PSIIAssgn.htm

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

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

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.

    Go to the home page: www.unitedstreaming.com.
*    Under NEW USERS, enter your PASSCODE: 221F-7D54SOUTH DAKOTA
STATE UNIVERSITY
    in the fields provided.
*    A window will prompt you to fill out a registration form.
*    Fill out your personal and contact information then choose your
username and password.
*    Check the TERMS OF AGREEMENT, then click CONTINUE to complete.
*    You are now an EXISTING USER! Use your new username and
password to log in and explore unitedstreaming.

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

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

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

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.

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

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.

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

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

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

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

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.

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

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.

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.

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.

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

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

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 . . .

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

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.

Form of the Exam: In preparation for this exam, keep in mind that this exam will include application and synthesis kinds of questions. You should be able to accurately use language related to Learning Theory and apply it to the development, modification and evaluation of Model Based lessons and activities. Thus the test will include only two parts, 1) Short answer to test your understanding -- short paragraphs responses to explain concepts or evaluate lessons or activities. 2) Lesson analysis to test your ability to use the concepts in more authentic situations.

Content of the Exam: In general the exam will focus on all that we have done in class and as assignments since the last test. However, because many concepts are
returned to, much of the content relevant to the first exam will be relevant for this one also. For study purposes, I’ve partitioned exam content as follows:

Learning Theory Be able to
--use language from every component of the Information Processing System theory/cognitive model,
--articulate each process and what it results in, how they are all related, and how they interact.
--describe Constructivism and be aware of how the theories of each Piaget and Vygotsky are constructivist in nature

Motivation Be able to
--explain accurately the Expectancy X Value theory of motivation.
--provide and/ or recognize teaching strategies and procedures that may support the expectancy side of the fomula and those that appear more supportive of the value side.

Management Be able to
--list and explain several of Kounin’s management strategies
--discuss how the use of these strategies to support opportunities for learning in an educational setting
-- be able to explain characteristics of classroom that meets TARGET recommendations

Adolescent Development Be able to
-- explain adolescent cognitive development and identity (social and emotional) development and within each indicate several important changes that are often observed.
-- discuss implications for instruction based on these two areas of development.
-- explain what a teacher might do to modify a lesson, an activity, or a strategy to address the diversity of developmental levels in a classroom.
-- know and be able to discuss the terms concrete and formal operational thought (Piaget) as well as zone of proximal development, scaffolding and cognitive apprenticeship (Vygotsky)

Instructional Models

Models, Activities, and Strategies

-- Be able to use and apply both deep and surface structure concepts

--explain each step of the Discussion Model. Be able to explain the different activities at each step and the purpose of each.
--define and explain strategies used to support group discussion and necessary to facilitate step 5 of the discussion model.
-- know about question use in the discussion model; be able to explain the purpose of questions and various types of questions
--be able to discuss how the discussion model is developmentally appropriate for adolescents.

--explain how a Discovery lesson is different than a lecture or reading lesson.
--discuss why some would argue that more discovery lessons should be used in school.
--explain in detail the sequence of steps in the discovery model and be able to   relate those steps to the learning process.
--discuss several critical planning steps in the development of a discovery model.   You should be able to explain why the teacher must have clearly identified the characteristic of the concept/principle/generalization to be discovered, the importance of pre-planned questions, and the role of the hypothesis testing phase of the
lesson.

--explain how a Cognitive Conflict lesson is similar to and different than a discovery lesson.
--understand the concept of a misconception and the role a cognitive conflict   lesson plays in helping a learner advance in restructuring his/her perceptions.

--explain how writing to learn and process writing are the same and different
--explain why writing is a valuable learning and what it has to do with learning theory
-- explain the difference between writing to learn and learning to write

--be able to describe quality vocabulary development and relate vocabulary learning to schema theory.
-- be able to explain why teaching of vocabulary in your content area is very important.

PSII Study Guide -- Exam 1, Spring 2005

The first exam will be on friday March 4. The exam will be count about 75 points toward your final grade.

Format of the Exam: In preparing for his exam, keep in mind that it will contain knowledge and application kinds of questions. My concern at this point is that you remember the language being used in here (about models, activities, strategies, theory, information processing, motivation/management, metacognition etc.), that you've constructed a decent understanding of the language and associated concepts, and that you are beginning to use it for application and evaluation. Thus the test will consist of only two parts:

Quickies to test your memory -- short definitions, lists,
one or two sentence responses, etc. and (2) lesson analysis to test your understanding -- requiring short paragraph responses, explaining concepts, creating examples of concepts, etc.

Content of the Exam: In general, the exam will include everything covered.
The content is reflected in the readings you have been assigned in the Adolescent Literacy Book, and the lab book.
The work we have done in class will also be covered on the exam.

Know some characteristics we have discussed related to Learning Theory and the instructional process and their roles in MBI:

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 reading theory and its application to teaching
-Be able to communicate inforamtion about adolescent development and charcteristics of this time of life.
-Be able to articulate how a teach can take advantage of this information to adjust lessons to support a productive envirnment for adolescent learners.

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 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 activities and strategies -- be able to list 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 and mastery lecture model, know the steps, be able to put them in order, and explain the purpose of each step.
-be sure to understand the purpose of lecture pauses and advance organizers.
-be able to describe the steps in the reading model and the purpose of each step.
-be able to describe the role of activities in a lesson and explain how they are related to student learning and motivation.
-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.

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!

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 goals for growth during PSIII are . . . . .
Due Wednesday Feb 16th 20 points

Read Chapter 2 and 3 in the Adolescent Literacy book --
the first part of each chapter plus the part the is most closely related to your subect area.

Complete your pre-reflection for the Axtell Park field trip
Due Wednesday Feb 9th hard copy
This will be part of your final project for the Field trip

Plan to down load the state content standards that are related to the class you are assigned to in the field. -- You may have to meet your center teacher first to know what course is being taught while you are in the classroom.

Also e-mail me a quick note that you made it to your school and met your teacher. What is your first reaction. (5 points)

Read chapter 6 in the Improving Adolescent Literacy text. As you read think about both how I have used graphic organizers in PSII so far this semester. Also consider how you can use them in your discipline.
NO e-mail -- please come to class with your ideas.

Due jan 28 --

Read pages 49-59 in lab book -- to verify and strengthen what we have explored in class
send an e-mail that communicates you read it -- including one thing that is more clear or that you learned by reading these pages
10 points

READ and REVIEW the code of ethics for teachers Page 25-29
send me an e-mail communicating the essessence of the code -- and letting me know that you understand it--
10 points
Due Friday Jan 21, 2005

Write a lesson scenario to turn in
pick something you might teach during a 20-60 minutes block of time.
Describe in paragraph form the
a) goals
b) what the teacher is doing
c) what the students will be doing
d) be sure to note the materials and activities that will be used

Also E-mail me a description of your current understanding of constructivism--
See page 41 as reference

Complete the Professional Attribute Scale on pages 35 and 36 by
checking for self on each catagory and making comments in at least 5 areas.
This will allow you to review the statments one more time and allow me to get to know a little bit more about you--
10 points if turned in by January 19th

Read Chapter 7 in the Literacy book
Using the information from the text and personal experience write a letter to
a high school teacher
a PSI student
a high school student
Give them useful information about vocabulary instruction and or vocabulary development

for the chapter you choose-- create your summary following the guidelines below:
Chaper _______ is basically about ____________, because _________

The Chapter suggested that instruction and literacy can be improved by________
because

A couple specific stategies related to ________ include_________
Bring two copies to class on Wednesday

Remember there is a test next Friday November 12. The study guide is posted below.

Test # 2 PSII Study Guide
Fall 04

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.

Form of the Exam: In preparation for this exam, keep in mind that this exam will include application and synthesis kinds of questions. You should be able to accurately use language related to Learning Theory and apply it to the development, modification and evaluation of Model Based lessons and activities. Thus the test will include only two parts, 1) Short answer to test your understanding -- short paragraphs responses to explain concepts or evaluate lessons or activities. 2) Lesson analysis to test your ability to use the concepts in more authentic situations.

Content of the Exam: In general the exam will focus on all that we have done in class and as assignments since the last test. However, because many concepts are
returned to, much of the content relevant to the first exam will be relevant for this one also. For study purposes, I’ve partitioned exam content as follows:

Learning Theory Be able to
--use language from every component of the Information Processing System theory/cognitive model,
--articulate each process and what it results in, how they are all related, and how they interact.
--describe Constructivism and be aware of how the theories of each Piaget and Vygotsky are constructivist in nature

Reading and Text Assessment Be able to
--explain the reading process and the interactive nature of learning from text.
--explain text assessment (why it is important and how it should be used). Know the difference between predictors, measures, and expert judgment
-- explain the comprehending skills of relating and organizing and what authors can do to help adolescent readers better use these skills. (Steinley’s article)

Motivation Be able to
--explain accurately the Expectancy X Value theory of motivation.
--provide and/ or recognize teaching strategies and procedures that may support the expectancy side of the fomula and those that appear more supportive of the value side.

Management Be able to
--list and explain several of Kounin’s management strategies
--discuss how the use of these strategies to support opportunities for learning in an educational setting
-- be able to explain characteristics of classroom that meets TARGET recommendations

Adolescent Development Be able to
-- explain adolescent cognitive development and identity (social and emotional) development and within each indicate several important changes that are often observed.
-- discuss implications for instruction based on these two areas of development.
-- explain what a teacher might do to modify a lesson, an activity, or a strategy to address the diversity of developmental levels in a classroom.
-- know and be able to discuss the terms concrete and formal operational thought (Piaget) as well as zone of proximal development, scaffolding and cognitive apprenticeship (Vygotsky)

-- Be able to use and apply both deep and surface structure concepts

--explain in depth each step of the Content Reading Lesson (CRL). You should   be able to explain and give examples of (a) what should happen in the mind of the
the learner at each step and (b) what the teacher can be doing to support those cognitive processes.
--demonstrate your understanding of steps 3-4-5 of a CRL. You should be able   to construct and/or evaluate a step 3 activity.
--demonstrate your understanding of steps 6 and 7 of a CRL, including your   ability to use the three learning criteria related to schema development (tuning, refining, restructuring)
-- briefly summarize at least five different activities and explain how each might fit in a CRL.

--explain each step of the Discussion Model. Be able to explain the different    activities at each step and the purpose of each.
--define and explain strategies used to support group discussion and necessary to facilitate step 5 of the discussion model.
-- know about question use in the discussion model; be able to explain the purpose of questions and various types of questions
--be able to discuss how the discussion model is developmentally appropriate for adolescents.

--explain how a Discovery lesson is different than a lecture or reading lesson.
--discuss why some would argue that more discovery lessons should be used in school.
--explain in detail the sequence of steps in the discovery model and be able to   relate those steps to the learning process.
--discuss several critical planning steps in the development of a discovery model.   You should be able to explain why the teacher must have clearly identified the characteristic of the concept/principle/generalization to be discovered, the importance of pre-planned questions, and the role of the hypothesis testing phase of the
lesson.

--explain how a Cognitive Conflict lesson is similar to and different than a discovery lesson.
--understand the concept of a misconception and the role a cognitive conflict   lesson plays in helping a learner advance in restructuring his/her perceptions.

--explain how writing to learn and process writing are the same and different
--explain why writing is a valuable learning and what it has to do with learning theory
-- explain the difference between writing to learn and learning to write

--give at least a brief example of how the surface structure of a lesson could be   modified to accommodate either different learning styles, different developmental levels of students, various motivations, and/or cultural/socio-economic differences.

Please wirte A reflection

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 goals for growth during PSIII are . . . . .

Due Monday November 1 20 points

Plan to attend two events scheduled and planned
by the SDSU Office of Diversity Enhancement
or other diversity experience you find
Send an e-mail to me   Kathryn_penrod @sdstate.edu   after you attend each of the two events you choose. Your e-mail needs to address the following prompts:

    -What was the event and why did you choose to attend?

    -How can this help me be a more effective teacher?

    -How is this connected to a theory (or theories) that have been discussed in PSII?
(this description should be the main topic of the e-mail and should be 1 strong Paragraph)

The total points available for this is 30 points

    -15 points for each event and the corresponding e-mail

1. I have asked you to read chapters 1, 3, 4 in the Improving Adolescent Literacy book and write five learning form each one. These were to be turned in on Wednesday. If not done do plan to complete. 20 points

2. Learner observation #1 has been assigned and is due in the next couple of weeks anytime. see pages in lab book for details of assignment.

3. I asked each of you to find the reading scores for 7th and 12 graders in the schools where you are teaching. Explore the website and ask questions that arise.

MICRO-TEACHING LAB CONTENT READING FRIDAY AND NEXT WEEK
We will meet for part of the class period on Friday as a whole group.

For Friday Sept 17th
Read pages 85-87 Mediating the Metacognitive and as you read think of questions you might ask while teaching/lecturing to inspire students to think.

Also read Chapter 6 in Improving Adolescent Literacy pages 103-120 and prepare a paragraph to turn in that explain how youthink you might use graphic organizers while teaching your discipline. (15 points)

either Friday or Monday bring to class a copy of the content standards that match the site you have been assigned-- downloaded from the web
10 points

Read soon -- pages 47-81 email me to confirm that it follows what we explored in class--.

Also read the SD Code of Ethics and c-mail me about the three main obligations; I need to know you can explain and intrepret this code.

following your first visit -- one more e-mail -- let me know you found your field site and are situated for a field based learning experience.
Make at least one comment about something specific.

Remember there is a test next Wednesday April 7. The study guide is posted below.

The second exam will be on Wednesday April 7, 2004. The exam will take the part of the class period.   As indicated on the syllabus, the exam will be worth about
60 points.

Form of the Exam: In preparation for this exam, keep in mind that this exam will include application and synthesis kinds of questions. You should be able to accurately use language related to Learning Theory and apply it to the development, modification and evaluation of Model Based lessons and activities. Thus the test will include only two parts, 1) Short answer to test your understanding -- short paragraphs responses to explain concepts or evaluate lessons or activities. 2) Lesson analysis to test your ability to use the concepts in more authentic situations.

Content of the Exam: In general the exam will focus on all that we have done in class and as assignments since the last test. However, because many concepts are
returned to, much of the content relevant to the first exam will be relevant for this one also. For study purposes, I’ve partitioned exam content as follows:

Learning Theory Be able to
--use language from every component of the Information Processing System theory/cognitive model,
--articulate each process and what it results in, how they are all related, and how they interact.
--describe Constructivism and be aware of how the theories of each Piaget and Vygotsky are constructivist in nature

Reading and Text Assessment Be able to
--explain the reading process and the interactive nature of learning from text.
--explain text assessment (why it is important and how it should be used). Know the difference between predictors, measures, and expert judgment
-- explain the comprehending skills of relating and organizing and what authors can do to help adolescent readers better use these skills. (Steinley’s article)

Motivation Be able to
--explain accurately the Expectancy X Value theory of motivation.
--provide and/ or recognize teaching strategies and procedures that may support the expectancy side of the fomula and those that appear more supportive of the value side.

Management Be able to
--list and explain several of Kounin’s management strategies
--discuss how the use of these strategies to support opportunities for learning in an   educational setting
-- be able to explain characteristics of classroom that meets TARGET recommendations

Adolescent Development Be able to
-- explain adolescent cognitive development and identity (social and emotional) development and within each indicate several important changes that are often observed.
-- discuss implications for instruction based on these two areas of development.
-- explain what a teacher might do to modify a lesson, an activity, or a strategy to address the diversity of developmental levels in a classroom.
-- know and be able to discuss the terms concrete and formal operational thought (Piaget) as well as zone of proximal development, scaffolding and cognitive apprenticeship (Vygotsky)

Models, Activities, and Strategies
-- Be able to use and apply both deep and surface structure concepts

--explain in depth each step of the Content Reading Lesson (CRL). You should   be able to explain and give examples of (a) what should happen in the mind of the
the learner at each step and (b) what the teacher can be doing to support those cognitive processes.
--demonstrate your understanding of steps 3-4-5 of a CRL. You should be able   to construct and/or evaluate a step 3 activity.
--demonstrate your understanding of steps 6 and 7 of a CRL, including your   ability to use the three learning criteria related to schema development (tuning, refining, restructuring)
-- briefly summarize at least five different activities and explain how each might fit in a CRL.

--explain each step of the Discussion Model. Be able to explain the different    activities at each step and the purpose of each.
--define and explain strategies used to support group discussion and necessary to facilitate step 5 of the discussion model.
-- know about question use in the discussion model; be able to explain the purpose of questions and various types of questions
--be able to discuss how the discussion model is developmentally appropriate for adolescents.

--explain how a Discovery lesson is different than a lecture or reading lesson.
--discuss why some would argue that more discovery lessons should be used in school.
--explain in detail the sequence of steps in the discovery model and be able to   relate those steps to the learning process.
--discuss several critical planning steps in the development of a discovery model.   You should be able to explain why the teacher must have clearly identified the characteristic of the concept/principle/generalization to be discovered, the importance of pre-planned questions, and the role of the hypothesis testing phase of the
lesson.

--explain how a Cognitive Conflict lesson is similar to and different than a discovery lesson.
--understand the concept of a misconception and the role a cognitive conflict   lesson plays in helping a learner advance in restructuring his/her perceptions.

--give at least a brief example of how the surface structure of a lesson could be   modified to accommodate either different learning styles, different developmental levels of students, various motivations, and/or cultural/socio-economic differences.

Soon you will need to be reading a couple of chapters in the Literacy book. the Chapter 4 and 6 will help with the lessons we are studying this week. I may give an assignment for accountability later.

Read Kounin's article (pages 93-97) in the loose leaf reader. Become familiar with the terms and then tell me with an e-mail if you see your center teachers do any of these things.

Send me an e-mail about your first visit to the center school. tell me just a little bit about the visit. Hope it goes well.

I've asked you to read pages 45-81 about CCL in the reader and let (send and e-mail) me know if it all makes sense -- what it adds to your thinking. Many of you have done this.

for Wednesday Jan 21, 2004
You will need to read the program goals on page 13 of your reader -- as you are reading write
a statement that is your understanding of each one. Your statement for each one should be in your own words and
a couple of sentences for each goals.

You also need to read the Teachers' Code of Conduct and send me an e-mail explaining what it tells you
about your potential work as a teacher. What does it say to guide teachers and what does it say to limit some
potential behaviors. This response needs to be a solid paragraph clarifying for me your specific understanding of
this code. You are obligated to this code of conduct as you enter classrooms --even as a PSII student.

Read over the assignment related to Learner Observation #1 and let me know if you have any questions. (We will
go over this in class on Friday.)

Send me an e-mail that lists ten of your favorite activities for use in teaching the content in your subject area.

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 Monday Jan 12, 2004
Read Syllabus -- Note any questions
Read pages 7, 8, 11

Complete pages 23 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