Assignments to Bring to Class for PSII
  Spring 2008  

Welcome to PSII---

Check out United Streaming Video for your lessons

for Wednesday October 17thRead pages 177 to 195 in Primas - Educational Psychology BookComplete note taking guidePrepare for a quiz

For Wednesday Sept 26th

Read pages 134-159 in the Primas Text (Chapter on Information Processing)

Find eight (8) concepts that will help you teach learners in your discipline - turn in the list with a potential application for each concept.

20 points

This is s good start for the Theory, Terms, Techniques, and Tries Project.

Read your article for the content reading lesson- indentiy five important points your classmate should comprehend by working with the article.  This is preparation for teaching the content reading lab.

due Monday Sept 24th

Bring reading text - Teaching Reading in Content area on Monday Sept 24th

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STATE UNIVERSITY
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4 tasks for preparing to be in the Center School (your field site)

by Friday 9/21/07

a) read and thoughtfully consider the SD Teacher's Code of Ethics Pases 23-25 in lab book

write a 1-12 sentence paragraph articulating the key content-behaviors expected of you as a member of the teaching profession - describe the key details of your obligations.  E-mail to me -- 10 points

b) print a copy of the SD content standards that match the class you are assigned to for SEED 314.Bring a copy to class and show Kathryn 5 points

http://doe.sd.gov/contentstandards/

c) check the SD reportcard site and find the reading scores for the students you will be teaching. Process the information - send an e-mail explaining what you learned or wonder. 5 points

https://sis.ddncampus.net:8081/nclb/index.html

d) send Kathryn an e-mail about the first visit to the school- what is your original reaction? 5 points

Read pages 37-57 in the lab book

Compose and forward an e-mail to me that communicates that you read the pages and let me read how the ideas in the text added to, clarified, and/or related to the concepts we discussed and explored in class.

10 points - due by 2:00 pm on Friday

for Wednesday September 12, 2007

Write a lesson scenario (a couple of paragraphs)

Try to make the lesson a good instructional episode (20-40 minutes/possibly with homeowork)

Type if possible! Bring to class on Wednesday.

Try to incorporate the things we have been exploring in class - in reference to teaching toward goals, incorporating a sequence of instruction, keeping students active, using prior knowledge, giving students time to work and practice with content representations.

10 points

For Monday September 10th 

Please write a 250 word essay (explain how and what you understand) about the concept 

Constructivism

use ideas from class, if you like research a bit more on the web

Bring to class -

15 points

 Complete PAS and prepare to turn in
check self on each element and explain at least 5 of them
10 points

Ignore - this is last semester :)

Go to www.unitedstreaming.com
user name: sdstatedu
password: sdstateu
Spend 15-30 minutes exploring and consider ways to use this streaming video.  Send me an e-mail communicating several ideas you have for use of one of this resource.
due Friday 2/9/07

Read the SD Teacher's Code of Ethics  pages  21-25
Summarize the meaning-- communicate in your summary the meaning of the three obligations of teachers.
A 10 sentence paragraph will work.  Do not tell me these ideas are common sense without describing what they tell you to do and not to do.
10 points
Due 2/2/07

Read pages 35-57 in the loose leaf lab book.

Send me an e-mail confirming you have read it and telling me what it adds to what we have discussed in class.  I requested that you write about 10 sentences.  Include statements about what this reading helped clarify for you or added to your understanding,-knowledge.
10 points
Due Friday 26th

Read Hein Article
complete reading assignment
Consider your personal beliefs about knowledge and Learning
Read pages 9-15 in Primas book
Be ready to use these to develop your personal theory of teaching and learning

WRITE AND BRING TO CLASS (TYPED)
A lesson scenario - as described in class-
A paragraph describing a 30-60 minute lesson.
12 points

Assignment #10
Prepare an advance organizer that could be used in your discipline to support the delivery of a mastery lecture.  Use a draw program or something similar.
Write a deep structure learning goal that is related to the advance organizer -- put the goal either on the page with the organizer or on the back.   10 points  due by Monday 13th

Assignment #9
Read the pages in Educaational Psychology   Chapter 8   273- 276 about Metacognition

Send an e-mail to me that discusses how you think metacognition and direct instruction are related.  How do you think you can help learners be metacognitive when you are teaching them using a Demonstration or a Mastery Lecture instructional model and WHY is it important anyway?  10 points

Assignment #8
Red the SD Code of Ethics and send an e-mail that communicates that you understand the and can explain the three main obligations you have as a teacher.  This e-mail would need to be at least 100 words.  complete this assignment before you make your first visit to the center school
10 points

Assignment #7
Go to the Department of Education Web-site as soon as you know what subject and level you will be teaching in PSII field and print the appropriate state SD content standards.  All you have to do for 10 points is show me you have them ready to use as you plan PSII field lessons.

http://doe.sd.gov/contentstandards/

Assignment #6
Send and e-mail of personal introduction to assigned center teacher -- see Kristi's e-mail to you

Assignment #5
Read pages  37- 58 in lab book
Send an e-mail to Kathryn.Penrod@sdstate.edu  communicating that you have read it and something that the text adds to your understanding of Model Based Instruction and the role of Contexting, Comprehending and Learning in designing and delivering lessons.
10 points due 1/27

Assignment #4
Read Assigned pages in Chapter 8

Assignment #3
Review Program goals and compare to professional skills in Chapter #1

Assignment #2
Complete the Professional Attribute scale

Assignment #1
Write a lesson scenario illustrating you understand the two essential elements of a lesson-- a content goal and a logical sequence that involves learners.

Please prepare a technology report, ten ways you have used technolgy to enhance instruction this term.  It will be due on friday but as always you will have extra time if needed.  page 15 describes the assignment.  Call me 693-4568 or 695-2820 with questions.
We wer going to do part of this in class today -- but the weather changed my plans.

Please be very careful and stay warm.  :)

Assignement 14
Content writing pre-write
5 for showing me

Assignement 13
Chapter 5-8 summary
10 points (5 for in class -5 for summary)

Assignement 12

DRAFT-
Content Writing lesson in class
10 points

Content Writing Assignment   First draft November 18th, 2005--Changed to Nov 21 Monday
Final Due on  12-5-05
This writing project and your portfolio presentation make up your final exam.

Goals:
Students will write about your own professional experience and performance.
Students will explore and provide evidence of personal skills related to program goals (page 11).
Students will gain confidence in personal knowledge and skills related to being an effective teacher.
Students will develop better writing skills and use higher order thinking skills.

You have three writing options:
1) a letter to a potential employer (principal) explaining and illustrating your
knowledge and skills related to being an effective teacher in the 21 Century.
2) an introductory statement to a personal performance portfolio (a set of documents) which illustrate your knowledge and skills related to being an effective teacher in the 21 Century.
3) a short story in which you are a main character who is skillful and uses techniques you have used
-- remember there must be evidence of personal professional experience.

Criteria:  Address at least  five (5) Teacher education program goals including 2, 4, and 5. including technology  pg. 11.
* 4-6 pages; times font-12 point; standards expected for PSII, 1.5 spaced.
* Due December 5 th; 10 points for having product typed and in class on 11-18    points also awarded for the effort you invest in the review of your peers' papers.

Within the text the author must use a variety of specific illustrations and descriptions as evidence of authentic personal work.

There must be written descriptions of products, models, activities, and strategies used by the author.  It should be clear to the reader that the author has demonstrated behaviors that show he/she knows and is able to do the work of being an effective teacher, one who causes learners to learn.
total project is worth

60 points
10 turning in 11/-18 1.5 spaced
10 points for thoughtful editing of classmates papers-- making reasonable suggestions
10 points for taking peers comments into account (Revising)
30 points for the product.
25 points for demonstrating performance in 5 goal areas
5 points for clarity and professional writing

Assignment #11

Read pages 85-88
Kounin's management strategies
Choose 5 words/concepts to add to your professional vocabulary

PSII Study Guide -- Exam 1, Fall 2005

The first exam will be on Friday October 21, 2005.  
 The exam will be count about 80 points toward your final grade.

Be able to --
-Describe and clarify characteristics of learning (what happens in the mind of the learner)
Information Processing, Schema Theory, including definitions and descriptions of how knowledge structures are changed.
(Chunking, automatically, adding, tuning, restructuring)
-Describe what makes a bunch of activities a lesson.
-Understand Constructivism and Generative Knowledge and their relationship to MBI
-Describe the reading process and personal skills associated with effective reading.
Considering Deep Structure:
-know well the three component model of learning (contexting, comprehending, and learning).
-be able to discuss and use the concept of metacognition
-be able to explain what is meant by the deep structure of a lesson and how this is related to a teacher's learning theory.
-know what counts as a reasonable and useful lesson goal (SWBAT)
-construct a brief scenario of a lesson (similar to what we did in class), identify its deep structure and how this example fits your definition  of a deep structure.
-given a sample of a lesson, identify what you consider to be the deep structure of the lesson and explain your reasoning, be able to determine if the lesson is aligned.
-be able to define richness of a lesson and give criteria for a rich lesson, consider alignment and deep processing.
-given a sample lesson be able to apply criteria for determining if it would be considered a strong and aligned lesson.
Focusing on Surface structure:
-know the concept of surface structure.
-know the purpose of and difference between activities and strategies -- be able to list examples of both.
-explain the concept of surface structure and how it's different from (but related to) the concept of deep structure.
- what are other goals which are achieved by choices related to surface structure.
-be able to describe in more detail the demonstration, mastery lecture, and content reading model, know  the main steps, and explain the purpose of each step.
-be sure to understand the purpose of lecture pauses, advance organizers, and focusing purpose of reading.
-be able to describe the role of activities in a lesson and explain how they are related to student learning and motivation (E x V) and preventative management.
-be able to describe how a particular activity could be used to help a  teacher guide the development of metacognitive skills.
-describe the concept of ‘varied’ as it related to surface structure.
-be able to discuss why a lesson needs to be varied.
-be able to identify what makes a particular lesson scenario varied.

Assignment #10

Write your post reflection for the Axtell Park Field trip.
Due within a week or two.

Assignment #9
Look up your center school on the state report card and explore to find the level of reading proficiency of the elementary, middle schoolers, and the high school kids.  Send me an e-mail with your reaction.

5 points

Assignment #8

Read chapters 2 and 3
Come to class ready to participate in a discussion about content reading lessons.  Use the questions distributed in class as a guide for your thinking while reading the text.
These chapters are to be read by Monday October 3rd.

  What might be a strategy that I could use regularly to get student’s attention in my content area? (and why would this be particularly effective?) (and why do I want their attention anyway?).
  Discrepant events sound cool, but are there any in my content area that I could use?
  How might I apply KWL in a lesson I will teach?
  All these attention getters are a bit drab and mundane.  The one I really want to use, to teach _____________, is ______________.
  Must my read-aloud book always be directly related to my content area to benefit students’ reading habits?
  How might I manage students with painfully low reading skills during shared readings?

Assignment #7
Read pages 95-100 in the lab book and complete the reading guide handed out in class.

Review other web site articles for additional very useful information about adolescents.

Due Wednesday Sept 26
15 points

Assignment #6
Get the content standards from the SD Department of Education Web site.
Find the ones that match the center site where you have been assigned.  Show them to me.
5 points

Assignment #5
Read Chapter 4 and 6 in Literacy Book
For chapter 4 -- write 10 questions about a topic you might teach during your first year of teaching.
Vary the levels of the questions and try to lable them -- try to represent all levels of Blooms taxonomy.
For Chapter 6 -- develop a one page graphic representation about a topic you might teach.  Try to label some of the lines or connections/relationships.
Due Friday September 16th -- 20 points

Assignment #4
Read and Consider the SD Teacher's Code of Ethics
Pages  25-29
Send an e-mail that communicates you have read these obligations. 
Tell me briefly what you understand your obligations in each of the three areas to be. 
A three part paragraph aught to be sufficient.
6 points due Sept 12th

Assignment #3

Read pages 49-73 in your lab book
As you read compare the author's ideas to what you have been learning/hearing in class.  Note additional ideas and words that clarify the concepts related to deep and surface structure. Note personal understanding that is verified and confirmed by the author. There may be some new ideas and further explanations you find.
 Basically you will be exploring these main ideas a second time through a different instructional format.
Send Kathryn an e-mail that illustrates you have read the pages and include something you gained by reading the assignment.  10 points
due Monday Sept 12th 

Assignment #2

PSII            Due September 7, 2005

Literacy introduction
Thinking and learning about literacy, the structure of texts, my role as a literacy teacher, and how I work with learners is important because   . . . . .

Some personal goals I have as a teacher of content knowledge and related literacy skills include . . . .

• 3/4-1 page in length
• use appropriate detail and examples to illustrate and communicate your perspective
•••
Lesson Development
Write a lesson scenario illustrating that you comprehend the basics of a lesson such as a content goal, activities and contexting, comprehending and learning in lessons.
 Bring to class on Sept 7th—pts for on time

PS  E-mail Kathryn a short paragraph about constructivism.
• My current understanding of constructivism is that . . .       

Assignement #1

I look forward to working with you this semester.  We have a lot to explore.
 I hope you will contribute in class each day.

Due Friday, Sept 3, 2005
Read Syllabus -- Note any questions
Read pages 7, 8, 11
 
On page 11-12 make sure you understand what each goal is saying about effective teachers.

Complete pages 35 front and back -- by doing a personal inventory --
make comments for at least 5 attributes.
Write comments about yourself in the boxes provided.
Rate yourself on all 12 and make comments on 5.  10 points  

Study guide for test #2 next entry

Test # 2 PSII Study Guide
Spring 05
April 15th


The second exam will be on Friday 12,  2004. The exam will take the part of the class period.   As indicated on the syllabus, the exam will be worth about
80 points.

Prepare an organizer (graphic representation) of the content included in the adolescent reading
http://www.findarticles.com/p/articles/mi_g2602/is_0000/ai_2602000013
there should be 20-25 specific points and the representation should include content from the whole article
20 points--due in class on Wednesday 2/16/05

Write your post refelction for the Axtell Park Field trip --
 be sure to look at the guide sheet and make comment about a couple of the areas listed.
Turn in both the pre-and the post reflection as a packet.
Remember to total project is worth 50 points -- Make it a solid statement about your experience!

and in the field be working on LO#1

Please wirte A reflection on your dispositions
read pages 31-34 in lab book

Having read and considered the Teacher Education Program/Department Dispositions
 I am able to judge my own performances as . . . . .
Because  . . . . ..
Use evidence – connect to the rubric
My growth goals related to the rest of PSII field include
My goal