ED 101: The Craft of Teaching

1. ED 101: The Craft of Teaching Welcome! Answer Entrance Ticket question on chair as you walk in Stick numbered dot on something you will remember to bring every class Class powerpoint on ed101craft.weebly.com Download to follow along today Class begins at 4:05pm *Laptops allowed in class today

2. Agenda Nov. 8 Essential Question Hot Seat Class Notes: Tracking + Differentiation Course logistics Service-learners meet today Homework due Tues. Nov. 27 Quotes and Questions #9 School Reform Readings available Friday morning by 11am

3. Essential Question(s) How do we develop the school systems we need? How do we track what a student is learning and is able to do? Hot Seat Whole Class Discussion Strategy • 4 students w/ their ‘burning’ question • Ask question to whole class • Teacher answers last

4. Class Notes Tracking and ability Questions: What is tracking? How do we challenge ALL students academically?

5. Class Notes What is tracking? (traditional) Students from different ability levels (low, middle, high) are assigned to different tracks (series) of classes and programs. AP, Honors, college-prep, general, vocational Talcott Parsons: sociologist (1960) College selection process begins in elementary school and virtually sealed by the end of junior high Academic achievement labeling in early grades determine adult careers

6. Class Notes • How does traditional tracking affect students? • Creating homogenous classes • Robert & Helen Lynd’s 1929 study • Middle class schools discriminate against lower-class students • W. Lloyd Warner (1940) study • Lower class students = nonreaders, repeaters • Students should be only given minimal education and released to vocational society

7. Class Notes • How can we teach students of varying ability? • Goal: heterogeneous classes • Mixed ability classes • Jeannie Oakes: 1985 • Race, not ability, often used to track students • Class and language (associated w/ race) creates ‘lower’ expectations

8. Class Notes • Student-ability tracking • Students choose which classes to challenge themselves in. • Differentiation = choice • Choice of assignments, choice of challenge ability level How does Brian do it?

9. Brian’s Honors system for history • Any student w/ a B average can apply • Write an essay by the deadline • In class: • Do all assignments with the HONORS designation • Outside of class: • Meet twice a week, lunch + after school class • Used for extra learning + AP prep • Lose honors status if you do not complete all honors assignments on time. • Works in any school!

10. Class Notes • Differentiation • Choice in how students access work • All students can learn 2+2=4 • Universal Design for Learning • Effective schools follow 3 principles • Brian’s example

11. Final Project + Poster • Please take out your Final Project + Poster Packet

12. Section locations Jill: front Liz: outer lobby Christine: 2nd floor lobby Brian: auditorium stage rm 120

13. Section Agenda Nov. 8 Constitution review (5 min) Think Pair Share (5 min) Language Lab activity (20 min) Whole group debrief (10 min) BREAK (5:15-5:20) Be back in main classroom by 5:20pm w/partner(s)

14. Making Meaning How do we teach English language learners? Do not depend on verbal, teacher-centered learning, but use wide variety of activities from hands-on to visual/auditory strategies Know your student’s backgrounds and connect it to materials being learned Give explicit directions, key words, and concrete examples. Plan and expect active involvement from ELL students.

15. Exit Ticket On the back of your Entrance Ticket slip 3 minutes What would you want a teacher to know about how to teach English Language Learners? *Do not leave, I will need to make announcements

16. Course logistics • Progress reports • Want an updated one? • E-mail Brian_Fong@Brown.edu • Service Learning • Meet up front • Midterms • See us if you did not pick it up Happy Thanksgiving break!