525/535 meeting 8/24/09

525/535 meeting 8/24/09

Course content, TPAs, & more - Here are notes to start our conversations. Be sure to add anything I missed.

Start blogging as you develop your syllabus, have an idea, have a question, etc.

Key question: How do we establish deep, conceptual understandings of concepts and not be redundant in Advanced Methods, student teaching seminars, and TPA seminars?

TPA 3	TPA 4
Assessment Focus students Modifications	Culmination Lesson plan Assessment Differentiation Focus students Modifications

Beyond the TPA:
§ Curriculum development
§ Who we are as educators
§ Who are our students?
§ The culture of the classroom
§ Wiggins & McTighe Understanding by Design
§ Long-range planning, Unit planning
§ The Unit Plan – what are the requirements for our teacher candidates? How long, how much content, how approached, how to make it work with cooperating teachers?
§ Currently, we require 8-15 lessons, should be taught as part of 4-week takeover
§ CLU lesson plan (go to CLU website and follow these steps to get electronic version: SOE, Resources, Student Resources, Teacher Preparation, Teacher Preparation Program Forms)– lengthy, a new, revised one is implemented this semester (it was introduced to our teacher candidates last semester in Methods, so your 525/535 students have prior/more knowledge the you the instructor)
§ Creating these CLU format lessons is not expected for all 8-15 lessons, some instructors have required 3 be written
§ Challenge our students to develop their own lesson plan format as a class activity
Other activities/topics for our classes:
how to grade
how to grade essays
language/literacy skills
communicative competence
5 c's of foreign language teaching
demonstrations
labs
ASSESSMENT:
knowing the assessment before planning and teaching
how to assess students based on their strengths - differentiating assessment
collect student work samples, evaluate outcomes, determining alternatives
terms: validity, reliability, diagnostic, formative, summative, formal, teacher-made
Pretest our teacher candidates about what they know/don't know
rubrics
invvolving students in self-assessment
standardized test preparation
study skills

§

Collaborative Planning

I think that it's very important to have this ongoing dialogue so that we can make certain we have consistency in the quality of our program. We have not had many opportunities for full time and adjunct faculty to collaborate and I thank you all for your willingness to do this.The issue that is formost on my mind at this point is making certain that our students have the skill set they need for TPA 3. They have all heard a great deal about assessment, and they have all been in the field for 150 hours of METHODS STUDENT TEACHING. As Ben pointed out, we don't want to be redundant and turn them off, but we want to make certain that enough review is provided.I hope everyone weighs in every week or two on this blog as the semester progesses and tells us about activities and assignments that they are using. Sharing best practices will be the key to a quality program

Thank you everyone

Mac, thanks for setting up this blog.
Thanks to everyone for the last night's session. I feel much more comfortable meeting with the multiple subject students because I now have the overview of what they are learning in your classes.
wendy

Welcome

Welcome all to the Advance Methods blog!! I look forward to our on-going conversation.