Gse tolman

DTE Summer 2012

  • Period: to

    The Rest of the Summer Semester

    This timeline contains all due dates for upcoming assignments.
  • 390C Journal #4 Response Due

    390C Journal #4 Response Due
    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 Readings Due

    SCIENCE Readings Due
    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.
  • Learning Artifact Presentation Due

    Learning Artifact Presentation Due
    Homework Due: Learning Artifact Presentation ready
    In-Class Work: Presentation and discussion of student-created artifacts
  • Readings Due

    Readings Due
    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

    Board Game Night
    Board game night at Lery's Coop (Davis House Coop.)
    http://goo.gl/maps/Kzu0 7:30pm, bring snacks and drinks
  • Reading/Lesson Plan Refletion

    Reading/Lesson Plan Refletion
    Due Sunday by noon. | You have a choice of writing your average reading reflection or reflect on your lesson planning.
  • Class Presentation (No Reading Log)

    Class Presentation (No Reading Log)
    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.
  • SCIENCE lesson planning

    SCIENCE lesson planning
    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
  • Lesson Plan Due

    Lesson Plan Due
    Arts Intergration Lesson plan due, emailed to Nives (nwetzeldecediel@gmail.com) or in 4511 Tolman, before 5:30pm.
  • Select Educational Technology

    Select Educational Technology
    Homework Due: Select an educational technology for evaluation
  • Visiting Speaker

    Visiting Speaker
    Kate Frankel, PhD Candidate ( Language, Literacy, and Culture)
  • Reading Analysis

    Reading Analysis
    Last reading analysis, can be done for this date or the 6th. You choose!
  • Journal #5

    Journal #5
    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.
  • SCIENCE Teaching Lesson

    SCIENCE Teaching Lesson
    Today we are teaching our science lesson to the class.
  • Standards-based Literacy Lesson

    Standards-based  Literacy Lesson
    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.
  • Tech Eval Video

    Tech Eval Video
    Homework Due (24 hours after class): Technology Evaluation video uploaded to course website
  • Student Case Study

    Student Case Study
    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.
  • Reading Analysis

    Reading Analysis
    Last reading analysis. Must do it for this date if you did not do it for the 1st!
  • Methods Binder

    Methods Binder
    An organized binder with teaching artifacts and resources (i.e. graphic organizers, articles, visuals).
  • Language Arts Philosophy Statement

    Language Arts Philosophy Statement
    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?
  • Moral/Social Development Lesson

    Moral/Social Development Lesson
    Two lessons: one on moral domain, the other on either the social conventional or personal domain. Group presentation on last day of class!
  • Journal #6

    Journal #6
    Last journal: letter to Mr. Peterson. Refer to final version of syllabus.
  • SCIENCE Final Assignment

    SCIENCE Final Assignment
    Final Assignment: Your vision of excellent elementary school science teaching Assignment is due Friday, August 10th by midnight.