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Daily Assignment Update
Monday September 20, 2004
Teach in lab Wednesday/Friday. Be aware of
Learner Observation #1. Write a Mastery Lecture P&O to
match your graphic organizer. Read Chapter 6 in Literacy text.
Read Page 92 - 93 in print lab book.
Monday September 27, 2004
We discussed lab, and took a quiz on Chapter 6. Candidates
completed a GO on ExV motivation theory. Candidates need
to complete metacognition worksheet. Candidates opted to
have Unit One test on Friday. They received a study guide
for the test. Assignments: Wednesday show progress on LO#1
(gold pages). Be sure you keep emailing your University
Supervisor each week, telling him/her whether you are teaching
or observing. Read Chapter 5 in literary text, and email
me a response by Wednesday. Guess percentages on Youth
Risk Behavior Survey. Wednesday September
29, 2004
Though I said I wouldn't do it, I used today as mostly review
and introduction into adolescents. Candidates turned in
the P&O and graphic organizer from last week. I returned
their literary quizzes, and we discussed ExV as well as
motivation in terms of TARGET. We worked with
metacognition and reviewed for the exam schedule for Friday
October 1, 2004. To conclude the class, we looked at the
Youth Risk Behavior Survey, discussing its relevance and
importance in the study of adolescents. Assignments:
Study for test, read pg. 103 - 113 in lab text, continue work on
LO#1, and email your University Supervisors when you have
something to report! Friday October 1,
2004
Students took Exam #1 today. Upon leaving, they received
the articles they will teach for the Content Reading Model
starting next Friday. Students were also reminded about
contacting their University Supervisors when needed, and to
re-read (no I'm not crazy!) pages 103-113 in the lab text.
Monday October 4, 2004
Today I returned and discussed Exam #1. Scores were
excellent, and students did a great job. I performed a
Synectics lesson over adolescents, and we discussed them at
length. Students viewed and took notes with my PowerPoint
presentation over the Content Reading Model, and the importance
of teaching reading in the content areas. Student chose
their adolescent articles for the Content Reading lab, to begin
on Friday as all students perform the Pre-Reading focus.
Students were assigned to finish their LO#1 for Wednesday.
Students should also read Chapter 7 in the literacy book.
Be sure to read all examples, and not only the ones in your
content areas.
Wednesday October 6, 2004
I predict many will check this date, as there were a
number of students missing today from class...today I collected
Learner Observation #1, and we reviewed the learning theories
discussed on Monday. We looked at the Syntax form for the
Content Reading Lesson. The Syntax form is divided into
Pre-Reading, During-Reading, and Post-Reading. All
students will be performing the Pre-Reading portion this Friday,
in their micro-teaching labs. Over the weekend, students
will complete the During-Reading portion on their own, for
everyone's lesson. Students do not have class on Monday
due to the Native American Holiday. On Wednesday and
Friday of next week, students will complete their Content
Reading Lessons, with the Post-Reading portion. In other
words, on Friday, students will direct the others in activating
content knowledge, focusing the thought, and assigning
seat/homework. I completed a Content Reading Lesson in
class with the Adolescent pages 103 - 1115 in the print lab
text. Students were given a list of vocabulary words
associated with the reading, and they completed an organizer to
focus their thinking. We discussed ways to implement this
into students' future classrooms. Students practiced with
the ideas while completing the second part to the organizer, and
by watching a video about adolescents. Assignments:
For Friday, be ready to complete the Pre-Reading portion of your
Content Reading lesson. You will have a vocabulary quiz on
Friday over words associated with the reading (people who
weren't here need to get this from me or from a classmate!).
After the first part of Friday, we don't meet again until Monday
October 18. For that day, students need to read the blue
pages for Learner Observation #2 and come with two questions
regarding that assignment.
Friday October 8, 2004
Wow! I won't see you all for a while now. Today
students took a vocabulary quiz on Cognitive Development words.
We will continue to use these terms as we progress into the
Adolescent Development unit. The remainder of this class
period was used for students to present their pre-reading
portions of the Content Reading Lesson. In other words,
over this long weekend, you have a great amount of reading to
complete, as you perform the during reading activities assigned
by your classmates! When you return to lab on Wednesday
and Friday, you will present/take part in the Post Reading
activities. Have fun! Keep emailing your University
Supervisors. I have attempted to get them to reply to you
as soon as they hear from you, so that you know you have made
contact. Great work this week! Have a great weekend.
OK...I just talked to some of the lab instructors who
commented that much of the Pre-Reading they saw had little
activity, no contexting, and not much for visual aides.
Remember when I performed the Pre-Reading??? We looked at
the Risk Survey and discussed it, I gave you a graphic organizer
for the Adolescent Unit, I gave your vocabulary words that you
would encounter while you read, and I explained the worksheet
and how you would complete it while reading. Remember that
when you are in school, you don't like when a teacher "just
talks" and therefore don't do that to your own students!
Create activities...yes that does take more time, but welcome to
teaching! Put some thought in to this! You have
chosen a career path, and now it is time to be the best that you
can be in that career. Think about if you were the student
in your class...would you like/learn from what the teacher did?
Monday October 18, 2004
Students received their Learner Observations #1 and their
vocabulary quizzes. We discussed Learner Observation #2,
and I spend more time than I probably needed to in discussing
P&O forms, being a good teacher, and providing for students.
We further discussed the content reading model, and looked at
cognitive development of students. One of the more
important elements of cognitive development for adolescents is
the change from formal thinking to abstract thinking.
Because this typically happens during the middle school years,
and early high school years, we as teachers will have to account
for this in our lessons, and questioning techniques. We
began to discuss the guided discussion model using identity
development as a foundation. Assignment: Students
were asked to bring 2 advertisements from the newspaper or
magazines that are geared towards adolescents. Also,
students were asked to study the vocabulary words on page 119,
and to come prepared to play a game of bingo. Students
were to choose one of the vocabulary words and write a brief
(five lines or so) memory that relates to that word.
Wednesday October 20, 2004
Today we continued our Guided Discussion on identity
development. First of all....I am NOT old! Anyway,
we worked with issues that affect identity development and how
that teams with self esteem to mean success or failure in the
classroom. We looked at the guided discussion model, and
focused on each part of the P&O form. Students got into
their lab groups and discussed topics for lab time on Friday and
Monday. If you have any questions, please call 688-4449 or
I also think you have my home number somewhere in your notes.
Good luck and have fun!
Monday October 25, 2004
I am sorry I was unavailable for a few days; we had a family
emergency, and needed to attend a funeral. Having students
who understand all this helps during times like this. I
have some things that I want to be sure you know...
All students MUST teach a Content Reading lesson in the field at
some point this semester. It is a requirement.
Again, be sure you are creating quality activities to accompany
that lesson. Remember those vocabulary words from October
18? Be sure you remember them, and come prepared to talk
with and about them on Wednesday! Thanks you guys!
Wednesday October 27, 2004
Students received old worksheets and such, and I gave grade
printouts today. Students were reminded to keep working on
their diversity assignments, and to be certain to perform a
Content Reading lesson out in the field. We reviewed the
Guided Discussion lab, and added to the adolescent development
graphic organizer information about physical development.
Students looked at the difference between the direct teaching
models and the Discovery models. The Discovery model focuses on
students finding information and finding the truth, rather than
the teacher simply telling them. Because it is often
active, students tend to learn more from this kind of model, but
it also requires much work on the part of the teacher.
Students sat through my examples of fruits that have a seed,
using examples and non-examples, and students had to hypothesize
on their own. As an assignment, students need to complete
the adolescent identity development worksheet, and everyone must
come with an example of a concept that can be taught using the
discovery method. I forgot to discuss the advertisements
again! Sorry! We will probably use it as an example
during the review process before we take the Adolescent
Development test.
Friday October 29. 2004
A special thanks goes out to Kathryn Penrod for presenting
examples of the Discovery lesson in class. Students got a
solid grasp of material because of her numerous examples from
millimarks, to art! Today we played adolescent development
bingo, and students were able to practice with words. Be
certain those words are familiar to you, as you will use them
throughout your teaching life, as well as on Test #2 that is
coming up! Again, remember that the Discovery model
focuses on examples, to where you have students determine a
hypothesis of truths. Like in the art example, Kathryn
sequenced her examples, to where as a group you were labeling
the characteristics, and determining the characteristics of all
of the examples individually and then as a group. On
Monday we will discuss how you determine not only the concept
that you will teach, but also the examples and where they come
from. If you are absent on Monday, be sure to contact me!
Assignment: Students need to complete at GLP and a P&O for
Content Reading (it can be the one you taught in lab or one you
taught in the field, or one that you totally recreate - but make
them good! Make changes if you need to!) I also
handed out information regarding the personal literacy inventory
that is due on Friday of next week.
Monday November 1, 2004
Today I collected the Content Reading P&O and GLP. We
discussed possible content ideas for the upcoming Discovery
lesson. We determined the difference between concepts and
relationships among concepts. Student determined the
Superordinate, Coordinate, and Subordinate concepts for their
teaching concept. Students will choose their examples (positive
examples) from the subordinate category. Negative examples
will come from elsewhere. Students received and worked on
their planning guides for discovery. This form, along with
the P&O and GLP will be turned in to me next Monday, after
teaching in lab. The class also received their groups for
the research project, and we went over the research model.
Groups chose their topics and presentation date. The first
checkpoint for the research project is next Wednesday.
Don't be surprised if I stop in to your labs to take some
pictures for NCATE. Can I thank you in advance?
Monday November 8, 2004
Today was a crazy day as I was supposed to be in multiple places
at one time. Sorry :( I handed back papers for the
Content Reading Model, the Literacy Autobiography, and any other
random things. We reviewed the P&O forms, talking much
about being sure to know what you are DOING. What is it
that is actually happening. You guys have an excellent
grasp of what you want the students to know, but you are
struggling a bit with making sure you know how you are going to
get them there. We discussed that it is a good idea to
have questions prepared ahead of time, when planning discussion
of any kind. Be sure that when you give students a
worksheet, or an organizer that you talk about it. Don't
just toss it at them, and expect them to understand or
appreciate the reasons you are doing it. Finally, we
discussed that when you have students take a quiz, be sure they
are prepared for what that is for. I gave the example that
giving a quiz over the reading, and not over the "Purpose for
the Reading" worksheet is quite unfair. Be careful!
We spent the remaining class time (with me) discussing the
Literacy Autobiographies. They were excellent. I had
a great time watching them. We looked at
memories/statements of students in the class, at titles students
referenced, and strategies for reading, writing, and studying.
I don't know about you, but I sure enjoyed this! Kathryn
came in to talk about the Exam coming up on Friday, as well as
the Cognitive Conflict lesson. Assignment: Don't
forget Checkpoint #1 on Wednesday. Don't forget your exam
is on Friday. Don't forget to get your midquarter grades from
the field. Write a paragraph answering the following
prompt, "Why should teachers have students write?"
Wednesday November 10, 2004
Again, today, I started by handing back papers, collecting the
Literacy Autobiography grades, and midquarter reports. If
you have not handed in that midquarter report, please do so
ASAP. We reviewed what Kathryn talked about on Monday in
the area of Cognitive Conflict. We discussed briefly why
misconceptions mean to people, and how it is often hard to
change the learning that has already happened. The
Cognitive Conflict model, much like the Discovery Model allows
students to practice and work with new ideas. Today was the day
for Research Checkpoint #1. Students were monitored for
bringing at least two articles. They spent the time
discussing who they might interview, a focus for the Mastery
Lecture, and who will be responsible for what parts, before
Research Checkpoint #2, which is planned for next Friday (the
syllabus says Wednesday...it is changed to Friday). I
began the lecture on Content writing by reading a former
student's example from this lesson. We discussed the
importance of having students write for process, and for
learning, rather than purely for product. Students looked
at statistics that revealed the importance of including writing
and reading in all content areas. Students were given the
Content Writing assignment, that tagged with a portfolio, takes
the place of a final in the PSII block. Assignment: Read
Improving Adolescent Literacy Text Chapter 8...email by next
Monday. Your exam is on Friday...be sure to study!
Continue working on the following items: Research Model,
Content Writing Model, E-mailing your University Supervisor,
Diversity Assignments. See you on Friday!
Friday November 12, 2004
Students completed Exam #2 today. Great work you guys!
That was a hefty undertaking! You did fabulous!
Monday November 15, 2004
Today was yet another busy day! Students began the day
with Dr. Penrod, discussing the synectics model. They
learned about the importance of metaphors, and how to implement
this lesson into their content areas. When I returned to
the class I took care of a number of housekeeping items.
We then discussed the elements of creativity. Students
participated in an activity involving creativity around an
umbrella, and we looked at the three kinds of creative thinking.
I enlightened the students with my personal examples of
synectics lessons from my classroom! Assignments: 1.
Don't forget your presentation is coming up rather quickly!
2. LO#2 is due next week. You have to complete
an interview for that, so be sure you are taking care of your
responsibilities in that area! 3. Friday of this
week is Research Checkpoint #2. 4. Chapter 8
Literacy review was due by today! 5. Content Writing
Revising will happen next week. 6. Complete a synectics
lesson P&O for me for Wednesday. You can use the form in
your text, or you can get a sheet from 208. You can even
use the lab book one, and then get a form from 208 to put back
into your lab book - how novel!
Wednesday November 17, 2004
Today is the first day you actually were able to leave class in
time to get to your next class on time! I handed back
papers, collected synectics lessons, and discussed the test.
We debriefed synectics with everyone sharing their analogies.
Again, we briefly discussed creativity, and reviewed the
umbrella activity from Monday. Friday is Checkpoint #2 for
the cooperative learning project, so we discussed what I was
expecting on Wednesday. During the break, we walked to NFA,
where we spent the remainder of our time, using the computers to
research the Multiple Intelligences. Students handed in
their MI forms, and were allowed to leave following class,
hopefully to prepare for Friday's checkpoint...a number of
groups stayed in the room to work together as groups.
Friday November 19, 2004
Today was intended to be a short day, but a number of you
used the time to meet with your groups. Students were
expected to have a P&O form, a beginning GLP, questions to ask
their interview person, and a plan for technology.
Monday November 22, 2004
Wow! Another busy day. Today was the day for
peer revision for the Content Writing Model. Students were
given 10 points for coming to class prepared to participate in
the peer revision process, and students were given a Peer
Editing Sheet, to guide their process. This took most of
the time, and the remaining time was used in discussing how to
make peer editing work, and making appropriate sheets to guide
the process. We also discussed vocabulary and how to
incorporate this into the content classrooms. Students
were given a vocabulary assignment that is dues Wednesday
December 1, 2004.
Wednesday November 24, 2004
Students were given a rubric for their content writing
assignment, and were told they could hand it in on Monday if
they wanted to align more with the rubric. Students met
briefly with their groups to participate in Checkpoint #3 for
the research model. Presentations will begin next Monday.
We used the remaining time to perform a cooperative learning
activity on Cooperative Learning. Have a fantastic
holiday! I hope I can post the power point presentation on
this site!
Monday November 28, 2004
Today we enjoyed two presentations by students. We learned
about Block Scheduling and No Child Left Behind. A few
reminders I have for you...next Monday you will sign up for an
interview time with me for discussing your portfolio. It
will be during finals week. Also, don't forget your
"letter" that is due on Wednesday. Your Content
Writing is coming up as well!
Wednesday December 1, 2004
Welcome to December. It is so hard to believe. Many
of you are finishing up in the field. Be sure to have
taught a minimum of 4 times. Also, I hope you all did a
good job in emailing your University Supervisors to let them
know when you would be teaching. Next week we will begin
to work on Units. It is bound to be busy, and not a time
that you want to miss. Again today we had two excellent
presentations. Topics included Alternative Funding and
Year Round School. Maybe next time I teach PSII, I should
entertain the idea of the four day school week...what do you
think of that?!
Friday December 3, 2004
Some more great presentations today. Good job.
Monday we will start with a presentation about Reading in the
Content Areas, and we will begin our look at Units. Some
of you still have things to turn in. Please...please!!!
Don't wait until the very end, as I will not be correcting with
a smile. I have 30 portfolios for PSIII to correct in 4
days and that will not make for much time for PSII! That
is why I had it all due ahead of time! Hint! Hint!
Monday December 6, 2004
We had an excellent presentation today on the importance of
teaching students how to read your content areas, and how to
prepare them for any reading they may do in your content area.
I loved the connections that Kim made to the ideas we have
discussed in this course, and I appreciate the connections to
the Content Reading Model. Some of you still have things
to turn in. I will lose patience after Wednesday.
Keep that in mind!
Don't forget about you Performance Portfolio exits during the
week of finals! |
