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On your note card - Please write: Name Grade you are teaching School

On your note card - Please write: Name Grade you are teaching School One or two hobbies or interests you have (outside of teaching, of course!) Anything else you would like me to know about you…! Please make a name tent if you don’t already have one

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On your note card - Please write: Name Grade you are teaching School

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  1. On your note card - Please write: • Name • Grade you are teaching • School • One or two hobbies or interests you have (outside of teaching, of course!) • Anything else you would like me to know about you…! • Please make a name tent if you don’t already have one • Plan on using this the first couple of weeks

  2. TE 803: Professional Roles and Teaching Practice II Session One: January 10, 2013 Introduction and Integration Instructor: Amanda Baumann

  3. Welcome • “The door is open; the house is yours” • Invitation to • Share with others • Breathe • Collaborate • Reflect on teaching • Think deeply about your practice

  4. AGENDA • Welcome • Icebreaker • Syllabus • Integrated curriculum • Hospital Unit • For Next Time • The Unit Plan

  5. Icebreaker You have 15 minutes to ask your question to as many people as you can. You have about 5 minutes to organize the information you get. You have about 30 seconds to share your aggregated data (e.g. significant patterns) with the group.

  6. Syllabus/Wiki/Stuff to Know • Foci: • Integration surrounding social studies • Special Education • Lesson Study (FlashPLC) • Preparing for the job search • Etc. • Calendar: how it looks and why • Buy One Book • Wiki: do you all know how to use a wiki? • Written work • Most via email: look for receipt email from me • If it comes up on spelling or grammar check, fix it • Social media/communication option?

  7. Professional Language/Tone • Behavioral description rather than value-based description • Assumption that noncompliance or nonsuccess are arising out of the student’s needs rather than the student’s desire to mess up your teaching • “Children” or “students” or “learners” (or “scholars”) rather than “kids” or “guys” or other less formal terms even if it is affectionate • Careful of “undiagnosed diagnoses”… the closest you want to get is “shows some behaviors consistent with… (diagnosis).” • “Frequently” or “typically” rather than “always” or “constantly” • “Struggles to…” or “struggles with”… • “Active learner” or “learns best by…” or “does best with…” • “People first” terminology: “student with ADD” or “receiving services for ADD” rather than “ADD student.” • NEVER “bad kids.” NEVER “behavior kids.” NEVER “slow learners”

  8. Professional Language/Tone FOR YOU, TOO!! AND FOR YOUR MENTOR TEACHER AND FOR ME!! Assumption of blazing intelligence and intensely positive intent Assumption that even if behavior is less than perfect, we want to succeed Disagreements, struggles and areas for growth rather than faults, stupidities, and shortcomings We All Want To See You Grow Into Your Best Teacher Self

  9. BREAK… Please fill out the survey (linked on the wiki).See you at…

  10. Integrated Curriculum – Lake article • Why integration? (the research)… highlighted in yellow • Effect on student content knowledge (highlighted in green) • Effect on student attitudes (highlighted in blue) • Recommendations for teachers (highlighted in magenta) • Cool visual models of different types of integration (chart)

  11. Integrated Curriculum – Lake article • “An integrated study is one in which children broadly explore knowledge in various subjects related to certain aspects of their environment”. (Humphreys et al., 1991) • Thoughtful combination of subjects • Emphasis on projects • Sources which go beyond textbooks • Relationship among concepts • Organized around a theme • Flexible – both with scheduling and grouping

  12. Integrated Curriculum – Lake article • Integration is about connectedness and continuity • Supported by brain research (Caine and Caine, 1991) • Other research findings • Implementation needs: • Planning time • Available resources • Support services with teaching team • Themes which promote the transference of learning and connections • Avoid themes of convenience

  13. Reading: The Hospital Unit • Take about 15-20 minutes to read over the Hospital Unit • Jot down areas of integration, potentials, questions or doubts • Discuss in groups

  14. For Next Time • Because you know you can’t get enough of social studies– two meetings rather than one.Thursday morn in this room and Friday morn in 111 Berkey Hall • Number one thing: draft unit plan, parts I and II, will be peer reviewed in class on Friday. Get going on this or you will be sad in a week. • Review the “mentor teacher memo” with your mentor. • Sign up to facilitate a kickoff discussion. Anyone want to go next week? • Readings as listed on the wiki

  15. Unit Plan – At a glance • Parts of the Unit Plan • Questions/Ideas?

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