-
This timeline contains all due dates for upcoming assignments.
-
Write a 3 pages (double-spaced) Journal discussing your findings and how they fall on the individual/collectivism framework. Consider how these findings help or hinder students reach the learning/social objectives of the lesson. Consider what you might do to/restructure to make the learning feel more salient or what you observed that you want to integrate and make part of your own practice.
-
Science Content Standards for California Public Schools (http://www.cde.ca.gov/standards/)
Focus on Introduction and either the physical or life sciences strand across K-6. -
Homework Due: Learning Artifact Presentation ready
In-Class Work: Presentation and discussion of student-created artifacts -
Reading: Bransford, J. D., Brown, A. & Cocking, R. R. (2000). How People Learn. Chapter 9: Technology to support learning (pp. 206-230). Washington, D.C.: National Academy Press. (http://books.nap.edu) http://www.nap.edu/openbook.php?isbn=0309070368
-
Board game night at Lery's Coop (Davis House Coop.)
http://goo.gl/maps/Kzu0 7:30pm, bring snacks and drinks -
Due Sunday by noon. | You have a choice of writing your average reading reflection or reflect on your lesson planning.
-
You will read either: A) Cummins, B) Fillmore C) Samway & Franquiz., meet with a group according to reading and prepare a presentation for the class.
-
Arts Intergration Lesson plan due, emailed to Nives (nwetzeldecediel@gmail.com) or in 4511 Tolman, before 5:30pm.
-
Homework Due: Select an educational technology for evaluation
-
o In small groups of 3 students, analyze a lesson from an existing California State Board of Education approved curriculum and revise it as needed to fit the group’s vision of excellent teaching. Each small group prepares:
a) a lesson plan that follows the activity structure/purpose format; and
b) a one to two page double spaced description of the strengths and weaknesses of the curriculum you examined, and how you decided to deal with the weaknesses. Prepare to teach the lesson next session -
Kate Frankel, PhD Candidate ( Language, Literacy, and Culture)
-
Last reading analysis, can be done for this date or the 6th. You choose!
-
Look at the final syllabus Sonal sent out in order to look at the questions you must answer in your reflection. It is a reflection on three different readings that Sonal also emailed us.
-
Today we are teaching our science lesson to the class.
-
Lesson Plan: should be interesting and effective. Select one reading or writing standard for grade-level of choice. Your lesson plan must include (1) introduction, (2) lesson, (3) assessment.
-
Homework Due (24 hours after class): Technology Evaluation video uploaded to course website
-
For the case study assignment you will turn in your anecdotal notes and assessment materials as well as a narrative/analysis paper (8-10 pages, no more than 12). The focus of the paper is on the students’ (1) sociocultural, literacy attitudes, and/or prior literacy experience, (2) taking/listening, (3) reading, (4) writing and based on supportive evidence (i.e. quotes from observation, student work, assessments). Please reference the syllabus for guiding questions.
-
Last reading analysis. Must do it for this date if you did not do it for the 1st!
-
An organized binder with teaching artifacts and resources (i.e. graphic organizers, articles, visuals).
-
A paper (1-2 pages) describing the critical dimensions of a language arts program for culturally and linguistically diverse classrooms. How will you support your students as they develop into readers and writers? How will you structure this process in your classroom?
-
Two lessons: one on moral domain, the other on either the social conventional or personal domain. Group presentation on last day of class!
-
Last journal: letter to Mr. Peterson. Refer to final version of syllabus.
-
Final Assignment: Your vision of excellent elementary school science teaching Assignment is due Friday, August 10th by midnight.
