welcome2013 cohort

welcome2013 cohort

photo cardsfirst-name last-namename you wish to be addressed by

5! model of teaching

5 parts of teaching• seeing and connecting with kids• building the environment• enacting the curriculum• instructing• assessing (you and the kids)

4 things that teachers teach (and learners learn)

• knowledge• skills• attitudes • values

3 goals of teaching• engaging

– hearts– minds– bodies

2 views of teaching• the visible

– what the student and the observer sees

• 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• students’ (and your) learning

262 themes• culture• seeing—yourself and others• respect• fitness: moral, intellectual, physical• 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

• 420/421 a challenging sequence – decide now to work and learn – keep the complaining under control

•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 in any way you need

• accept the fact that you are wet-behind-the-ears, barely beginning novices with everything to learn, and start from there– if you work your butts off for the next 3

semesters and for your first 5-7 years as a teacher, then you will start to become a good, masterful, expert teacher

• the courses that challenge you the most now, that you find the most difficult now, will be the ones you most appreciate in the years to come—and vice versa

top tips• read website, syllabi etc. most carefully• follow format directions exactly• do not fall behind—construct a schedule

and maintain it• read and work ahead• make connections—everything you do for

the next two semesters is part of a whole • do the readings carefully and take good

notes—reading and highlighting and then rereading and re-highlighting not effective way to learn

• active, verbal, daily participation required– think out loud– make connections– express confusion, bewilderment, lack of

understanding etc– ask people 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

• get to know the mentors• get to know me (and my office hours)• get to know each other—everyone

– use the listserv– make it a point to interact with

everyone• help each other

– share resources– be watchful and aware of each other

leading good 30-minute discussions• roles: taskmaster & timekeeper• begin with a thoughtful, informative title• list 3 big ideas that your discussion will focus on • lead a discussion—do not make a presentation • leading a good discussion requires having had

one—extend the discussion you had • move beyond what you think to critically

questioning what you think • use your personal experience to develop

understanding, but go beyond those experiences • explore different perspectives (remember that

any issue has many more than 2 sides).

• your agreeing or disagreeing with writer not helpful—getting under those agreements and disagreements is – agree, disagree, like, & dislike restricted

words• celebrate confusion, lack of understanding

etc.—work to make sense of the confusion etc

• construct plan (including a copy for me)—with roles title, & exact time specified for each part (timekeeper keep track)

• keep people on task—rein in tangents; keep discussion close to the text (taskmaster).

• get everyone involved (involvement is not voluntary)—call on people

• good to have a balance of small group and large group discussion

• do not ask vague questions like, "Well, what do you guys think about this?"

• do not be restricted by earlier groups; do not hesitate to build on or borrow from earlier groups

• the readings have authors, e.g., Bill Ayers, Jennifer Wolfe, Catherine Lewis, Louise Derman-Sparks—refer to them by name, not by “they”—first names fine

group-meeting reports• 15-minute discussion (outside class) in

groups of 3 cohort members about some aspect of 420

• time spent complaining or venting does not count toward 15 minutes

• in segment 1, include all 16 in cohort in your discussion groups

• report on 3x5 index card—one per group• turn into me in my office before class• 2 explicit connections: labeled 1 & 2• fill out chart before you leave class

monday

• make the discussion useful to your learning and development

• resist the temptation to reach agreement or resolution – real learning begins in conflict and

confusion, not in agreement– open the 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 01/19/12

café paradiso 12-12:15pm

(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 into me in my office before class– follow format exactly– one card per group

papers• due mondays beginning 1/30• can be done in groups (2 or 3)• due across semester until 3 without

writing errors• 1 page minimum• 3 drafts: spew, working, final (2 copies

of final)• can (and should) overlap with other

assignments• use to make sense of your experiences

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

(2) (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” some 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

• final draft: put in final form—attending carefully to the writing rules. write simply, directly, concisely.

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 2/01 and 3/16 prepared to discuss– something you learned about teaching– something you learned about kids

Paleyreport

(name[s]) (book title)

(title) – comments, thoughts, reactions—

have a conversation with Paley– not a book report—do not

repeat book title in text– make connections to 420 and

your lives as preservice teachers– bullets acceptable– 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• groups of 3 (groups will be 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 will be on website

a brief intro to daniel• born 01/05/45, Helena, Montana• parents, Jack (UIUC alumnus) and Marie, have

both passed on• 4 siblings: Ann Marie (Bowling Green, OH),

John (Cleveland, OH), Michele (Cavite, Philippines), and Michael (Harrisonburg, VA)

• 2 children: Buck (Jackrin Jaime), 18, taking gap year before civil engineering at UIUC; Scooter (Anata Marie), 25, Peace Corps, 2 years high school teaching, 3rd year working on Malaria and HIV prevention programs in Mozambique, Africa

• preschool, kindergarten, and childcare teacher for 13 years—Chicago’s west side, San Diego, and San Francisco

• M.A. San Francisco State; Ph.D Wisconsin• at UIUC since January 1990