Here come the Grand Rapids folks!

Good morning, Sunshines!

Kickoff!

• Ian and Jessi

• Next week: Abby and Mallory

TodaySpecial Ed Factsheet Presentations: who

goes when?Total of 9 presentations, in theory split

between next 2 class periodsWritten component uploaded to wiki on day

of presentation if possibleWork time for Lesson Study (I will make the

rounds)Dividing up a shared written planResource prep

Sean Williams on Jobs at 10:45

Turn to a partner, Flash a Smile

“Tell me about yourself.”

What are your strengths as a teacher?

Special Needs Factsheet Presentations

Assessment:

1) The fact sheet provides in-depth information in all five areas listed above.

2) The writing is clear and the information is well organized.

3) The presentation was clear and thoughtful. It highlighted important aspects of the disability/exceptionality and provided useful ideas for teachers.

Next Week? In 2 Weeks?Tommy, Aaron, Brittaney, Amber: Emotional/Behavior Disorder (oppositional/defiant also if desired)Madi, Joey: "Margaret"-- studying the phenomenon and effects of social exclusion/bullying, NOT "what's wrong with weird kids?"-- okay to do some disability theory if desiredSarah, Danielle, Miranda: Cognitive ImpairmentJillian, Erica: Speech/Language ImpairmentMallory and Abby: Fetal Alcohol SyndromeAmanda, Tina, Cory: PTSDAlly, Ian, Jessi, Colleen: The Autism SpectrumMatt, Allison F, Emily: Klinefelter's SyndromeAlison Lux: OCD

Turn to a partner, Flash a Smile

“Why do you want to be a teacher?”

“What are your weaknesses as a new teacher?”

Lesson Study1) Lesson Plan (75%)This part of the assignment is completed in groups. One member of each group is responsible for submitting the assignment to the instructor.

You can use a lesson plan format that works for your group. Keep in mind that this can be used in your teaching portfolio, so in addition to ensuring it is thoughtful, rigorous, and detailed, it is also free of grammatical errors.

Please save the assignment as Topic_LesnStdyPlan.

2) Analysis and Reflection (25 %): This is the only individual portion of the project.Describe what happened during the lesson. Reflect upon the lesson and describe what you learned about your lesson focus and student thinkingStatements you make should be backed up by data from the classroom (quotes from children, work samples, observation data, etc.) This should include the data that was collected by all the observers – not just the data you collected.Explain what group members discussed in the debriefing session, focusing specifically on modifications discussed and the process of negotiating those modificationsExplain specifically how you would modify the lesson if you were to teach it again. Explain why you decided on those modifications. Describe what you learned from modifying the lesson, teaching/observing it a second time, and what you learned from that experience. If you were one of the members who taught the lesson, write briefly about what being observed by your peers was like.

Please save the reflection as YourFirstName_LesnStdyRefl.

Turn to a partner, Flash a Smile

“What is your approach to classroom management?”

“This position has 555 applicants. What makes you different from the other 554?”

Sean WilliamsFormer PrincipalEdAdmin PhD candidate803 InstructorNice PersonHiring Expert Extraordinaire, with the

power of vast personal experience and recent conversations with district hiring personnel at his fingertips!

Turn to a partner, Flash a Thoughtful Look

What’s one Note to Self you made during Sean’s talk?

“Tell me about yourself.”

For Next WeekSpecial Ed Factsheet Presentations:

Lesson Study (read) and PolicyStructure readings (skim one), being prepared to “find the teacher voice” in the policy maze.

Negotiable Deadlines: Factsheets on the day you present, Lesson Study plan/writeups on April 25th.

Non-Negotiable Deadline: At dawn (6a) on Friday, May 3