Course+Calendar

Below is the weekly course calendar. Please note: it is tentative and may change based upon the needs of the class.


 * || Tentative Course Calendar (calendar is subject to change based upon the needs of the class) ||
 * ==Class==

One
8/30/17 || Essential Questions: What is student engagement? Why is student engagement important in a classroom situation? How do you engage students? =Two= 9/1/17 || Essential Questions: How is this class structured? What is Tk20? What is the radical change theory? Do the Common Core State Standards (CCSS) encourage student engagement? Why or why not? = = || Essential Questions: What is the motivation theory? How does this theory impact education? Why is motivation important in teaching and learning? What book characteristics reflect the radical change theory? What makes an assessment strategy engaging? What is active listening? Is teaching listening easy? Why or why not? What type of communicator are you? What are the 4 styles of communication?
 * Opener: Chapter 1-3, //Junie B.Jones: First Grader (at last!)//
 * Project: Make your own glasses
 * What are your goals? See this link for reference
 * Answer these questions:
 * Who are you?
 * Why are you here?
 * What are you short-term goals?
 * What are your long-term goals?
 * What do you plan on accomplishing while you are here?
 * What obstacles do you have (or may encounter) that may affect your goals?
 * How can you meet your goals?
 * Entrance Slip: Click Strategies for Engagement
 * Student Engagement Theory Prezi: Click @http://prezi.com/g2efgnksaqyf/?utm_campaign=share&utm_medium=copy
 * Critical Point/Response Double Entry Journal Double Entry Journal Engagement Theory Prezi.docx
 * Think-Pair-Share Think Pair Share Engagement Theory.docx
 * Ten Expectations of Students: Click @http://youtu.be/K96c-TGnSf4
 * Complete the I-Know/I Wonder chart on the question: What expectations do students have for us, their teachers? (handout available here)
 * Identify the 5 Levels of Student Engagement outlined at the link below:
 * @http://www.readinghorizons.com/blog/seven-ways-to-increase-student-engagement-in-the-classroom
 * With group, create an engaging poster or some other tangible visual that summarizes the information. Be prepared to share your visual summary with the class. ||
 * =Class=
 * Opener: Chapter 4-5, //Junie B. Jones: First Grader, At Last!//
 * Active Listening Strategy: Comprehension Quiz
 * Syllabus Finders' Sheet/Scavenger Hunt: Click Syllabus and [[file:cued4800ttu/syllabus-finders-sheet.doc|syllabus-finders-sheet.doc]]
 * Radical Change Theory Survey: Click @https://docs.google.com/forms/d/14XsMnAbpDQBmvddvNcj5XU9RaRq_IJWDHxATQ5oOhNU/viewform
 * Locate 10 facts about the Radical Change Theory (use various resources of your choosing)
 * Create an overview of the 10 facts you discover (get creative, must use a Web 2.0 tool)
 * Post link to the Radical Change Theory wiki page
 * Use the rubric here to guide you
 * Expand on radical change theory by viewing Prezi located at @http://prezi.com/fr6xm0p8a1-v/radical-change-theory/
 * Working with various examples of books, identify the type of change exhibited or identify if the book is an example of radical change ||
 * =Class Three=
 * Opener: Chapters 6-7, //Junie B. Jones: First Grader, At Last!//
 * Active Listening Strategy: Comprehension Quiz
 * Motivation theories Prezi @http://prezi.com/516rkgjjrjt1/?utm_campaign=share&utm_medium=copy&rc=ex0share
 * Cornell Note-taking Strategy: See Cornell Notes
 * Close read activity on motivation: What I know, what source one tells me, what source two tells me. See Close Read What I Know Source 1 Source 2.docx
 * Carousal activity on 5 strategies for motivating students (in class)
 * Investigation: What motivates you?
 * In a round-about, ask a minimum of 3 people, representing 3 different age groups, from around campus. Upon return, identify the factors they share with you as intrinsic or extrinsic. Be prepared to discuss why you answer as you do.
 * Which of the five strategies detailed in the carousal activity does this activity achieve?
 * Exit slip: Metacognition Assessment Exit Slip Class Three.docx ||
 * =Class Four= || Essential Questions: What is differentiated instruction (DI)? How does DI apply to teaching? Why is DI important to address in teaching? What are the multiple intelligences?
 * Opener: Chapter 8, //Junie B. Jones: First Grader, At Last!//
 * For Your Information (FYI): Examples of "Ticket in the Door" strategies
 * (see Exit-Entrance-Slip-explanation-examples-1.pdf)
 * KWLish Wish List
 * (see A KWLish Wish List.docx)
 * Differentiated Instruction PPT
 * (see Differentiated Instruction.ppt)
 * Active viewing: Quiz/Test, click here
 * DI Summary Chart
 * (see @http://www.diffcentral.com/model.html)
 * Multiple Intelligences Overview
 * (see @http://www.connectionsacademy.com/Libraries/blog/multiple-intelligences-learning-styles.jpg)
 * Multiple Intelligences Assessment
 * (see @http://literacynet.org/mi/assessment/findyourstrengths.html
 * Multiple Intelligences Activities on Live Binder
 * (see @http://www.livebinders.com/play/play?present=true&id=1804184 ||
 * =Class Five= || Essential Questions: What do students' personal, cultural, community, and backgrounds have to do with engagement? What is prejudice? How do we address diversity in schools? Why is it important to engage in culturally responsive pedagogy? Why should we strive to develop a community of learners?
 * Opener: One Word (Web 2.0 tool for writers who get stuck)
 * @http://www.oneword.com/
 * Entrance slip: Write about (handout)
 * Teacher Voices Worksheet (see Personal Cultural Community Backgrounds Teacher Quiz.pdf)
 * Close Read Activity: See Addressing Diversity in Schools.doc
 * What is close reading? See www.ecboe.org/UserFiles/Servers/Server_23946/file/.../Close%20Reading.pptx
 * Print and bring to class the "Addressing Diversity in Schools" article above in order to conduct close reading activity
 * Close Reading: 5 Simple Strategies (see Close Reading Strategies)
 * Classroom Learning Communities Prezi (see @https://prezi.com/vzhvyawp7idy/characteristics-of-an-effective-learning-community/)
 * Create a quiz using TestMoz at @https://testmoz.com/
 * Prejudices scenarios (see Prejudice - scenarios.doc)
 * Engagement Strategy: Coat of Arms (see @http://mrslivaudais.com/wp-content/uploads/2014/01/coat_of_arms_assignment.pdf for a step-by-step assignment for kids; see @http://www.makeyourcoatofarms.com/get-started.asp to create your own) ||
 * =Class Six= || Essential Questions: What is formative assessment? How can assessment be engaging? What are some examples of close reading strategies?
 * Opener: Quick Write - Fears about Testing
 * Entrance slip/review:
 * Sum it up: What do students' personal, cultural, community, and backgrounds have to do with engagement?
 * Use a Web 2.0 tool of choice to answer question
 * Close Reading Rehash
 * @https://prezi.com/zflhubwytrd5/close-reading-strategies/
 * Close reading strategies (see @http://www.cattlv.wnyric.org/cms/lib/NY19000422/Centricity/Domain/10/Close%20Reading%20Powerpoint.ppt
 * V.I.P. (Very Important Point)
 * Coding the Text (@https://www.heinemann.com/shared/companionResources/E03087/47_TextCodes.pdf)
 * ROPE (Restate, Opinion, Prove it, Explain)
 * Flag Your Strategy (Connect, Question, Infer/Predict, Monitor for Meaning & Clarity, Evaluate)
 * @http://www.pinterest.com/pin/255227503858173826/
 * Wrecking the Text (break down the text by looking at choices the author makes; ask, "How could I rewrite this sentence? How does my word choice change the meaning? Why did the author make the choices he/she did?")
 * Classroom Learning Communities (see class 5)
 * Formative Assessment Strategies
 * Identify various strategies used thus far ||
 * =Class Seven= || Essential Questions: What should be considered when creating classroom tests? How do you establish classroom routines and procedures? What is the difference in routines and procedures? What is meant by //**standards of conduct**//? What is inquiry research/learning? What are anchor charts?
 * Entrance slip/review:
 * Word Wall of terms studied thus far
 * Criteria for Testing
 * Create quiz based on a book
 * Evaluate quiz using evaluation criteria supplied in class
 * Close Reading Strategies
 * See Class 6
 * Anchor Charts Info (see @https://www.engageny.org/sites/default/files/resource/attachments/anchor_charts.pdf
 * Inquiry research (see inquiry-element-copy.png and Inquiry Infographic.jpg and StriplingModel.jpg)
 * Classroom routines/procedures: Use the Inquiry Infographic & Stripling Model to create a poster of routines & procedures
 * Discussion of inquiry research (engagement observation assignment Inquiry Research) ||
 * =Class Eight= || Essential Questions: What is the difference between self-motivation, self-esteem, and self-efficacy?
 * Opener: Chapters 2-3 of //Junie B. Jones Is a Graduation Girl//
 * Write a poem about graduation
 * Respond to scenarios concerning behavior (handout, click Behavior Scenarios)
 * Visit @http://www.scholastic.com/teachers/article/how-turn-around-annoying-behavior-problems for sample responses
 * Entrance slip/review:
 * Posters relating to rules/consequences, procedures, routines
 * Implementation of student-created assessment strategies
 * Self-motivation: (see Class three for more information (intrinsic vs. extrinsic)
 * Self-esteem: In class strategy (see http://www.cbv.ns.ca/sstudies/links/learn/1914.html)
 * Self-efficacy: Theory/theorist associated with it.
 * What is it? (see Self-Efficacy)
 * Ponder this: I know I will be a good teacher because . ..
 * Respond to the stem, "I will be a good teacher because. . . " based on your belief(s) about why you will be a good teacher ||
 * =Class Nine= || Essential Questions: What is self-regulation? What three general aspects of academic learning does self-regulated learning involve? What three cyclical phases emerge in the acquisition of self-regulation skills? What three categories does self-regulation strategies fall into? What five instructional practices have been shown to be helpful in aiding students in developing self-regulation skills? What is project-based learning?
 * Opener: Chapters 4-5 of //Junie B. Jones Is a Graduation Girl//
 * Entrance slip/review: Square, Triangle, Circle strategy
 * Square (write about 4 things you have squared away)
 * Triangle (write about 3 things you will try to implement in the classroom)
 * Circle (what information is circling in your mind? What do you have questions about?)
 * Self-motivation, self-esteem, & self-efficacy
 * See Class Eight
 * Self-regulation: What is it? How do you teach students to self-regulate? Why is it necessary to teach students to self-regulate?
 * See Prezi at @http://prezi.com/ihmpy_ohz7t_/self-regulation/?utm_campaign=share&utm_medium=copy
 * See Self-Regulation Skills.pdf
 * Self-regulation: In class strategy
 * Behavior scenario:
 * Video: @http://www.behavioradvisor.com/TrainingVideo.html
 * Behavior analysis log: http://dritter06.wikispaces.com/file/view/behavior+log.pdf
 * Project-based learning: (see Caregiver Communication & Engagement Project ) ||
 * =Class Ten= || Essential Questions: What does engagement look like in the K-6 setting? What methods of engagement were in practice? How does the physical classroom space impact engagement? What is the school's anti-bullying policy?
 * Field visit to Residency placement
 * Complete engagement observation questionnaire (see Classroom Observation Checklist.doc)
 * Discuss school's anti-bullying policy (investigate policy in place at respective schools) ||
 * =Class Eleven= || Essential Questions: What comprises a family engagement activity? What do parents need to know in order to engage with their child(ren) in a learning situation? What is the teacher's responsibility in the learning and discipline process? Has technology ruined handwriting?
 * Read chapters 7-9 of //Junie B. Jones Is a Graduation Girl//
 * Design/Create your own graduation hat
 * Caregiver Project (Tk20 Common Assignment on Family Engagement)
 * See Caregiver Assignment Information
 * Read the "Dear Parent I Do Not Plan to Discipline Your Child" essay on the //Education Week Teacher// link below:
 * @http://www.edweek.org/tm/articles/2015/09/11/dear-parent-i-do-not-plan-to.html
 * Write a response, in cursive; share
 * What does your handwriting say about you?
 * See @http://interactive.sun-sentinel.com/handwriting-personality-quiz/
 * Debate: Has technology ruined handwriting? See:
 * @http://www.cnn.com/2013/07/26/tech/web/impact-technology-handwriting/index.html
 * @https://www.theguardian.com/science/2014/dec/16/cognitive-benefits-handwriting-decline-typing ||
 * =**Class Twelve**= || Essential Questions: What is effective questioning? How much wait time is needed after asking a question? What are the 3 levels of questions? How do they relate to Bloom's Taxonomy? How do you show respect for students' answers and still address incorrect responses?
 * Entrance slip/review:
 * Speed learning strategy (Why is it important to engage caregivers in the learning process? How can you handle bullying in the classroom? How can you handle an irate parent?)
 * See @https://laufenberg.wordpress.com/2014/04/17/speed-learning-a-classroom-activity/
 * Questioning Techniques:
 * Prezi (see @http://prezi.com/av0zj4xihwgy/?utm_campaign=share&utm_medium=copy&rc=ex0share)
 * Purposes of Questions: Why question?
 * Checklist for planning questions: (see Checklist_for_planning_questions.doc)
 * Distinguishing between truth and fiction
 * See //The War of the Worlds// by Orson Wells at @https://www.youtube.com/watch?v=OzC3Fg_rRJM
 * Read the newspaper account depicting the mass hysteria that followed the broadcast at @http://www.war-of-the-worlds.org/Radio/Newspapers/Oct31/NYT.html
 * Could something like that happen today?
 * Take part in academic discourse via a debate
 * Website evaluation: Locate an evaluation tool to evaluate one of the websites below
 * @http://www.cimms.ou.edu/~doswell/Conference_papers/SELS96/WoO.html
 * @http://descy.50megs.com/Emankato/mankato.html
 * @http://petsorfood.com/
 * @http://www.fulkerson.org/ancestors/buyanancestor.html ||
 * =Class Thirteen= || Essential Questions: Why should primary sources be used in teaching? What is the purpose of a public service announcement? What can be learned from role playing?
 * Write a letter to self
 * Role playing of Parent/Teacher situations
 * Fraterville Mine Disaster Engagement Activity
 * Fraterville Mine disaster song QR code activity, click here
 * Direct link to song: @http://vimeo.com/35218399
 * Primary source evaluation: See letters and SOAPS Primary Source "Think" Sheet
 * Public Service Announcement Activity
 * PSA Overview Link: @http://prezi.com/jkdfqqxj-byc/?utm_campaign=share&utm_medium=copy&rc=ex0share ||
 * =Class Fourteen= || Essential Questions: What is effective communication? What is the difference between one-way and two-way communication? What are some roadblocks to communication by teachers and parents? How can you use "I-You-We" messages in the classroom? What is the purpose of rephrasing and re-framing questions or comments? How do people communicate? Does communication differ among various situations? Do the genders communicate differently?
 * Effective Questioning Techniques:
 * See Effective Questioning: Math
 * Effective Communication
 * How effective are you as a communicator? See @http://www.newlineideas.com/communication-style-quiz.html
 * How well do you read body language? See @http://testyourself.psychtests.com/testid/3764
 * See handout Effective Communication Skills.docx
 * See PPT at @http://www.svcc.edu/students/success/workshops-pdf/Effective%20Communication%20Skills.pdf
 * Effective Communication
 * See video at @http://www.youtube.com/watch?v=MInPwzg6TiQ&list=PLkSpqx7NVS-Fqd9Jf8sTU7pi51YdmcXlq
 * On your own:
 * Observe how people communicate with one another in the following situations:
 * Formal (i.e. church, meeting, school, etc.)
 * Informal (i.e. play, at the beach, ballgame, etc.)
 * Among Peers (i.e. friends, same-age, co-workers, etc.)
 * Among Ages (i.e. child to child, adult to child, middle school kid to middle school kid, etc.)
 * Among Genders (i.e. male to male, female to female, male to female)
 * Be prepared to share your observations in class ||
 * =Class Fifteen= || Essential Questions: How do people communicate? Does communication differ among various situations? Do the genders communicate differently?
 * Be prepared to share your observations in class ||
 * =Class Fifteen= || Essential Questions: How do people communicate? Does communication differ among various situations? Do the genders communicate differently?
 * After observing how people communicate with one another in the situations below, discuss what you discovered:
 * Formal (i.e. church, meeting, school, etc.)
 * Informal (i.e. play, at the beach, ballgame, etc.)
 * Among Peers (i.e. friends, same-age, co-workers, etc.)
 * Among Ages (i.e. child to child, adult to child, middle school kid to middle school kid, etc.)
 * Among Genders (i.e. male to male, female to female, male to female)
 * Field observation of communication:
 * How did the genders differ in their communication styles?
 * Describe the communication patterns witnessed in the formal setting. What was the setting?
 * How do the communication patterns in the formal setting differ from that of the informal setting you observed?
 * What common communication patterns did you see?
 * Communication
 * See self-assessment inventory here
 * 4 styles of communication: See @http://www.maximumadvantage.com/four-styles-of-communication.html
 * Listening Quiz: How good are you at listening?
 * @http://www.cengage.com/resource_uploads/static_resources/0324223048/7346/listen_quiz.html
 * Listening comprehension:
 * @http://esl.about.com/library/listening/blconclusions1.htm
 * @http://www.eslvideo.com/esl_video_quiz.php?id=5882
 * Active Listening
 * I Know/I Wonder web: What do you know about teaching listening skills in the classroom?
 * Fill in "wonder" as you view the Prezi
 * Ponder this: Is teaching listening easy to do? Why or why not?
 * See Prezi at @http://prezi.com/8tdeimq212zw/reflective-listening/ ||
 * =Class Sixteen= || Essential Questions: How can you avoid down time? Can you incorporate Halloween activities into the school curriculum? What is student engagement?
 * Entrance Slip: "If I Ruled the School" (handout and located at @http://juniebjones.com/media/printables/activities/If_I_Ruled_the_School.pdf
 * Review Strategy: Friendly Feud (directions located at http://www.educationworld.com/a_lesson/03/lp321-01.shtml
 * Read parts of //Junie B. Jones, Boo . . . and I Mean It//
 * Complete the Halloween word search in relation to it
 * Locate and implement an activity that meets the criteria below:
 * Halloween centered
 * Academic in nature (can be any curricula area)
 * Discuss the downside of down time
 * Answer these questions:
 * What is student engagement?
 * Why is student engagement important?
 * How can you engage students? ||