welcome 2015 cohort

5! model of teaching

• 5 parts of teaching (Ayers chs. 2-6) • 4 “whats” that teachers teach • 3 goals of teaching • 2 views of teaching • 1 gauge of teaching

5 parts of teaching (Ayers chs. 2-6) 1. seeing and connecting with kids 2. building the environment 3. instructing 4. enacting the curriculum 5. assessing (you and the kids)

4 “whats” that teachers teach (and learners learn)

1. values 2. attitudes 3. knowledge 4. skills

3 goals of teaching

• engaging 1. hearts 2. bodies 3. minds

2 views of teaching

1. the visible – what the student and the casual observer sees 2. the invisible the planning, preparation, thinking, wondering, worrying, searching, thinking, researching, reading, re planning, discussion, and on and on that form the base for the visible aspects of teaching

1 measure of good teaching

1. students’ (and your) learning and development

themes that wind through 420/421

• culture • seeing—yourself and others • respect • fitness: physical, moral, intellectual • learning • development • the role of error, mistakes, and failure in learning and development • attending to what you can control (and letting go of what you cannot control)

surviving and thriving in 420/421

• 420/421 a challenging sequence – 5-minute rule: allot 5 minutes to venting, then get over it and get on with it – if you work hard and struggle to get the most out of the next 2 semesters, we will support you, any way you need – no one ever got good at anything without working hard at it

• you are wet-behind-the-ears, barely beginning novices • begin by accepting that you don’t know what you don’t know – if you work your butts off for the next 3 semesters and for your first 5-7 years as a teacher, then you will beginto become a good, masterful, expert teacher • courses that challenge you the most now will be the ones you most appreciate in the years to come—and vice versa

basic advice

• read syllabi, schedule, website etc. carefully • follow directions exactly • do not fall behind—schedule yourself • read and work ahead • everything you do for the next 2 semesters has purpose—no busy work • make connections—everything you do for the next 2 semesters is part of a whole • read carefully: take good notes (reading and highlighting and then rereading and re highlighting not effective)

• participation required, in every class – think out loud – make connections – express confusion, bewilderment, etc.

– ask others to extend what they’ve said – respectfully challenge what is being said – apply what is said to your life – involve others in the discussion – speaking only when you “have something to say” an excuse for not being prepared

• get to know mentors, Jenn and Tanya • get to know Daniel (and his office hours) • get to know each other well—everyone – interact with everyone • help each other – share resources – be watchful and aware of each other

leading good 30-minute discussions

• roles: taskmaster & timekeeper • thoughtful, informative title • discussion—not presentation • leading good discussion requires having had one • plan (1 for you, 1 for professor) • rein in tangents; stay close to the text • involvement not optional—call on people • balance of small group and large group discussion • no vague questions, e.g., “what do you guys think?” • building on or borrowing from earlier groups good • refer to authors by name, not by “they”

format

• names and roles upper left • reading title upper right • title below and centered • exact times for each section 1. explain title 2. connect to your experience, biography, history—your story 3. connect to your developing identity as beginning novice teacher 4. discuss aspects of reading you found challenging 5. discuss important lessons from reading 6. last 2 minutes: professor time—questions, comments

group-meeting reports

• 15-minute discussion (outside class), in pairs, about some aspect of 420 (14:59 does not meet requirement) • complaining does not count toward 15 minutes • in segment 1, be in groups with all 10 in cohort • report on 3x5 index card—one per group • turn into mentor before class, monday • 2 explicit connections: labeled 1 & 2 • fill out chart before you leave class monday

• make discussion useful to your learning and development • resist temptation to reach agreement or resolution – real learning begins in conflict and confusion, not in agreement – open conversations; don’t close them – try out new perspectives—what if we look at it a different way? – get a little discombobulated and confused

(name, name, name) week 1 01/24/14 BIF, 12:15-12:30pm (title) description of the discussion – must be done before you enter the Armory for class Monday – connections: make (and number) at least 2 connections between some aspects of 420 and your lives; briefly describe each – turn in to Mentor before class – follow format exactly – one card per group

papers

• due mondays beginning 2/10 • due across semester until 3 without writing errors • can be done in pairs • explicit connection to reading, lecture, or discussion (page #; slide #; date) • 1 page minimum; 3 drafts: spew (can be handwritten), working, final • make sense of your learning and development

papers

(name[s]) paper 1 (title) pick one or more topics, discussions, events etc. in 420 that got you thinking and explore it (them) in writing – make connections across 420 and your lives as preservice teachers.

– include 3 drafts: spew, working, final (spew does not have to be word processed) – attend meticulously to writing guidelines on website – 12 pt, double-spaced throughout (no extra spacing), 1” margins all sides, ragged right – minimum 1 page

spew draft: “spew” ideas down on paper— things you’re thinking about and what you are thinking about them. no order, no format, just thoughts on paper • working draft: organize your ideas— concentrate on the substance not the format (word-process) • final draft: put in final form—attending carefully to the writing rules. write simply, directly, concisely. (must show major editing and rewriting improvements; simply changing a few words won’t meet requirement)

Paley book reports

• read, this semester, 2 books by Vivian Paley (list on website) • learn to think about teaching from someone who has spent her life thinking about her own and others’ teaching • come to class on 2/12 and 3/21 prepared to discuss (from reading a Paley book) – something you learned about teaching – something you learned about kids

Paley report

(name[s]) (book title) novice teachers (title) – write a letter to Paley—begin a conversation with her – not a book report—repeat book title in text once – Connect to 420 and your lives as – include 3 drafts: spew, working, final (2) – attend meticulously to writing guidelines on website – 12 pt, double-spaced throughout, 1” margins all sides, ragged right – minimum 3/4 page of text

test

• take-home, done on computer • pairs (will be randomly assigned) • you may use – hand-written or word-processed (by you) notes – lecture slides – the 420 website • you may not use – books, supplemental readings, handouts,

xeroxed or scanned copies, or notes produced by someone not in your group

• example on website

history projects

• choose a heroine • photos, timeline of her life • full bibliography of her writings • what most impressed you about her; why • her words, carefully and intentionally chosen • others’ words describing her and her work • evidence that you read 40+ pages written by her (bring books, articles etc) • anything else you find useful • references • due 2/03: spew of what you have so far