in supporting a student
teacher, just a little more explicit planning (around scheduling the learning segment)
6
Take the assessment one step at a time and don’t let yourself freak out about it.
Engage in frequent videotaping of your teaching, and put the videos in your Foliotek pages for
safekeeping. Start this long before your scheduled learning segment.
Find an edTPA “buddy” – somebody in your school who can videotape you, and whom you can
videotape. Or form an edTPA support group (with at least one techie in it) to help members
manage the process.
Use your seminar professor and other NYU faculty members and NYU peers as guides and
coaches.
7
APPENDIX C
JOB PORTFOLIO
TABLE OF CONTENTS
BACKGROUND INFORMATION
Cover Letter
Resume
Statement of Teaching Philosophy
UNIT PLAN
Rationale
Calendar
Context for Learning Information
Lessons
STUDENT WORK AND FEEDBACK
Work Samples
Rubrics
SCHOOL/PROFESSIONAL ACTIVITIES
Teams
Committees
Clubs
Notes from Community Members
FEEDBACK ON MY WORK
Cooperating Teacher
Supervisor
Parents/Students
LETTERS OF REFERENCE
You will design a hard copy of at least three elements of your portfolio as a course requirement.
You have the option of converting it to an e-folio. You can use Foliotek or other formats. I will
provide samples.
A number of the elements in your Portfolio are aligned with the work you will be presenting for
your edTPA, and you can moderate them for the Portfolio.as you interview for jobs.
8
APPENDIX D
FRAMEWORK FOR LEARNING TO TEACH ELA
Challenge
1. Planning &
Preparation
2. Classroom
Environment
3. Instruction
4. Professional
Responsibilities
1
Selecting rich texts
and other teaching
materials.
Engaging individual
students appropriately
within and beyond the
classroom.
Giving good
directions and
explanations.
Forming collegial
relationships with peers
and mentors.
2
Planning coherent
lessons
Gaining students’
attention and hooking
their interest.
Presenting and
launching effective
class and homework
assignments.
Studying students as
unique thinkers and
learners
3
Orienting lessons to
standards-based
learning outcomes in
ELA.
Fostering and
maintaining an inclusive
classroom community.
Eliciting and building
well on students’ oral
responses to texts.
Demonstrating
awareness of the
classroom as a
complex ecology.
4
Discerning the skills
and strategies that
underlie effective
ELA practices and
planning with these
in mind.
Situating oneself
physically for contact,
proximity, and power.
Modeling effective
reading and writing
strategies.
Observing other
teachers in discerning
ways.
5
Planning for well
guided practice of
ELA skills and
strategies.
Dealing effectively with
“talking” and other
distracting behavior.
Unpacking complex
ideas and texts to aid
deeper
understanding.
Demonstrating
familiarity with the
community context(s) of
the school.
6.
Connecting lessons Dealing appropriately Responding in a
level
Participating in
9
into coherent
multi-lesson units.
with error or
misconception.
targeted and
effective way to
student writing and
other work.
reflective and undefensive
conversations about
teaching and learning
outcomes with peers
and mentors.
Working to
understand and
accommodate
students as
individuals with
unique needs,
backgrounds, and
interests
Working undefensively and
collaboratively with
parents.
7
Planning
alternative paths to
ELA content
mastery.
Employing effective
time management.
Teaching toward
mastery of standard
English usage in
developmentally
appropriate ways.
8
Using assessment
data to inform
planning and
revise assumptions
Using assertive
interactions for
academic press (e.g.
cold call strategies
and follow-up
questions).
Structuring
independent
reading and writing
assignments for
completion and
understanding.
Creating rich ELA
teaching and
assessment
materials
Reflecting in action –
assessing situations
while teaching and
revising plans
accordingly.
Orchestrating
elaborated
classroom
discussions
effectively.
Seeking and using
professional learning
resources beyond
ones suggested or
required.
Planning
effectively over
increasingly long
time spans.
Getting the working
ratio right between
teacher work and
student work.
Differentiating
instruction to
accommodate a
range of students’
skills and needs –
including those
associated with
English language
learning and
disabilities.
Contributing to
school leadership
9
10
10
APPENDIX E
STATEMENT ON ACADEMIC INTEGRITY
"Your degree should represent genuine learning"
The relationship between students and faculty is the keystone of the educational experience in The Steinhardt School of Culture, Education, and Human
Development at New York University. This relationship takes an honor code for granted. Mutual trust, respect and responsibility are foundational requirements.
Thus, how you learn is as important as what you learn. A university education aims not only to produce high quality scholars, but to also cultivate honorable
citizens.
Academic integrity is the guiding principle for all that you do; from taking exams, making oral presentations to writing term papers. It requires that you
recognize and acknowledge information derived from others, and take credit only for ideas and work that are yours
You violate the principle of academic integrity when you:
Cheat on an exam;
Submit the same work for two different courses without prior permission from your professors;
Receive help on a take-home examination that calls for independent work;
Plagiarize.
Plagiarism, one of the gravest forms of academic dishonesty in university life, whether intended or not, is academic fraud. In a community of scholars, whose
members are teaching, learning and discovering knowledge, plagiarism cannot be tolerated .
Plagiarism is failure to properly assign authorship to a paper, a document, an oral presentation, a musical score and/or other materials, which are not your
original work. You plagiarize when, without proper attribution, you do any of the following:
Copy verbatim from a book, an article or other media;
Download documents from the Internet;
Purchase documents;
Report from other's oral work;
Paraphrase or restate someone else's facts, analysis and/or conclusions;
Copy directly from a classmate or allow a classmate to copy from you.
11
Your professors are responsible for helping you to understand other people's ideas, to use resources and conscientiously acknowledge them, and to
develop and clarify your own thinking. You should know what constitutes good and honest scholarship, style guide preferences, and formats for
assignments for each of your courses
Through reading, writing, and discussion, you will undoubtedly acquire ideas from others, and exchange ideas and opinions with others, including your classmates
and professors. You will be expected, and often required, to build your own work on that of other people. In so doing, you are expected to credit those sources that
have contributed to the development of your ideas.
Avoiding Academic Dishonesty
Organize your time appropriately to avoid undue pressure, and acquire good study habits, including note taking.
Learn proper forms of citation. Always check with your professors of record for their preferred style guides. Directly copied material must always be in
quotes; paraphrased material must be acknowledged; even ideas and organization derived from your own previous work or another's work need to be
acknowledged.
Always proofread your finished work to be sure that quotation marks, footnotes and other references were not inadvertently omitted. Know the source of
each citation.
Do not submit the same work for more than one class without first obtaining the permission of both professors even if you believe that work you have
already completed satisfies the requirements of another assignment.
Save your notes and drafts of your papers as evidence of your original work.
Disciplinary Sanctions
When a professor suspects cheating, plagiarism, and/or other forms of academic dishonesty, appropriate disciplinary action may be taken following the department
procedure or through referral to the Committee on Student Discipline.
Departmental Procedure
The Professor will meet with the student to discuss, and present evidence for the particular violation, giving the student opportunity to refute or deny the
charge(s).
If the Professor confirms the violation(s), he/she, in consultation with the Program Director and Department Chair may take any of the following actions:
o
o
o
o
o
Allow the student to redo the assignment
Lower the grade for the work in question
Assign a grade of F for the work in question
Assign a grade of F for the course
Recommend dismissal
12
Once an action(s) is taken, the Professor will inform the Program Director and Department Chair, and inform the student in writing, instructing the student to
schedule an appointment with the Associate Dean for Student Affairs, as a final step. Copies of the letter will be sent to the Department Chair for his/her
confidential student file and the Associate Dean for Student Affairs. The student has the right to appeal the action taken in accordance with the School's Student
Complaint Procedure as outlined in The Steinhardt School of Culture, Education, and Human Development Student's Guide.
Referral to the Steinhardt Committee on Student Discipline
In cases when dismissal is recommended, and in cases of repeated violations and/or unusual circumstances, faculty may choose to refer the issue to the
Committee on Student Discipline for resolution, which they may do through the Office of the Associate Dean for Student Affairs.
The Steinhardt School Statement on Academic Integrity is consistent with the New York University Policy on Student Conduct, published in the NYU Student
Guide.
http://steinhardt.nyu.edu/academics/affairs/faq/key_elements
http://steinhardt.nyu.edu/policies/academic_integrity
13
APPENDIX F - COURSE CALENDAR
DATE
CLASSROOM ACTIVITIES
Introductions – Fill out Index Card
Syllabus – Your Questions – My Questions
Sign up for Activity; FOLIOTEK and edTPA
Log – respond to prompt on Agenda
READING DUE
9/2/14 Read the Course Syllabus posted on NYU
Classes under RESOURCES/DOCUMENTS
WRITING DUE
9/2/14 Make a note of any concerns or questions
you may have in regard to the Syllabus. These will
be addressed in our first Class.
Activity (Maura)
Reports from Field
Context for Learning Handout
Handout SHADOWING A STUDENT
Familiarize yourself with FOLIOTEK on NYU
Classes and with the edTPA www.edTPA.com
Open Context for Learning on edTPA site
Classroom Activity
Field Reports – Shout outs
Update on your Context for Learning
Share assigned Articles from Teaching Philosophy
LOG-Discuss Student you will Shadow
Read 2 articles in NYU Classes Course
Resources:
Teaching Philosophy 1- “Assuming the Best” and
2- “Teacher as Warm Demander”
Conte
Note questions about edTPA.com and your
exploration of Foliotek
Begin to gather information for edTPA Context for
Learning (due 9/30)
Write a one-page letter to your students-[ Agenda]
Continue to fill out Context for Learning. Due 9/30
Decide on Student to Shadow and HOW you will.
Highlight and Notate the 2 assigned articles and
be
prepared to lead an in-class discussion of one
[See Agenda for assignment of article]
Read the edTPA Handbook for ELA pp.1-18 and
p.42
Fill out Students w/ Needs on Context for
Learning
Note questions on assigned pages of
HNDBK
edTPA HANDBOOK Read pp 19-27 PLUS P 41
Post Context for Learning to Foliotek and
bring in a hard copy
10/14/14
Classroom Activity
Reports from Field
Context for Learning – Students with needs
update
Handout: Sample Teaching Philosophy
Look at Lesson Plan Format
Handout on FRAMEWORK :Selection Column 2,3
Activity AND Shout Outs
View Sample Lesson for edTPA submission
Quiz on Handbook
Share Context for Learning
Feedback on Teaching Philosophy
Activity
Meet w/ Admin; Tour School; Look into
Classrooms
Provide feedback to classmate on Lessons,
handouts, and Assessments
No Classes Scheduled Fall Recess
7
10/21/14
Annie/Chris
Activity5
Activity
Quiz on Handbook
We will do a closer study of the edTPA Rubrics
Give Feedback on Classmates’ Resumes
READ ASSIGNED RUBRICS CAREFULLY
1)
9/2/14
2)
9/9/14
3)
9/16/14
Annie
Activity 1
4)
9/23/14
Keith
Activity 2
5)
9/30/14
Aristo
Activity 3
6)
10/7/14
School
Visit?
Continue to work on Shadowing a student
Write a first draft of a Teaching Philosophy
edTPA HANDBOOK pp 28-37 plus pp. 42-43
No Classes Scheduled Fall Recess
Bring in a hard copy of a Lesson you taught in a
learning segment, along with handouts and
assessments you employed for the lesson
Update on your Framework presentation
No Classes Scheduled Fall Recess
Turn in Report on Shadowing your Student [Use
NYU Classes: File Exchange]
Continue work on first Framework Challenge
Write a First Draft of your RESUME
14
Date
8)
10/28/14
Matt
Activity 6
9)
11/4/14
Will
Activity 7
10)
11/11/14
11)
11/18/14
Daphne –
Activity 8
12)
11/25/14
Ellie/Carol
Activity
9/10
13)
Classroom Activities
Framework
Classroom Activity
Feedback from classmates on 3 Portfolio Pieces
Feedback on Posted recordings (with a class
buddy)
Activity
Meet with your Chapter Group and Compare
outlines. Determine WHAT you will teach to your
classmates from your chap and HOW
Teach Tomlinson Chapters
Possible online class for viewing videos. [Can
do only if everyone has recorded a lesson and
posted a 10-minute clip]
14)
Writing Due
Upload a draft of your report on one of your
Framework Challenges. [Use File Exchange]
See Agenda for details
Read Carol Tomlinson’s three chapters on
Differentiation: Content, Process, Product
[NYU Classes: Resources/Articles
Highlight and Notate the three assigned chaps.
AND outline the one you will teach [see Agenda]
View video of assigned classmate.
Respond to VIDEO using Guidelines [See
AGENDA]
Meet with Admin
Tour School
Look into Classrooms
Share draft of Framework Challenge
LOG
Activity
Get feedback from a classmate on your Portfolio
LOG
Write a draft of your second Framework Challenge
and discuss the evidence you will include.
Continue work on your Portfolio –
Bring in lesson(s) or learning segment
assessments, including your feedback
Bring in a Draft of your Teacher Portfolio – as
many pieces listed on APPENDIX C p.8 as you
can
Be prepared to discuss your Framework with
Classmates and bring evidence
Turn in Portfolio Pieces
Discussion
Continue working on your Portfolio - Review the 3
pieces you have written and make sure they are
revised. [Add other pieces if possible. See
Appendix C p.8]
Please Complete the Course Evaluation if you
have not already done so.
12/2/14
School
Visit ?
Reading Due
Picture YOU
LOG: Final for semester
Planning Commentary for one Lesson +
Handouts + Video
12/9/14
Framework Presentation - both challenges
[There will be guest assessors]
15
16