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EDRS 698

EDRS 698. Capstone in Reflective Teaching Week 7 2/20/10. Agenda. 9:00-9:15 Discuss final presentation; questions etc.; Electronic community connection log and student in context reflections. 9:15-10:45 Data Presentation Technology

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EDRS 698

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  1. EDRS 698 Capstone in Reflective Teaching Week 7 2/20/10

  2. Agenda 9:00-9:15 Discuss final presentation; questions etc.; Electronic community connection log and student in context reflections. 9:15-10:45 Data Presentation Technology 10:45-11:00 STEP 8 Debrief, Questions, Cross Share 11:00-1:00 Reading and discussion of article to help further develop the idea of the normalization of practices, policies etc. One of the initial questions in Zeichner and Liston asked also pointed to this, “In what ways might the structures of classrooms and schools contribute to or discourage teacher reflexivity? (p. 12)”

  3. Technology—Group protocol • Step 1.  20-30 minutes—Presenter distributes the an overview or outline of their work. Presenter then discusses • Step 2.  2 minutes PEERS formulate their probing questions; write on paper, submit to presenter, and read to group. • Step 3. 10 minutes—PEERS ask clarifying questions, Presenter responds. • Step 4. 15 minutes—PEERS discuss the material presented. What did we hear? What didn’t we hear that we needed to know more about? What do we think about the questions and the issues? The conversation should include both “warm” and “cool” comments. The presenter does not speak but listens and takes notes. • Step 5. 5 minutes—The presenter responds to what they heard. • Step 6. 5 minutes—All members engage in short reflective writing on what you heard from the data presented and how it interacts with the professional literature that you brought. • Step 7. 10 minutes each person presents key points from your written thoughts—small group discussion encouraged here. • Step 8. 15 minutes—WHOLE GROUP share—Big Aha’s; Questions that came up for whole group contemplation--What can you share about your own experience based on the data presentation and discussion?

  4. Cultural Work of Learning Disabilities • Spend 40 minutes reading The Cultural Work of Learning Disabilities • What are the key points made in the article? • What kind of cultural constructions were being problematized? • What are the implications for other teaching practices? • How can you apply these notions to your final presentation?

  5. Nieto (2003) Teachers make a diff • Teachers need to elaborate a more critical approach to education so that they may understand the context in which their work takes place and learn to think strategically about how to change not only the context of their own classroom, but also the broader context of teaching” (p. 20)

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