Assignments Thur.

SCHEDULE OF CLASS MEETINGS – SED 511

Spring 2020 • Thursdays 400-700 Rm. 2121B Section 16155

Click on Link to view grades

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

Jan 23


Jan 30

  • Work in groups, prepare for upcoming presentations
    • 15 minutes per groups
  • Work on Observation 1 Classroom Culture & Management
  • Library tour at 5:30


Feb 6

  • Chapter 2 Quiz
    • (all quizzes are open notes and start at the beginning of class. Quizzes are only taken in class)
  • Presentation, Chp. 2
  • Hook
  • Video
  • Why Do Teachers Quit Article


Feb 13

  • Due: Observation 1 Classroom Culture & Management
  • Class picture quiz
  • Chp. 3 quiz
  • Presentation, Chp. 3
  • Hook
  • Video
  • UDL Video


Feb 20

  • Chp. 4 quiz
  • Presentation, Chp. 4
  • Hook
  • Video
  • Law Cases


Feb 27

  • Chp. 5 quiz
  • Dr. Julie Gainsburg 4:30
    • edTPA discussion
  • Presentation, Chp. 5
  • Hook
  • Video
  • Create "Do Nows"
  • Work on First Steps Assignment


March 5

  • Chp. 6 Quiz
  • Due: First Steps
  • Presentation, Chp. 6
  • Hook
  • Video
  • Prepare for mid-term


March 12

  • Mid-term
    • Chp. 1-6
    • Open notes


March 19

  • Spring Break


March 26


April 2

  • Due: Observation 2 – Student Engagement
  • Chp. 8 quiz
  • Presentation, Chp. 8
  • Hook
  • Video
  • Legal Court Cases


April 9

  • Chp. 9 (independent)
  • Work on Semester Calendar and Semester Units


April 16

  • Chp. 10 quiz
  • Presentation, Chp. 10
  • Hook
  • Video
  • Handshake Video



April 23



April 30

  • Due: Semester Calendar and Units
  • Chp. 12 quiz
  • Presentation, Chp. 12
  • Hook
  • Video
  • EdTPA
  • Prepare for final exam


May 7

  • Final Exam
    • Chp. 7-12
    • Open notes

* 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....


ASSIGNMENTS - DESCRIPTION

For the write ups, you will need to copy and paste using the template (this is the sample for observation 1) for observation 1, 2, first steps, and semester calendar.

Quizzes- There will be a quiz almost every class period unless there is a chapter exam (please view the schedule). 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 also 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. Ideally, you will want to choose an instructor teaching in the the same discipline as you.

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 with a partner(s) 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 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. You will want to have students try the strategy (have an activity to demonstrate your 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. Please coordinate/discuss with the other two presentations that will be given on the same day. Ideally, we would like to see different techniques presented among the presentation, hook, and video. We do not want to have the same activity presented.
      7. 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

Teach Like a Champion – Technique Demonstration

You will present a hook presentation this semester.

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 to the instructor prior to presenting (not as detailed as the TLC Presentation). The lesson plan should provide information 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 will present with a partner(s).

Please coordinate/discuss with the other two presentations that will be given on the same day. Ideally, we would like to see different techniques presented among the presentation, hook, and video. We do not want to have the same activity presented.

Example 1, Example 2, Example 3, Example 4

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). The class will use SKIES to provide feedback to the presenter..


Video Analysis (100 points)

    1. Choose a video(s) from the chapter we will be discussing.
    2. Play either the whole video or portions of the video(s) for the class.
    3. After the video, facilitate discussion about the video(s) with the class, discussing the pros and cons of the different techniques that were demonstrated.
    4. For this assignment, you do not have to create a lesson plan.
    5. Please coordinate/discuss with the other two presentations that will be given on the same day. Ideally, we would like to see different techniques presented among the presentation, hook, and video. We do not want to have the same activity presented.
      • No lesson plan required for this assignment



Attendance and Participation (100 points) To receive full credit, you will need to be present the entire class and participate 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