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Assignments

All work submitted, must be typed, include the assignment title, date, student name, and subject specialization (printed unless told otherwise).  See separate schedule of class meetings for due dates.


Quizzes- There will be a quiz every class period (except on test dates)

ReflectionsTeaching Like a Champion 2.0/Video Clips

Field-based Observations and Reflection: Observation 1 - Classroom Culture & Management

First Steps (letter to parents, classroom grading system, etc.)

Semester Overview & Calendar

Observation 2 - Student Engagement

Teach Like a Champion 2.0 Presentation

Hook Presentation

Attendance and Participation

Mid-Term

Final Exam


Below, you will see a description of the above assignments


Other Assignments  Throughout the course there will be in-class assignments, such as journal writing, pop quizzes, reading checks, and participation activities.



POINTS

Assignment Points
Attendance and Participation*100 
Teach Like a Champion Chapter Notes (use notes on quizzes and exams)0
Law Case Presentation100
Observation 1 - Classroom Culture and Management100
First Steps100
Semester Calendar & Units100
Observation 2 – Engagement of Students100
Teach Like a Champion Strategy Presentation 100
Hook Presentation100
Quizzes200
Mid-term100 
Final Exam 200

* Points earned for full class attendance & participation


GRADING SCALE

100 – 95 % = A 82 – 80 % = B-

94 – 90 % = A- 79 – 76 % = C+

89 – 86 % = B+ 75 – 83 % = C

85 – 83 % = B 82 – 80 % = C-

and so on....


SCHEDULE OF CLASS MEETINGS – SED 511

Spring 2019 • Thursdays 4:00 – 6:45 Rm. 2121B


(Chapters should be read by the date indicated below.  Be prepared to discuss in class.) .


 DateReading from Textbooks and Topics for Discussion  Assignments Due
August 28Introductions

Syllabus


Ice Breaker


Dispositions at Program Entry” survey (PSWD: 511programentry) 


Chang's first day of class survey


Class Picture page


Practice Quiz (chp. 1)

Technique presentations (Fall 2018 Presentation Sign Up)


Hook presentations (Fall 2018 Hook sign up)


Sept. 4Dr. Mogul (EdTPA)

Library Tour

Sept. 11Chapter 1 Quiz (all quizzes are open notes and start at the beginning of class.  Quizzes are only taken in class)

Chapter 1 Gathering Data on Student Mastery

Agenda
Sept. 18Chapter 2 Acting on the Date and the Culture of Error

Court Case Assignments 

Agenda 

Chapter 2 Quiz

Assignment  Due: Observation 1 Classroom Culture & Management

Technique presentations

Hook presentations

Sept. 25Chapter 3 Setting High Academic Expectations  Class Picture Quiz

UDL Video 

Agenda

Chapter 3 Quiz

Technique presentations

Hook presentations
Oct. 2 No Class, work on Assignment 3 
Oct. 9 Chapter 4 Planning for Success

Chapter 4 Quiz

Activity page 152, #1
Due:  First Steps


Technique presentations

Hook presentations

Oct. 16Chapter 5 Lesson Structure

Create Do Nows  

Chapter 5 Quiz
Technique presentations

Hook presentations
Oct. 23Chapter 6 Pacing

Chapter 6 Quiz
Technique presentations

Hook presentations
 Mid-term (open notes, chps 1-6)1 hour
Oct. 30Chapter 7 Building Ratio Through Questioning

Chapter 7 Quiz

Technique presentations


Hook presentations
Nov. 6Chapter 8 Building Ratio Through Writing

Why Do Teachers Quit Article

Chapter 8 Quiz
Semester Calendar and Semester Units Due

Technique presentations

Hook presentations
Nov. 13Chapter 9 Building Ratio Through Discussion

MTSS video  Q's

Chapter 9 Quiz
Technique presentations

Hook presentations
Nov. 20Chapter 10 Systems and Routines

Legal Issue Jigsaw
Legal Issue Readings

Chapter 10 Quiz (video handshake)

Observation 2 – Student Engagement Due


Technique presentations

Hook presentations
Nov. 27Chapter 11 High Behavioral Expectations

Chapter 11 Quiz
Technique presentations

Hook presentations
Dec. 4 Chapter 12 Building Character and Trust

Chapter 12 Quiz
Technique presentations

Hook presentations
Dec. 11Final Exam (open notes, chps 7-12) 1 hour


ASSIGNMENTS - DESCRIPTION


Quizzes- There will be a quiz every class period unless there is a chapter exam. The quiz will be open notes and begin promptly at the beginning of class. You will need to take the quiz from class, any quiz that is not taken from class will not count. In addition, the quizzes are timed (1 minute per question, example if the quiz has 3 questions, then the quiz will last 3 minutes). If quizzes are submitted late, it will not count. One quiz grade will be dropped at the end of the semester. All quiz grades will be averaged together and count for 2 grades. Please note that the mid-term and final exam will be open notes. (200 points)


Observation 1- Classroom Culture and Management (100 points)

This assignment should include at least two class periods of observation.  The amount of time may vary depending upon the school’s schedule.


Your Name

Dates of Observations & Amount of Time

Name of School Observed

Name of Teacher Observed


Class Description:  Provide one short paragraph that includes the subject of the class, the size of the class, the grade level of the class, etc. (15 points)


Interview:  Find time to talk with an experienced teacher (5+ years of teaching), consider using the following questions to obtain information and write one page.

  1. How much experience has this teacher had in teaching this subject/class?

  2. How does the teacher set the tone of the class?

  3. How does the teacher establish behavioral norms?

  4. What are some procedures that enhance the smooth operation of the classroom?

  5. What are some consequences for students who misbehaves?

  6. How does the teacher maintain awareness of what is happening during the class?

  7. How does the teacher handle disruptions?

(15 points)


Observation:  (About one page.)  

  1. What did you see and hear?

  2. Describe actions and conversations between the teacher and students, as well as conversations among the students.

  3. Record specific things that you actually observed, without adding your interpretations.

(30 points)


Analysis:  (About one page.)  Discuss how the teacher managed the interactions in the classroom to maintain the learning environment.  Be sure to give specific examples to support your analysis.  

  1. Describe any routines or working structures of the class (e.g., group work roles, class discussion norms).  How well did students following classroom rules?

  2. Discuss how the teacher explained procedures for learning activities.

  3. Discuss the teacher’s verbal or written instructions in terms of their amount, variety, specificity, expectations, achievement and clarity.

  4. Discuss how the teacher used time to accomplish specific learning goals (e.g., multi-tasking).

  5. Describe how the teacher provided opportunities to learn, practice and apply academic content standards (Common Core Standards).  

  6. What kinds of tasks did the teacher ask the students to do?

  7. Discuss how the teacher monitored student learning and behavior.

  8. How did the teacher monitor the momentum of the lesson?

  9. How did the teacher address off-task behaviors.

(40 points)



First Steps (100 points)


Getting off to a strong start each semester or year depends on several key elements.  For this assignment, you will develop each of the important documents listed below.  Eventually, these documents will serve as an important part of your student teaching assignment and in your teaching.  


1. Develop a brief statement about your philosophy of education and teaching.  Your statement should explain what you believe about how students learn, what you believe is important in their learning process and how you will try to teach.  Of course, as you go through the program, this philosophy will grow, will develop, and will change. (20 points)


2. Develop classroom rules that you will expect students to adhere to in your class.  Write the rules in a format that you will use with the students. (20 points)


3. Develop a discipline plan that will outline and explain the various steps that you will take in order to keep students accountable in your classroom.  Write this as you might give to parents and students. (20 points)


4. Write a letter that introduces you to the parents.  

You might want to include some brief information about yourself and your background and qualifications.  

The letter should give information regarding the specific course in which the student is enrolled, especially the content of the course, special assignments, etc.  Here you might include general units to be studied, books to be read, etc.

You would also include information about your grading policy, homework policy, classroom rules, discipline plan, etc.

Keep in mind that you want to give information about how a parent might contact you at school, make an appointment, visit the classroom, etc.

(20 points)


5. Think of what you might want to accomplish during the first week of school.  This could be what you want to accomplish once you take over from the Cooperating Teacher or you get you own class.

Describe what you will do in order to become acquainted with the students and some of their strengths and some of their needs.  

Create an brief outline for the plans of your first week.

Provide specific details about the timeline of activities and an example of any activity that you might use with the students.  

Do not just list what you will do.  (Poor example:  Make seating chart.  Hand out student materials.  Have a warm-up activity.)  Provide a sample (if you do a survey questionnaire, provide a copy.)

Fully explain what you will do each day and what the students will do each day. (20 points)

Semester Calendar & Units (100 points)

If you are in SED 554, use that school assignment to provide the calendar dates for this assignment.  Otherwise, use the sample provided for you.  Then, use the dates from that school to create the structure for the semester. Sample Academic Calendar

1. Develop a semester calendar that shows

Grading periods (progress reports, report cards, finals)

Back to School Night, Parent Conferencing, Open House, Holidays, Special Events, Graduation, etc.

Changes in daily schedule (assemblies, shortened days, testing, and professional development, planning time, etc.)


2. Select a grade level and a specific course (ex.  9th Grade English, 2nd Semester).

Outline the units to be studied for the semester

Using the information and materials that you have available, develop an outline for each major unit, including the following:

- Identify each major unit to be studied during the semester.

- Identify the major outcomes to be achieved by each unit.

- Identify major state standards or Common Core Standards to be addressed during each unit.

- Identify how each unit relates to the previous unit and to the next unit to be studied.



Observation 2 – Engagement of Students (100 points)

This assignment should be in a class in the same content area of your credential and must include at least two class periods of observation.  The amount of time may vary depending upon the school’s schedule.


Your Name

Dates of Observations & Amount of Time

Name of School

Name of Teacher Observed


Class Description:  Provide one paragraph that includes the subject of the class, the size of the class the grade level of the class, etc. (15 points)


Interview:  Talk with the teacher and obtain the following information and write about one page.


  1. How much experience has this teacher had in teaching this subject/class?

  2. How does the teacher get and then use knowledge of students’ backgrounds and interests?

  3. What strategies does the teacher use to motivate the students?

  4. How does the teacher engage students during the class?

  5. What strategies does the teacher use to keep students focused?

(15 points)


Observation:  (About one page.)


  1. What did you see and hear?

  2. Describe actions and conversations between the teacher and the students, as well as conversations among the students.

  3. Record specific things that you actually observed, without adding your interpretation.

(30 points)


Analysis:  (About one page.)  Discuss what the teacher did to engage students and support their learning.  Be sure to give specific examples to support your analysis.  Use some of the following questions to guide your analysis.


  1. Describe how the teacher provided opportunities for students to engage intellectually and to develop their own understandings of the lesson topic.

  2. What kinds of tasks did the teacher ask students to do?

  3. How were these learning tasks tailored to the students’ backgrounds (i.e., who the students are, their language needs or other specific learning needs)?

  4. Describe how the teacher demonsrated enthusiam about the lesson.

  5. How did the teacher motivate the students?

  6. Discuss how the teacher interacted with students.

  7. How did the students interact with each other?

  8. Discuss how the teacher monitored student learning and behavior.

  9. How did the teacher monitor the momentum of the lesson?

  10. What characterized particular times when students seemed more or less involved in class activities?

  11. How could you tell if the students were engaged in the lesson?

  12. What did students’ facial expressions and body language tell you about the teacher’s awareness of and responsiveness to students’ engagement?

  13. What instructional opportunities did the teacher take advantage of?  Why?

  14. What instructional opportunities did the teacher not take advantage of?  Why?

(40 points)



Teach Like a Champion Strategy Presentation (100 points)


  1. Work independently or select a partner for this assignment. Create a detailed lesson plan (100 points). Give the lesson plan to instructor prior to presentation

  2. Sign up for a of technique that we corresponds with the chapter that we will be covering.  Use information available in the textbook and look for additional information about the strategy to include in your handout to the class.

  3. Prepare a 7-10-minute oral presentation and a written handout in which you:

    1. Briefly describe the strategies selected and outline the steps to follow.  The handout should help students implement the strategy in their own classroom.  Include a link to your copies of any worksheet, etc., needed for implementation. Please provide a hard copy for your classmates.

    2. List materials needed in the handout

    3. List grade(s), subject, and technique to class (place this on projector or white board)

    4. Explain and demonstrate the strategy to members of the class in an ENGAGING manner. Suggestions: have students try the strategy; model the strategy; use PowerPoint or Google slide, use manipulatives, etc.

    5. Describe how the strategy might be used in your specific content area and in other content areas.

    6. Audience, while presentations are occurring, please list the positives from the presentation along with comments. Also list any positive or negative techniques being used. Place your name on the paper and turn it in after all of the presentations. Template for notes



Teach Like a Champion Strategy Presentation Rubric


Criteria

4 – Exceptional

3 – Admirable

2 – Acceptable

1 – Poor

Organization


30 pts

  • Has introduction, conclusion and clear objective.

  • Information is presented in a logical and interesting sequence which audience can follow.  

  • Flows well.  

  • Uses allotted time.

  • Introduction, conclusion, objective not as clear.  

  • Information is presented in logical sequence which audience can follow.

  • Within two/three minutes of allotted time.

  • May have introduction or conclusion.  

  • Objective unclear.

  • Audience has difficulty following presentation because the presentation jumps around and lacks clear transitions.

  • Within four minutes of allotted time.

  • No introduction of conclusion; objective missing.  

  • Audience cannot understand presentation because there is no sequence of information.  

  • Too long or too short.

  • Visuals or Demonstrations

    25 pts

    • Excellent visuals or demonstrations that are tied into the overall strategy.

  • Appropriate visuals or demonstrations are used and explained by the speaker.

  • Visuals or demonstrations are used, but not explained or put into context.

  • Little or no visuals or demonstrations.

  • Used too much text on slides.

  • Handout


    30 pts

    • Excellent handout that provides the audience with all of the required information (a-d).

  • Adequate handout that provides the audience with most of the required information.

  • Missing one element.

  • The handout provides four or fewer of the required elements.

  • The handout was missing in the presentation.

  • Content


    30 pts

    • Presentation provides pertinent information from the text and includes information from additional sources.

    • Strategy is covered with adequate depth specific to several content areas.

  • Presentation includes general information about the strategy and how it might be used in your content area and at least one other content area.

  • Major information about the strategy is weak and does little to summarize the strategy for the audience.

  • Insufficient information about the strategy.  

  • Major ideas are left unclear and the audience is left with no new ideas.

  • Enthusiasm

    15 pts

    • Demonstrates a strong positive feeling about topic during entire presentation.

  • Occasionally shows positive feelings about topic.

  • Shows some interest in the topic.

  • Shows no interest in topic presented.

  • Speaking Skills


    20 pts

    • Voice is clear and expressive; loud enough and at a good pace so audience members can hear presentation.

    • Makes eye content.  Does not just read off slides.

  • Voice is clear and expressive.  The pace is a little slow or fast at times.

  • Makes eye contact.  Most audience members can hear presentation.

  • Voice is low and approaches monotone.

  • The pace is much too rapid/slow.  

  • Some eye contact.

  • Audience members have difficulty hearing presentation.

  • Presenter mumbles, talks very fast, or speaks too quietly for a majority of students to hear and understand.  

  • Does not make eye contact

  • Fall 2017 Sign-Up Sheet for Teach Like a Champion – Technique Demonstration

    4 pairs will demonstrate per class (when choosing topics, please pick 1 from chapters 1-6, and 1 from chapters 7-12)


    Lesson Intro or “Hook” Presentation (100 points) and Lesson Plan (100 points)


    Design and present a developmentally appropriate activity that engages students as a part of a lesson that supports a clear learning goal. In this assignment you will, identify the topic as well as the California standard that your activity addresses and incorporate the key principles of learning discussed in class to engage students in higher order thinking in your subject area. Activities that merely entertain or keep students busy are not acceptable. The 5-6 minute in-class presentation may employ the use of media or other hands-on materials. Please make arrangements with the instructor if you need special equipment. Handouts or visual aides are highly recommended. The key is to “hook” our attention to want to learn what is coming next. After you conduct your hook, we will spend a few minutes discussing what you did well and what you could do better next time.  I have found previous class sections have much to offer their colleagues and growth takes place throughout the semester.


    A Lesson Plan must be typed and turned in before the class session in which you will present. The lesson plan should provide details about the activity as well as a description of the class for which it was developed, the unit, the classroom context, and any other details that might increase a reader’s understanding of the hook and the lesson it would lead to.  This assignment will enhance your ability to discover strategies that will enhance your ability to motivate your students. List grade(s), subject, and technique to class (place this on projector or white board)


    You can present with a partner or by yourself.  If you have a partner, you will have two different hooks.  
    there will be 2 hook presentation per class

    Audience, while presentations are occurring, please list the positives from the presentation along with comments. Also list any positive or negative techniques being used. Notes from classmates will be given to the presenter(s). Hook template for taking notes

    Attendance and Participation (100 points) To receive full credit, you will need to be present the entire class and particpate during classroom discussions and activities


    Mid-Term (100 points) Open notes. Chapters 1-6. Times exam 1 hour


    Final Exam (200 Points) Open notes. Chapters 7-12. Times exam 1 hour






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