Nov+1

November 1 2010 Class Schedule and Notes

Goals


 * 1) Enjoying each others' company: encouragement and synergy
 * 2) Review learning goals for course through NCATE assessment
 * 3) Analyze our own (and CT's) **//instruction//** techniques and brainstorm unit pre and post assessments through lenses derived from readings
 * 4) Hone critical thinking through collective discussion of pre-assessment, unit, and post-assessment plans through the lens of our readings
 * 5) Support each other in pre-assessment and post-assessment plan development.
 * 6) Create plan for rough draft assessment of final papers.

Schedule of activities

 2:00 How are we doing? Energy level and emotional support check in

2:15 Review readings to generate lenses:

 To what extent is/does the **instruction** at you placement school:
 * explicitly communicate high standards and confidence in students' capabilities? (Gardner 158)
 * challenge students to take risks and see failure as critical to learning? (Gardner 158)
 * make learning fun? (Gardner 158)
 * depend on strong teacher guidance, control, and assertive behavior? (Marzano and Marzano 161)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">establish clear behavior expectations, learning goals and procedures for group work, seat work, transitions and interruptions, use of materials etc? (Marzano and Marzano 161)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide consequences for student behavior? (161)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">cooperate with students in setting objectives and procedures for learning? (Marzano and Marzano 162)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">demonstrate interest in students's unique knowledge, interests, and learning styles? (162)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">respond to high needs students in appropriate and unique ways? (Marzano and Marzano 162-3)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">allow students to learn from mistakes by tolerating error-making, in the effort to raise standards? (Clifford 169)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">enable autonomous behavior: self-determined, freely chosen, personally controlled? (Clifford 169)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide specific prompt feedback (on correct responses)? (Clifford 170)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">allow students to choose and be rewarded for risk taking? (Clifford 171)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">challenge even the best, most hard-working students? (Clifford 172)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide meaningful learning goals for students at the beginning of a unit? (McTighe and O'Connor 175)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">presents students with the criteria for their assessment and models of successful student work? (M & O 175)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">assess students before teaching--and use results to tailor instruction? (M & O 176)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">enable students to set personal goals and assess themselves? (McTighe and O'Connor 178)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide students with clear tasks, relevance to students' interests, and potential for success? (M & O 179)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">provide rich experiences to enable learners with multiple intelligences to engage? (Moran et al 190)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">structure cooperative or high-performance cooperative learning groups? (Johnson and Johnson 195)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">stays consistant with its learning goals while differentiating methods of getting there? (Tomlinson 204)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">scaffold students' success through formative assessment? (Shepard 209)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">teach students how to assess their own learning? (Shepard 211)

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;">2:45 Sacred Writing Time

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> 2:52 Read Around

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> 3:00 Discussion of your experiences (Why did it Happen? What does it Mean? What are the Implications for the future?) and the readings.

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> 3:30Writing Time: Why? What does it Mean? What are the Implications?

<span style="font-family: Georgia,serif; margin: 0px; padding: 0px;"> 3:37 Review of Final Paper requirements. Discussion of Lesson Planning.

<span style="font-family: Georgia,serif;">__Assessing and Reflecting on Student Learning: Exit Paper for ED 331 (Methods and Strategies in the Teaching of English)__. As part of the first extensive field experience, candidates enroll in a weekly seminar with an English faculty member. The final project is a reflective paper focusing on a teaching episode in which candidates analyze their students’ learning from pre-test to post-test, document the results, and use the data to reflect on teaching (Standards 2.3, 3.7, 4.10).

**NCATE Standards:**
 * 2.3 ** Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.
 * 3.1 ** Candidates demonstrate knowledge of, and skills in the use of, the English language.
 * 3.7 ** Candidates demonstrate knowledge of research theory and findings in English language arts.
 * 4.1 ** Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.
 * 4.10 ** Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

<span style="font-family: Georgia,serif; font-size: 15px;">IV. STUDENT LEARNING GOALS IN THE EMPHASIS AREAS <span style="font-family: Georgia,serif; font-size: 15px;"> A. Secondary English Education <span style="font-family: Georgia,serif; font-size: 15px;"> Goal 1: Students seeking an undergraduate degree in English with the goal of teaching in the secondary schools will practice reflective thinking as they consider the content of the major and as they practice teaching in the field. <span style="font-family: Georgia,serif; font-size: 15px;"> Objective 1 A: English (secondary education) majors will develop an awareness of theoretical perspectives in the teaching of literature and composition. <span style="font-family: Georgia,serif; font-size: 15px;"> Measure 1 A 1: We will analyze a random sampling of 15 lesson plans completed in ENG 310 for awareness of theoretical perspectives in the teaching of composition. <span style="font-family: Georgia,serif; font-size: 15px;"> Measure 1 A 2: We will analyze a random sampling of 15 lesson plans completed in ENG 311 for awareness of theoretical perspectives in the teaching of literature. <span style="font-family: Georgia,serif; font-size: 15px;"> Objective 1 B: English (secondary education) majors will practice self-assessment of their skills while teaching literature and composition. <span style="font-family: Georgia,serif; font-size: 15px;"> Measure l B 1: We will analyze a random sampling of 10 written or digital student self assessment projects of ED 331 English seminar teacher assistants for evidence of students’ knowledge of their own strengths and weaknesses in the teaching of literature and composition. <span style="font-family: Georgia,serif; font-size: 15px;"> Measure 1 B 2: We will analyze a random sampling of 10 COE portfolio cover letters of ED 331 English seminar teacher assistants for evidence of students’ knowledge of their own strengths and weaknesses in the teaching of literature and composition.

<span style="font-family: Georgia,serif; font-size: 15px;"> Means for Achieving Objective: These objectives will be included in the coursework of ENG 310, ENG 311, and ED 331 seminars for English majors. <span style="font-family: Georgia,serif; font-size: 15px;"> Collection Cycle: We will collect a random sampling of 5 artifacts for each measure of Objective A from each term F06, W07, and F07, with one analysis for each measure to be completed during W08. We will collect a random sampling of 5 artifacts for each measure of Objective B from F06 and W07, with one analysis for each measure to be completed during F07. <span style="font-family: Georgia,serif; font-size: 15px;"> Persons responsible for Data Collection: Tony Tendero, Brian White, Robert Rozema, Jill VanAntwerp <span style="font-family: Georgia,serif; font-size: 15px;"> Anticipated Use of Data Derived from this Study: We will use this data to determine if students seeking certification for teaching secondary English have met a significant skill needed for successful entry into the teaching profession.

<span style="font-family: Georgia,serif; font-size: 15px;"> Alignment <span style="font-family: Georgia,serif; font-size: 15px;"> CLAS Goal 1: To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship, and professional service. <span style="font-family: Georgia,serif; font-size: 15px;"> GVSU Goal 1: To support high quality, student-focused, undergraduate and graduate education provided by a faculty dedicated to excellent teaching, scholarship and professional service. <span style="font-family: Georgia,serif; font-size: 15px;"> NCA Criterion 4b: The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its education program.