When
& What
Class One
8/27 /07
3:30 - 6:00
Introduction &
Overview of
EdEl 188
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Class Content and Assignments
What is this
course about?
Overview of
Classroom Management and TaskStream Responsibilities
A. Assignments and Grading
- Weighting of assignments.
- how
the course works
- Connecting the Classroom Structures Assignment
and the Complex
Instruction Assignment and Narrative
- 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
Authority = Language, Proxemics, Voice, Knowledge
"You should know better... ."
screening, pleading, asking a
question when you mean to make a statement, using beta language for
alpha situation, adopting submissive behavior
C. Grounding Principles for the Course
- Learning as an Interactive Event.
Behavior
is the function
of an interaction between a person
and their environment.
[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.
D. 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 Class 2 Sept 10 |
1. Who are your kids anyway?
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2.
Read Kyle/Rogien: Chapter 10.
3.
Read
Cohen: Chapter 3.
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4. Discussion Entry in WebCT: 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?
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TaskStream
Portfolio Preparation
Expertise:
The Art of Documentation and Explanation
TS
1
6:00 -7:30 pm
1. The Crew: Jon Bellum, Laurie Gelles, JM, and CR.
2. Introducing the TS Professional Portfolio.
3. Your Summer Collecting Efforts
4. Overview of the portfolio construction process
a.
program requirements
b. SOV requirements as big ideas
c. you, the teacher
d. how taskstream works
5. Signing Into TS Accounts...$39
to UVM
6. Using CatsPaws, downloading VPN
| Assignment
for TS2, Sept 10 |
Entry
VI
Drafting the Reflective Essay.
What pedagogical
"themes" describe the kind of teacher you are becoming?
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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
professional experiences you
have had in pubic school classrooms 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, e-mailed attachment.
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Class
Two
September 10, 2007
3:30 - 6:00
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How do we move towards an
Encouraging Classroom?
Review
of your own interactive disciplinary
challenges.
1. Who are the kids in your room? Behavior Pie Chart
2. Marginalized Children.
Status as a classroom variable: Expectation States Theory
3. Structuring the Delivery of Academics: The Academic Structure
- differentiation of
instruction
- teaching to the whole child
- teaming with specialists
- varying time
4. How can room arrangement inpact student behavior?
Case Study from The Iris Center
| Assignments
for C3, Sept 17 |
1.
Write and
administer a status
order survey
(See Classroom Structures #2) |
| 2. Construct
a table of results |
| 3. Identify
four children for vignettes (at least two must be of low classroom
status) |
| 4.
Read
Kyle/Rogien: Chapters 11 and 12. |
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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, Sept 17 |
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. |
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Class
Three
Sept. 17
3:30 - 6:00
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Identifying correct responses to
inappropriate behaviors
1. Distracting Behaviors..."A"
The majority of Misbehaviors are ones that sidetrack you. Often
students exhibiting a
pattern of distracting behaviors are after attention for
themselves.
With some students their need for attention is different in that their
learning modality or learning style needs are not being met and they
need attention given to meet their learning needs.
There are two causes for distracting behavior:
- attention getting
- learning style
Interrupt the lesson and flow as little as possible. Follow up with
strategies for longer lasting effects.
• Active Body language
- The Look-eye contact for a few seconds.
Business-like demeanor
- Proximity-Stand right next to the
student-should always work the room anyway
- Body Carriage-Jones-the way you carry
yourself is also a valuable discipline tool. Erect and I mean business.
Firmness not anger
- Appropriate Touch-light tap on
shoulder.
- Signals & Gestures –finger to
the mouth, thumbs down –or whole class agreed upon signal for
silence.
- Teacher Pause look firm, not angry (I
appreciate when everyone listens)
•
Attention Focusing Strategies
- Signals-Auditory & Visual
- Target Stop do
- Voice change.
- Name dropping:
- Grandma’s Rule.
- Distract the Distractor. Ask student a question
or to perform a task for you
- Coupon Approach:
• Fred Jones’ Approach
Attention to RESPONSIBLE behavior choices
Using encouragement and effective praise
Building positive teacher/student and student/student relationships
2. Controlling Behaviors..."B"
“B” Options for Controlling Behaviors
REMEMBER TO CONTROL YOUR REACTION-BUSINESS LIKE MANNER-DEFUSES THE
SITUATION and use as few words as possible
please.
Button Pusher
Escapes (graceful exits)
- Acknowledge the Student’s Power-
- Table the Matter…
- Let’s Chat…
- To You To Me”
- Humor-
- Redirect the Student-
- Responsible Thinking Questions
- Brief Choice language
Glasser’s
Approach-Many students are bored by
school….curriculum must address students needs and
interests. Consequences (not punishments)..
Albert etal’s Approach: Students need to feel Capable,
Connected and that they make a Contribution. Teachers need to develop
consequences for their classrooms that are comfortable to them. Uses
logical consequences, not punishment
• Related-Consequences need to directly relate to the
disruptive behavior.
• Reasonable-Consequences need to fit the level of
the disruptive behavior
• Respectful-Consequences need to be planned and
implemented in a way that maintains the dignity of the student.
• Reliably Enforced-Follow Through is possible and implemented
• Real Participation-Involve students in deciding the
consequences of poor behavior
All Students have the Ability to Learn Responsible
Behavior-include a note of encouragement for the future and the
expectation that the student will choose responsibility the next time.
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TS 3
Writing good
captions and Entry 2
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.
10/1 |
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. |
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Class
Four
9/
24
3:30 - 6:00
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How should we control explosive
classroom
behavior?
1. 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
Why does "normal misbehavior" occur?
2. 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?
| Assignments for Class 5, October
1 |
3. 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 code in order to get a
particular end result. What was the situation, what did you
do,
what happened?
- 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
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Class
Five
10/1
3:30 - 6:00
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How can we
teach children to become more socially and academically cooperative?
How useful was thinking about behavior in terms of Dreikurs
ideas?
| Assignments for Class 7, October 15 |
- 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.
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| 3.
Read
Cohen: Chapter 5. |
| 4.
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. |
| 5.
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. |
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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.
SATURDAY
December 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.
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Class
Six
10/8
3:30 - 6:00
S
T
R
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C
T
U
R
S
A
S
S
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G
N
M
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N
T
D
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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!)
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.
| Assignments for Class 7, October 15 |
- 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.
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| 3.
Read
Cohen: Chapter 5. |
| 4.
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. |
| 5.
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. |
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Class
Seven
10/15
3:30 - 6:00
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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 Class 8, October 22nd |
| 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. |
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
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2. Read Cohen: Chapter 6 and
Chapter 7. |
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Class
Eight
10/22
3:30 - 6:00
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What are the 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, October 29
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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.
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Assignment for any time between
now
and Dec. 3
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. |
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Class
Nine
10/22
3:30 - 6:00
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How
do you design rich curriculum for succesful group work?
Review of your design sheets.
1. Begin to frame the cards (task, resource, and individual
report) for your class and identified individuals.
2. Adaptations for younger ages.
3. Evaluative criteria: use, function, and framing the language.
4. Beginning to think about the pre/post content assessment.
| Assignment
for Class 10, November 5 |
- bring
in two complete sets of activity cards and resource cards using the
design template provided in class
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Class
Ten
11/26
3:30 - 6:00
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How did it go?
1. Sharing Complex Instruction Rotation Experience work by age/grade level.
2. Now to the Portfolio.......
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Class
Eleven
12/3
C
O
M
P
L
E
X
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N
S
T
R
U
C
T
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O
N
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How can Academic Competence
be acheived Tthrough Manipulation of Classroom Social and Academic
Structures
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?
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TS5
Saturday
December 1
1:00 - 5:00 pm
T113 and TFT Lab
Constructing a response to Entry
4.
Teaching
Over Time.
Open help
session.
Working on whatever.
Seeking Peer Review Within TS Environment
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TaskStream
6
Monday
December 10
9:00am
- 5:00pm
T113
Waterman
and TFT Lab
Morning Work
Focus on Entry VI.
Writing The Reflective Essay
What are the
pedagogical "themes" that capture the kind of teacher you are becoming?
Use of September 10th draft with special attention being paid to the
quality of your reflection,
reference to theory and theoreticians, data from your student
internships, academic tone,
and professional knowledge, skills, and attitudes you will look to hone
and expand in the future.
Afternoon Work
Whatever.
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December 10 -
December 13
Portfolio Construction
1. Entries 3 (Accommodating Students) and 5 (Colleagueship and Advocacy)
2. Remainder of Program Criteria
3. Whatever else.
4. Polish, Polish, Polish.
December
11 - Tuesday
Extended Hours
TFT Lab
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Thursday DECEMBER 13, 2007
1.
8:00am to noon: Portfolio work, continuing to
polish. Peer review.
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 - 3:00 pm: Faculty Roundtable Presentations
4. 3:30 - 5:00pm: Reception and Celebration.
Place TBA.
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