El Ed-405 Preschool



University of Wisconsin Oshkosh

El Ed-405 Preschool, Elementary & Middle School

Student Teaching Seminar and El Ed-462 Elementary Internship PK-8

Professor Erdman

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Dr. Jean Erdman

Office: N/E 610 Phone: (920) 281-6056

Home Phone: 920-231-6056 E-mail: erdman@uwosh.edu

College of Education and Human Services Department of Curriculum and Instruction

University of Wisconsin Oshkosh

Seminars

Attendance at seminar is required. We meet for small group seminar in Clow 111 as noted below. The ideas and reflections from your placement provide valuable input for the whole group and bring introspective meaning to what you do during the day. Professional dialogue and sharing with colleagues is a vital part of growth and learning

MAKE YOURSELF INDISPENSABLE! WORK HARD! WORK COOPERATIVELY AND MATURELY WITH STAFF AND YOU WILL LEAVE A LASTING Positive IMPRESSION!

Making the most of this experience will benefit you as you enter the field. The following information will convey expectations, guidelines, requirements, and tips for our student teaching/interning experiences and seminar.

This student teaching/interning seminar integrates all of the conceptual model components, as does the form used for student teacher/intern assessment during student teaching/interning..

An educator...

as Lifelong Learner, explores issues that arise in society, thinks critically, and creates connections for in-depth understandings

as Skillful Practitioner, is open to new ideas and initiates many effective strategies to engender learning

as Reflective Professional, builds a personal vision for teaching and learning through inquiry, collaborative dialogue, experimentation, assessment, and reflection

as Change Agent, transforms curriculum so it reflects democracy, preparing students to better serve the needs of groups within society

as Caring Intellectual, establishes caring relationships where understanding of ideas and feelings is met and confirmed, both personally and culturally.

Attendance

Act with integrity. Attendance at your school is required. Attendance reflects your commitment and your character. Adjust your schedule to match your cooperating teacher’s expectations whenever possible. Discuss time expectations with him/her upon arrival at your school. If you can arrive earlier and stay later than the teacher schedule requires, all the better. In case of any illness or absence, communicate with your cooperating teacher and your supervisor as soon as possible. Discuss how to handle any absences. Also, leave copies of your lesson plans as you would for a substitute teacher.

Journals: Write a journal entry at least once a week and forward as an attachment to me erdman@uwosh.edu, every Tuesday by 8 a.m.. Anything in your journal that you wish to keep confidential, identify as such, and it will not be shared with other seminar students. Please include your name and the date at the start of each writing. Write about your concerns, struggles and successes. Write to learn.

Portfolios (optional)

As an authentic assessment of your performance, your portfolio should offer indicators of student progress, show how students take an active role in their learning, and demonstrate ways that encompass students’ diversified ways of learning. Each piece of evidence should be carefully chosen. A common error is to forget to label pages with a heading that clarifies what the meaning of the page. You might begin each section with a statement of a goal, why you value it, and how you feel about your progress toward achieving it. Include artifacts and perhaps explain how each relates to the goal it supports.

Some artifacts might include:

• student teaching seminar evidence

• unit plans and lesson plans

• journal entries

• supervisor evaluations

• ethnography study

• statement of philosophy at beginning and end of student teaching

• experiences with children

• log of extracurricular experiences

• photographs

• a videotape of your teaching

• evidence of using technology to teach

Observations / Classroom Visits/ Lesson Plans/ Unit Plans/ Videotape/ Other Classroom Observation Paragraphs/ Bulletin Board and Art on Display

Supervisor visits are scheduled in advance. Please check the time with your cooperating teacher. Contact me if you need to cancel a scheduled observation. I will be counting on your flexibility to arrange for a meaningful lesson at the time of visit. If I phone or email, please respond promptly. Thank you!

Plan the visits so that you are actively engaged with your students (large group instruction, cooperative learning groups, stations set up...). Plan visits for variety. Upon arrival, please provide me a copy of your lesson plan, with you name, date, and subject/topic. I’d loike to talk with you a couple minutes before you start teaching. Letme know if you want me to focus on anything in particular. After the observation, we will find a quiet place to confer. Remind your cooperating teacher about leaving after the observation so that accommodations can be made. Your cooperating teacher is welcome to participate. My role is to guide, coach, and mentor. I will help you maintain and build upon your strengths and offer you tips and suggestions to develop your teaching as a caring intellectual.

As you become responsible for teaching a class and a unit, remember to submit your unit plans and your lesson plans to your cooperating teacher before you begin to teach. With this sharing, you can together anticipate the experience and discuss, clarify, and enrich the learning activity. You are required to write lesson plans for the lessons you teach. Share some of your accumulated lesson plans when I visit

Arrange to have a videotape of at least ten minutes showing you teaching. We will learn from one another’s tapes—this tape most likely will not be the “showpiece” that you might include in your portolio.

You are required to observe at least four other teachers during each 9 week placement that I serve as your supervisor. Schedule this early with your cooperating teacher. Paragraphs about what you learned are required.

You are required to complete a bulletin board that supports student learning. You are required to post student work around the room so that the room visually promotes student ownership. You are required to post art work for viewing by the students.

What cooperating teachers look for.........

• rapport with all children and staff

• positive attitude

• genuine interest

• reflective / diagnostic analysis

• confidence

• class management

• enthusiasm

• involved in all aspects of school

• seeking responsibility

• utilizing suggestions

• Early Considerations

• Have a sense of what is taught all year - know the relationship between units.

• Explore the interrelationships among subject matter.

• Be familiar with students’ names. Check student cumulative files to help students learn.

• Design the best use of space and arrange accordingly. Kids have a right to a reasonably nice looking room. Include some places that are not colorful—quiet spots. Include some work by artists. Remember that if you laminate materials, place them where they do not glare from the lights. Create bulletin boards that foster unit work or classroom community and ownership by students. Change the view frequently.

• Thin k about building classroom community and how to promote efficiency.

• Be over prepared.

• Begin to learn about your students; especially make newcomers feel welcome.

• Be sure everyone knows the layout of the school, playground, simple procedures, and where to line up.

• Communicate your expectations.

• Be as aware as you can of what is going on in your classroom throughout the day.

• Strive for responsible, purposeful behavior. Build community.

• Assess what still needs to be discussed at the end of the day.

• Continue to learn what students already know, what their interests are, and then, plan unit accordingly.

• Ongoing Considerations

• Celebrate your successes, feel confident that you are capable and in charge.

• Implement your collaboratively designed rules and procedures.

• Reinforce expectations (not just social behavior).

• Respond quickly when expectations are not met.

• Model what you expect from your students.

• Above all, be kind and treat students as you would wish to be treated.

• Give feedback to all work you have asked students to do ASAP.

• Teach skills of independence and responsibility as the need arises, e.g., what to do when student needs help and the teacher is not available.

• Give concise and accurate directions before starting lessons or assignments. Anticipate questions and behavior.

• Provide options for learning, teaching, and student practice. Think... VOICE & CHOICE.

• Build your repertoire of teaching strategies.

• Enjoy your new career and your students.

• Take time for enlightenment. Read a professional magazine or book.

• Take care of yourself. Exercise, eat wisely, get enough sleep.

Think Abouts

How do you meet the different levels in your classroom?

• What are 5 ways to communicate with parents?

• How do you do lesson plans?

• What does professionalism mean to you?

• What is your discipline philosophy?

• What are your most valuable organizational systems?

• What are some efficient ways to grade and record grades?

• How do you build rapport with students?

• What are 5 different ways to grade student work?

• How do students work together successfully?

• How do you build acceptance between students?

• What are your most valuable resources for planning?

• How do you make learning relevant and contextual for students?

• What makes learning tasks authentic?

• How do you get students to think critically?

• What are some ways to get students motivated to learn?

• How do you provide students choices for learning?

• How do you demonstrate enthusiasm?

• In what ways do you create learning activities that tap students interests & goals?

• What standards and expectations do you uphold?

• How do you engage your students in creative thinking?

• What authentic assessment tools do you use? What makes them authentic?

• What do you believe about teaching and learning?

• How do you build classroom culture?

• What does teaching for diversity mean in practice?

LESSON PLAN GUIDE SHEET

Purposes:

What do you want the children to learn, know, do?

What significance / meaning will this lesson have for students for their lives?

How can this knowledge be taught at your age level appropriately?

Materials needed:

Have you gathered all the necessary materials and resources, including the equipment?

Have you made provisions for students to bring in supplies? reserved a special room?

Have you called in people as resources?

Have you planned for an excursion or apprentice experience based on the lesson?

Procedure --Motivation (part of procedure):

What will stimulate the students to learn & at the same time coordinate with the lesson?

• an object, symbol, picture, song, audio-visual?

• leading questions relating to students lives / daily activities?

• a call to ponder or critically analyze a problem or situation?

• a warm-up technique for more in-depth study?

• telling a story?

• creating an art piece related to the lesson?

• teacher enthusiasm?

• praising the students for their effort and achievement?

• relating old learning / integrated learning to new learning?

Procedure--Strategies (part of procedure):

Will you use conditioning approaches: recitation, repetition, quick-answer drills?

Will you employ the discovery “aha” technique: stating a perplexing problem / question through the use of leading questions?

Will you have the students step into the shoes of another or relive a situation to get the feeling of “being there”?

Will you use technological means to reach your objectives: videos, overheads, computers, phone?

Will you have students engage in discussion?

Will you have students fashion a product (build, design, create) or create / solve a problem?

Will you have students demonstrate? model? engage in play?

Will you use independent or group activities?

Will you pre-assess?

Will you use one or more than one strategy for the same lesson, same time?

Will you set up flexible groups, set up learning stations, or teach to the group as a whole?

Will you have the students actively involved?

Will you use examples, demonstrations, or models?

Procedures:

Have you reviewed the text procedures and analyzed them for appropriateness for your students?

Have you gone beyond the text to meet the needs of your students (based on pretest)?

Have you given consideration to flow for dramatic, emotional involvement?

Have you considered the step-by-step details for efficient and logical pacing, suitability, and effectiveness?

Have you anticipated problems with your methods or use of materials?

End of procedure--Closure

How will you wrap it up?

• Questions and Answers review?

• summary of content through oral or written means?

• generalize learning concepts?

• reflect upon learning as it related to the objectives?

• apply learning to personal thoughts and feelings?

• preview for what comes next?

Things to do before hand:

A place for notes to help you get organized.

Individual differences:

A place for reminders about individual children

Multicultural aspects:

A place for reminders about sensitivity

Assessment of the lesson (can be added to after the lesson)

What criteria will you establish for learning?

• What do you want the students to understand?

• To what level / depth do you want the students to understand?

• What form of assessment will you use?

• observation during the lesson, using rubric tool?

• oral answers, individually or as a group?

• written answers, individually or collectively?

• oral presentation?

• application to new situation?

• game to play demonstrating learning?

• creative products such as writing a play, creating a simulation, writing a story or poem, develop a musical piece

• create questions for other students, create a learning activity for other students, teach younger students?

• conference with students?

• contract with students?

• learning log / journal?

• open-ended versions of test questions (explanation of answers, reasoning process, examples given)?

• mentor observation?

• mentor interview?

• portfolio?

• project?

• student questionnaires?

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