Course Syllabus-NATS 3343.

001 Fall 2011

Course Information Classroom Interactions M/W FN 3.410C 4:00 5:15 PM

Professor Contact Information: Dr. Jim McConnell, Clinical Professor/Master Teacher Office Phone 972-883-2481 Email james.mcconnell@utdallas.edu Office Hours By appointment Course Pre-requisites, Co-requisites, and/or Other Restrictions Students should have an interest in exploring teaching as a career and successful completion of Steps 1 & 2 and Knowing and Learning. Course Description This course continues the process of preparing you to teach mathematics and science in upper elementary and secondary settings by providing opportunities to see how theories explored in Knowing and Learning play out in instructional settings. Classroom Interactions is centered on a close examination of the interplay between teachers, students, and content, and how such interactions enable students to develop deep conceptual understanding. You will learn how content and pedagogy combine to enhance effective teaching. You will design and implement instructional activities informed by your own understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building awareness and understanding of equity issues and their effects on learning. You are provided frameworks for thinking about equity issues in the classroom and larger school settings and learn strategies for teaching students of diverse backgrounds equitably. Additionally, the course introduces ways in which curriculum and technology are used in classroom settings to build relationships among teachers and students. Tentative Course Schedule Date In-class Activities Topic: Beliefs About Teaching & Learning Introductions: Who are we? Introduce portfolios Assign Teaching Teams All papers to be emailed to me with the following format: lastname_F11_description of document (e.g. LPD1, LPF2, etc) Teacher mentor observation forms Obs. Forms that I will use when you teach Determine teaching topic ASAP Continue activities from day 1 Secure a portfolio EID Assignments Bring LP from Step 1 or 2 to class on 8/29 Create a draft of your teaching philosophy (Steps 1 & 2 and K&L) Check your email regularly What does 1 million look like? (Number activity) Read Liping Ma article
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W 8/24/2011

M 8/29/2011
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Date

In-class Activities

W 8/31/2011 3

Topic: Lesson discuss KPs Create a Knowledge Package for previous LP you used in Step 1 or Step 2 Hand out Mentor Teacher form Discuss teaching philosophy (what does the idea of a KP mean to your teaching philosophy?)

Assignments Read Duckworth: Ch. 6 Questions for Duckworth Ch. 6: 1) What is meant by the authors statement: Any wrong idea that is corrected provides far more depth than if one never had a wrong idea to begin with.? 2) Why do we all need time for our confusion? Responses should be submitted in elearning. Read Lawson: 2002 Evaluate the sample 5E you received based on Lawson chart pg. 57 (is the lesson consistent with Lawsons requirements?) Responses should be submitted in elearning. Read Duckworth: Ch. 5 Questions for Duckworth Ch. 5: 1) What ultimately determines what your students learn? 2) According to the author, what is the major drawback to standardized testing? Do you agree or disagree? Justify your position. Responses should be submitted in elearning. Read Wiggins and McTighe (1998) Questions for Wiggins & McTighe: 1) How do the authors suggest you establish content priorities for your lessons? 2) According to the authors, what are the key design questions you need to consider as you create lesson plans? Explain the considerations for each. Responses should be submitted in elearning.
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M 9/5/2011

Labor Day No class Topic: Lesson Design Model Lesson Discuss Duckworth Ch. 6 article Hand out sample LPs 5 E Lesson

W 9/7/2011 4

M 9/12/2011

Topic: Lesson Design Model Lesson Discuss Lawson Ch. 4 article Task Sort Activity 5E Share Out Field experiences and ethics

W 9/14/2011

Topic: Lesson Planning Teach 1 Understanding by Design Begin with the end in mind revisit the KP Discuss LP ideas Working with your teaching partner, begin to write LPD1 Discuss Duckworth, Ch. 5 article

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Date

In-class Activities

M 9/19/2011 7

Topic: Lesson Planning Teach 1 Pre- and post-tests Determining and evaluating Teach 1 objectives Discuss Wiggins & McTighe article

W 9/21/2011

Topic: Lesson Planning Artifacts and Assessment Create assessment/rubric for LP1 Traditional vs. Alternative assessment Discuss Doran, Chan & Tamir article

Assignments Read selected section Doran, Chan, and Tamir (1998) Questions for Doran, Chan and Tamir: 1) Select at least two of the assessment methods discussed by the authors and describe how you will use those techniques in the lesson you will teach. Responses should be submitted in elearning. Read Ben Zeev (1994), Lake (2000) Questions for Ben Zeev and Lake: 1) Is there any reason to believe that stereotype threats impact student learning? 2) What triggers stereotype threat? 3) How will the statement The more a person cares about being successful in the domain, the more he or she is predicted to be affected by stereotypes alleging a lack of ability in that domain affect your lesson design? Responses should be submitted in elearning. Finalize LP1 assessment, work on LP Work on Teach 1 lesson plans

M 9/26/2011

Topic: Lesson Planning: Work Day Teacher expectations/beliefs about teaching Lesson planning work day Submit LPD1 Discuss Ben Zeev & Lake article

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Date

In-class Activities

W 9/28/2011 10

Topic: What do students really know? Video - Out of Thin Air T1 Window

Assignments Read Manoucheri & Lapp (2003) and Rowe (1986) Questions for Manoucheri and Lapp: 1) What kinds of questions do teachers traditionally ask? 2) How should you analyze your questioning strategies? 3) Did this article cause you change the types of questions you plan to ask during your lessons? Give a specific example. Responses should be submitted in elearning. Read Stroup et al (2004) Work on Teach 1 analysis Questions for Stroup: 1) How would you describe next-generation classroom networks? 2) What are three advantages of nextgeneration classroom networks? 3) Describe a situation from your LP where multiple paths are provided for a particular endpoint. Responses should be submitted in elearning.

M 10/3/2011 11

Topic: Questioning Analysis Student examples from teaching experiences LPF1 due Teach 1 window Discuss Manoucheri & Lapp article

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Date

In-class Activities

W 10/5/2011 12

Topic: Questioning Analysis Generativity Teach 1 window Discuss Stroup et al article

M 10/10/2011 13

Topic: Cooperative Learning Implications for Teach 2 Discuss Johnson, Johnson & Houlbec article

W 10/12/2011 14

Topic: Cooperative Learning (2) Introduction to Equity issues Khale (1996) Who is good at Math? Science? Begin writing AT1 Discuss Sadker article

Assignments Read Johnson, D., Johnson, R., and Holubec, E. (1994) Questions for Johnson, Johnson and Holubec: 1) How will you ensure that each member of a group of students is held responsible for the lesson? 2) Will you use groups when you teach? How will the groups be determined? If you dont use groups, how will you make sure all students are actively involved in the lesson? 3) List and discuss the three main advantages to group work discussed in the article. Responses should be submitted in elearning. Read Sadker (2000) Questions for Sadker: 1) Are single sex schools or classes a positive or negative development? Why? 2) In your classroom, how will you deal with verbal, sexual abuse? 3) List and discuss three (or more) occurrences of genderbiased comments you heard (by the teacher or between students) during your observation of the class where you will teach. Responses should be submitted in elearning. Read Penick (1991) and Connery (2007) You will use their ideas to design an engagement Question for Penick and Connery: 1) Wheres the science (or math) in the lesson you will teach? Responses should be submitted in elearning.
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In-class Activities

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M 10/17/2011

Topic: Learning in a second language What is engagement? Guest lecturer and reflection LPD2 due Discuss Penick article

W 10/19/2011 16

Topic: Lesson Planning Video: Misunderstood Minds AT1 Due Discuss Dong article

Assignments Read Dong (2005) Questions for Dong: 1) Is anthropomorphism an effective way to help English language learners learn mitosis? Why/why not? 2) What, specifically, are you incorporating into your lesson to help English language learners? Responses should be submitted in elearning. Read Anyon (1980) Questions for Anyon: 1) Which of the authors school classifications fits the school in which you will teach? Explain your choice. 2) Should society dictate its expectations to its schools? Justify your responses. Responses should be submitted in elearning. Portfolio cover letter and resume documents due by noon today. Responses should be submitted in elearning.

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M 10/24/2011

18

W 10/26/2011

Topic: Lesson Planning Video: Misunderstood Minds discussion Introduction to making accommodations Implications for Teach 2 LPF2 due Discuss Anyon article Topic: Lesson Planning Continue discussion on how to evaluate/make changes to second lesson based on student performance

19

M 10/31/2011

T2 Window

Portfolio rapport, safety and ethics documents due by noon today. Responses should be submitted in elearning.

20

W 11/02/2011 M 11/07/2011

T2 Window Video: Two Million Minutes Begin work on AT2 (analysis of second teach)

21

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Date 22 W 11/9/2011 M 11/14/2011 W 11/16/2011 All sections of the portfolio due today M 11/21/2011 W 11/23/2011

In-class Activities Video: Two Million Minutes - discussion

Assignments

23

Work on portfolios

Revise, edit and post final portfolio documents to the portfolio website by next class period. These assignments are both huge! Dont miss this deadline. Responses should be submitted in elearning. CAST

24

Finalize and submit portfolios AT2 due

25

No Class CAST Convention in Dallas Continue to work on portfolios No Class (Thanksgiving Holiday)

Thanksgiving Holiday

26

M 11/28/2011 W 11/30/2011 M 12/05/2011 W 12/7/2011

27

Freedom Writers Video Implications for your classroom Relevance? Freedom Writers Video Implications for your classroom Relevance? Equity presentations (5 minutes each) Final Exam Continue equity presentations (5 minutes each)

Work on equity poster/presentation Work on equity poster/presentation

28

29

Document submission format for items submitted in emails: (your last name)_F11_(description of document being submitted: e.g. LPD1 for Lesson Plan Draft 1, etc.).doc Reading List Anyon, J. (1980) Excerpt from Social class and the hidden curriculum of work. Downloaded from http://www-scf.usc.edu/~clarkjen/Jean%20Anyon.htm, 8/24/07. Ben-Zeev, T. et al. (2005). Math is hard! (Barbie, 1994). In A. M. Gallagher & J.C. Kaufman (Eds). Gender differences in mathematics. Cambridge: Cambridge University Press (p.189-206). Connery, K. (2007). Graphing predictions: Enhancing higher-order thinking skills in math and science. The Science Teacher, 74(2), 42-46. Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315-1346. Dong, Y.R. (2005). Getting at the content. Educational Leadership, 62(4), 14-19. Doran, R., Chan, F. & Tamir, P. (1998). Chapter 3: Alternative Assessment Formats. In Science Educators Guide to Assessment. Arlington, VA: National Science Teachers Association.
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Duckworth, Eleanor (1987). The Virtues of not knowing and Learning with breadth and depth, in The Having of Wonderful Ideas and other essays on teaching and learning (pp. 64-82). New York: Teachers College Press. Johnson, D., Johnson, R., and Holubec, E. (1994). Chapter 3: Essential components of cooperative learning. In The New Circles of Learning: Cooperation in the Classroom and School (25-35). Alexandria, VA: ASCD Lake, R. (2000). An Indian Fathers Plea. Teacher Magazine, 2(1), 48-53. Lawson, A.E. (2002). The learning cycle. In R.G. Fuller (Ed). A love of discovery: Science education, the second career of Robert Karplus. New York: Kluwer Academic. (p.51-62). Ma, Liping (1999). Introduction and Chapter 1: Subtraction with Regrouping. In Knowing and Teaching Elementary Mathematics (pp. xvii - 27) Mahwah, NJ: Lawrence Erlbaum Associates. Manouchehri, A., & Lapp, D. (2003). Unveiling student understanding: The role of questioning in instruction. Mathematics Teacher, 96 (8), 562-566. Pierson, J. (2009). Responsiveness and intellectual work: Characteristics of teachers discourse that influence student learning, draft submitted to the 2009 Annual Meeting of the American Educational Research Association. Penick, J. (1991). Wheres the science? The dos and donts of laboratory science. The Science Teacher, May, 27-29 Rowe, M.B. (1986). Wait time: Slowing down may be a way of speeding up! Journal of Teacher Education, 37(1), 43-50. Sadker, D. (2000). Gender equity: still knocking at the classroom door. Equity & Excellence in Education, 33(1), 80-83. Scott, P.H., Mortimer, E.F. & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605-631. Stroup, W. M., N. M. Ares, & A. Hurford (2004). A Taxonomy of Generative Activity Design Supported by Next-Generation Classroom Networks. Psychology of Mathematics Education North America. Ontario, Canada. (pp. 837-846) Wiggins, G. & McTighe, J. (1998). What is backwards design? In Understanding by Design (pp.7-19). Alexandria, VA: ASCD

You will also read additional articles describing research on student thinking and/or teacher strategies in the particular subject areas that you are assigned for Teach 1 and Teach 2 and on the topic you select for the equity poster session. The resource list is by no means complete: you also need to identify additional articles on your own. Student Learning Objectives/Outcomes Students will be able to: discuss and critique the merits of multiple models of teaching (including direct instruction, inquiry teaching, and use of small groups), understand what each model requires of teachers, and evaluate research results on best teaching practices. observe and analyze (1) how teachers can set the task, (2) what students understand about the task, and (3) how students conceptual knowledge can be built using a variety of instructional strategies, based on evidence from student artifacts. Evidence of Student Learning: Written analyses and presentations of teaching Written reflections and essays

Development of knowledge packages Written analyses and presentations of teaching

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plan and teach, with a small group of peers, multi-day high school mathematics or science lessons on an assigned topic.

observe and analyze unedited videotapes of instruction in mathematics and science for evidence of effective instructional strategies and student learning. observe and analyze classroom instruction with regard to equitable and diverse instructional approaches that afford all students an opportunity to learn.

Lesson plans, including essays justifying the plans and responses to reviewer comments Peer and instructor evaluations of practice teaching the Classroom Interactions course Completion of appropriate sections of the preliminary portf9olie Videotapes of teaching Observations and comments by classroom teachers, master teachers, and by the course instructor and teaching assistants. Written analyses and presentations of teaching Completion of appropriate sections of the preliminary portfolio. Written analyses and presentations of teaching Completion of appropriate sections of the preliminary portfolio Participation in discussion and Internet postings regarding policies concerning students who have diverse needs. Artifacts produced by the use of such technology in the Classroom Interactions classroom Participation in discussions of the effectiveness of technology Written analyses of the uses of technology Completion of appropriate sections of the preliminary portfolio Completion of appropriate sections of the preliminary portfolio.

demonstrate familiarity with several relevant teaching technologies (presentation software, computer simulation software, graphical analysis and representation software) and analyze how technology can affect classroom interactions.

Create a significant portion of their preliminary portfolios and demonstrate beginning competency with the majority of the proficiencies in the Teacher Development Rubric.

Required Textbooks and Materials Suggested Course Materials Grading Policy

NA NA

Activity Attendance 13 Articles/summaries emailed to me LP1D (Lesson Plan 1 Draft) LP1F (must be completed on time to teach) LP2D (Lesson Plan 2 Draft) LP2F (must be completed on time to teach) AT1 (analysis of first teaching experience) AT2 (analysis of second teaching experience) Portfolio
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Percent of final grade Minus three points per unexcused absence 12 10 15 15 25 10

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Equity poster/presentation Class Participation Total

Plus and minus grades may be assigned.

8 5 100

Course & Instructor Policies Make-up Exams Extra Credit NA NA

1. Attendance Part of your grade is based on active participation at all class sessions. Upon the fourth unexcused absence, your course grade will be reduced by one letter grade. If you must be absent: Contact the instructor on or before the class day with an explanation. Make arrangements to get any handouts that were distributed. Contact your teaching partner to coordinate the next lesson. Note: You will be working in groups to prepare lessons. Missing class means you will miss the opportunity to work with your partner and to prepare to teach your lesson. Your students deserve your best effort. 2. Technology Proficiency You will be required to be computer literate when you teach, so we will require you to demonstrate some basic productivity skills in this course. As you progress through the program you will acquire more advanced skills and learn more about how to integrate technology into instruction. These skills will be documented in your program file / portfolio so that we can certify that you have completed the technology proficiencies required for teacher certification. 3. Lesson Plans Each student will write two lesson plans for your secondary class. These lesson plan assignment will be discussed thoroughly in class. Due dates are listed on the grading rubric. 4. Late Assignments If an assignment is turned in late, points will be reduced by 10% for each day late. 5. Classroom Citizenship This is a professional setting; therefore, professional behavior is expected.
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6. Portfolio

Portfolio Requirements
The UTeach Portfolio is an assignment through which UTeach students demonstrate that they meet specific teaching proficiencies and exhibit mastery in subject matter knowledge. In building a portfolio, students reflect on their experiences and select specific artifacts to support the conclusions reached in the reflection, which articulates important concepts in secondary math and science education. A passing score on the preliminary version of the portfolio is one of the pre-requisites for admission to Apprentice Teaching (NATS 4694/6 and NATS 4141). While UTeach students have access to the web-based portfolio system and build the portfolio throughout all courses in the program, the preliminary portfolio must be submitted no later than the semester prior to Apprentice Teaching. Students will be given permission to register for NATS 4694 and NATS 4141 before the scores are finalized. These courses are audited after the due date and students without a passing score will be dropped. This means that students must delay their student teaching by at least one semester. There are no exceptions to this requirement and no extensions on the due date for the portfolio itself or for revisions. The final portfolio, produced during the Apprentice Teaching semester, further develops the skills of the preliminary portfolio. Requirements for the final portfolio are more extensive than for the preliminary portfolio and there is an expectation of greater depth, maturity, and competence at this level, as students are preparing to launch their careers as professionals. Many kinds of material can be used as evidence for the preliminary portfolio: lesson plans, reflection assignments, observation feedback forms, video of your teaching, copies or photographs of student work (with any identifying information redacted), exams, papers, homework assignments, lab reports. You may also find that experiences from outside the university are helpful in addressing certain proficiencies: work you have done through an internship, a tutoring job, or a coaching position. A single piece of evidence may be used in more than one proficiency. For example, a single lesson plan may provide evidence of technology and collaborative learning. For maximum clarity, save the document with a new title each time you use it. Highlight the parts of the lesson plan that are relevant to each proficiency, e.g. technology and collaborative learning. This helps you be sure youre matching the correct document to the right proficiency. Artifacts from UTeach courses can include specific assignments, like a history of science presentation from Perspectives or responses to a forum prompt from Classroom Interactions. Think about drafts of assignments, too. For example, proficiency 4.a asks you to describe the process of developing a learning experience that promotes student learning through inquiry. A lesson plan from Step 2 or CI in draft form with instructor comments, then in final form can be a solid example of that process. Courses with material relevant to specific proficiencies are identified at the end of each Section, but other coursework may also apply. Always keep course work with instructor grade and comments as this is the best evidence to use. Artifacts from Apprentice Teaching are used in the final portfolio, which is generated in NATS 4141, the student teaching seminar. While Apprentice Teaching is not identified in the proficiencies below, it should be understood that documents from this experience will contribute significantly to the final portfolio. Material from content courses can also be used. In particular, think about lab courses, both lower- and upper-division and any research methods course or internship. Or think about a particularly challenging proof or the kind of problem solving you did in any methods course. Save
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documents that seem to fit into proficiencies, especially ones with instructor comments and grades. UTeach faculty, content faculty, and mentor teachers are all resources to help you develop your portfolio. Talk to them about the proficiencies, about writing reflections and possibilities for evidence. The Career Center (http://www.utdallas.edu/career/) is also available to help you with your cover letter and rsum. The GEMS Writing Center can help with the reflections http://www.utdallas.edu/GEMS/writing/index.html).

UTeach Portfolio Rubric

The rubric below is used by evaluators for both the preliminary and final portfolios. To pass the preliminary portfolio, students must earn a score of at least a 1 on each proficiency. To pass the final portfolio, students must earn a score of at least a 2 on each major section of the portfolio. UNSATISFACTORY0 points The reflection is not submitted or lacks evidence where it is reasonable to expect evidence. The reflection is not clearly related to the proficiency. The reflection is not clearly written and proof-read or is unprofessional in tone. The proficiency demonstrates a lack of control over the basics of grammar, spelling, and punctuation. BEGINNING COMPETENT1 point The reflection displays a limited understanding of the main ideas in the proficiency, is merely descriptive, or superficial. Evidence may be only marginally related to the proficiency or it is not made clear how the evidence relates. The reflection should be clearly written and proof-read and demonstrate a basic command over the conventions of spelling, punctuation and grammar. COMPETENT2 points The reflection displays a general understanding of the proficiency, moving beyond basic description and into thoughtful reflection, including the importance of the proficiency's main idea and/or possibilities for improvement. The evidence is clearly related to the proficiency. The reflection may discuss the implications for the students and teacher. The proficiency is clearly written, proof-read, and demonstrates control over the basics of grammar, punctuation, and spelling. COMPETENT3 points The reflection displays a clear understanding of the proficiency, moving beyond simple description and into thoughtful reflection, including the importance of the proficiency's main idea as well as possibilities for improvement. The evidence is strongly related to the proficiency. The reflection discusses the implications for the students and teacher. The proficiency is clearly written, proof-read, and demonstrates control over the basics of grammar, punctuation, and spelling. ADVANCED COMPETENT4 points The student displays a comprehensive understanding of the proficiency and proposes ideas for improvement. The student also discusses the implications of the proficiency for the secondary student and for the teacher. Evidence is clearly and strongly related to the proficiency and contributes significantly to the clarity of the reflection. The proficiency is well-organized, proofread, and logical. The student demonstrates more than a basic command of grammar, spelling, and punctuation, with few if any errors.
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UTeach Portfolio
The UTeach Portfolio is a multi-year assignment completed throughout the program which UTeach students demonstrate that they meet specific teaching proficiencies and exhibit mastery in subject matter knowledge. In building a portfolio, students reflect on their experiences and select specific artifacts to support the conclusions reached in the reflection, which articulates important concepts in secondary math and science education. In this course, you will be required to complete the following portfolio items:

SECTION 1 --- Personal Profile Information

In this section, you will provide the portfolio evaluator with a context for you as a student and pre-service teacher.

Section
1b Cover Letter

Portfolio Instructions
State your future goals for employment in a letter that accompanies a rsum to a potential employer. This letter should be tailored to the job you seek, demonstrating to a future employer that you are a good fit for the school. Your cover letter may be addressed to a school at which you have had a field experience or a school where you would like to seek future employment. Even if you are unsure about whether or not you want to teach, the cover letter should be as professional as possible. As with other portfolio submissions, be sure to proof read this document for spelling, grammar, and punctuation errors. This document presents your work and educational background. The audience is a principal or other professional who hires teachers. Your rsum should be up-to-date and include your UTeach field experiences at all levels (with an indication that these were short term, not full-time employment), UTeach internship experience, and team-work experiences. As with other portfolio submissions, be sure to proof read this document for spelling, grammar, and punctuation errors.

Where you can get evidence

None Needed (document)

Class
CI

1c Resume

None Needed

CI

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SECTION 3 --- EQUITY AND INCLUSIVE DESIGN

In this section, you describe the steps taken to ensure that all of the students you teach have engaging and meaningful learning opportunities. Demonstrate your awareness of the needs of diverse groups of learners and provide evidence that you consider these needs throughout the entire process of developing a learning experience.

Section

Portfolio Instructions

Where you can get evidence

Knowing and Learning, Classroom Interactions, or Project Based Instruction

Class

3a Equity and Inclusive Design: preparing lessons and assessing

Demonstrate an awareness of student diversity while preparing lessons, presenting lessons, and assessing students. Include a discussion of how you create an inclusive and assessable learning environment for students: from various backgrounds, who have different interests, ability levels, genders, students for whom English is not a first language, or students who legally require accommodations and/or modifications.

CI

SECTION 4 --- TEACHING PREPARATION

Inquiry is an approach to teaching that involves students exploring concepts or ideas in order to create new understandings. The purpose of this section is for you to describe and document your process for developing lessons that promote student learning through inquiry. Your reflections should explain how your inquiry lesson is connected to the state and national standards. You should also discuss the ways in which your lesson design uses the experiences and perspectives of the learner to support students taking an active role in the construction of their own knowledge.

Section

Portfolio Instructions

Where you can get evidence

Classroom Interactions

Class

4a Teaching Preparation: Planning Learning

Document your process for planning and developing a learning experience designed to promote student learning through inquiry. (You will discuss the implementation of this plan in the Instruction and Delivery section of the portfolio.) In your reflection, explain how you develop assessments to evaluate and demonstrate the students grasp of the lesson material in relation to state or national standards. Explain how you assessed the validity of the

CI

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selected resources and student activities for this lesson.

4b Teaching Preparation: Active Learning

Explain how you design lessons that encourage all students to participate, which connect the content to the interests and experiences of your students, and that make learning assessable and meaningful for students of all ability levels.

Step 2, Knowing and Learning, Classroom Interactions, and Project Based Instruction.

CI

SECTION 5 --- CLASSROOM ENVIRONMENT

In this section, you will demonstrate how you create a safe and supportive learning environment that fosters high expectations for the success of all students.

Section

Portfolio Instructions

Where you can get evidence

Step 2, Classroom Interactions Step 2 or Classroom Interactions

Class

5b Classroom Environment: Student Rapport 5c Classroom Environment: Safety

Describe how you create rapport with and among your students to maintain an effective and respectful culture of learning in your classroom. State explicitly how you consistently maintain a safe learning environment for students, both emotionally and physically.

CI

CI

SECTION 7 --- PROFESSIONAL RESPONSIBILITIES

In this section, you will demonstrate your participation in the larger educational community that extends well beyond the boundaries of the classroom. You will describe your proactive work with families, communities, and colleagues to serve the best interests of your students.

Section

Portfolio Instructions

Where you can get evidence

Classroom Interactions

Class

7c Professional Responsibilitie s: Ethics

Reflect on a specific ethical standard. Describe the ways in which this standard might apply in your future classroom. Refer to a specific standard from the "Code of Ethics and Standard Practices for Texas Educators."

CI

Field Experience Policies

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1. You and a teaching partner will teach two hands-on science/mathematics lessons in a local secondary school. The lessons may be completely designed by you. During the first teaching experience, you will share the teaching time: while one is teaching, the other will be assisting. You will both teach and both assist. During the second teaching experience you will plan together, but one of you will teach the first day and one of you will teach the second day (or possibly two periods back to back on the same daydepending on scheduling). You will both reflect on what occurred the first day/period and based on that analysis make changes for the second day/periods lesson. 2. You will observe your mentor teachers class twice during the semester. 3. Written lesson plans will be emailed to me and your mentor teacher before you teach the lesson. Practice every aspect of your lesson before you teach it. Decide exactly how you and your partner will share the teaching responsibilities. If possible, arrive at least 15 minutes before your scheduled teaching time. Learn and use the names of your students! Use name tags or name plates so you can call students by their names throughout your lesson. This is an easy and effective classroom management technique. 4. Your mentor teacher will give you written feedback at the end of each lesson taught. You are responsible for getting that form from your mentor teachers before you leave. Your mentor teacher will also write a final evaluation of your progress, which will be mailed to and filed in the UTeach Dallas office. 5. For security reasons, all schools require that you sign in at the front office of the school each time you visit. Be sure to wear your name badge that identifies you as a UTeach Dallas student. 6. If you reschedule a lesson, you must inform your instructor in writing before the original date. (email preferred) 7. If an emergency arises and you have to miss your scheduled teaching day, notify your partner, your mentor teacher and your instructor as soon as you know. You partner should be ready and able to teach the lesson alone if necessary. 8. As a representative of UTeach Dallas and a visiting teacher in a local school district, you are expected to be professional when participating in your field experiences for this class. You are expected to observe all school district rules, policies, and procedures. Dress appropriately and professionally when going into schools. Follow the UTeach Dallas dress code which can be found in the course documents on WebCT. 9. Report immediately to the instructor and/or team member any problems or concerns you have, including communication difficulties or the need for additional supplies. Field Trip Policies Off-campus Instruction and Course Activities
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Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or riskrelated activity associated with this course.

UT Dallas Syllabus Policies and Procedures

The information contained in the following link constitutes the Universitys policies and procedures segment of the course syllabus. Please go to http://go.utdallas.edu/syllabus-policies for these policies (Ctl+Click to follow link).

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