uteach step 1- class #6 welcome and logistics please sign in pick up your name card & (as...
TRANSCRIPT
UTeach Step 1- Class #6
Welcome and Logistics Please sign in Pick up your name card & (as necessary, a computer) Logistics
Packing Materials Practice Teaching Homework:
Final Draft Due TONIGHT to Mentor Teacher and Dr. F AND Eugenie via email Teach 1 Reflection DUE: Sunday 3/3/2012 by 11:59 PM (Posted to Bb electronically)
Logistics
Teach 1 next week Packing (Next slide) Practice Teaching (today in class) email FINAL plan to Mentor Teacher and CC Brian and Eugenie
CONFIRM day, date, and time of your teach in the email
Do NOT arrive late unless you call ahead. No call? No entry. No guarantee of reschedule.
Check in AND Check out of the school Attendance/tardy penalty is in effect Teach 1 Reflection DUE Sunday 3/4/2012 by 11:59 PM (unless lesson is rescheduled)
Packing Practice Teach
Packing
Check in and Check out of “Bin” Pink Tag required Store your materials in the workroom
Copy Code found on UTeach Inventory Station 3: At your table
BE NICE, BE FRIENDLY, BE ORGANIZED! Primary responsibility: Prepare & Teach the first 15 minutes of your lesson. Secondary responsibility: Pack & Check-out bins Need Materials? – give Brian a YELLOW Materials Needed sheet
Label on Bin (REQUIRED INFO)
Teach 1 F51) Last Name, First Name, EID2) Last Name, First Name, EID
Teach DATE: 2/27/2012Teach DAY: MONDAYTeach TIME: 8:00-9:00
School: BLANTONMentor Teacher: Valderrama
UTS 101: Step 1: FORTNEY58340 Thursday 2:00-3:30
F5
Please:• Give your Mentor Teacher a feedback form for each person who is teaching.• Do not arrive late!• Do not run long!
(Watch your time)• Grade & Return the assessment BEFORE you leave!• HAVE FUN!
Materials
Check in/Check out (Like a library) Need Materials?
Give Brian a YELLOW sheet today Please do not include common items Pencils/paper etc. We have this and you need to bring everything for your lesson.
Management Think: How do I EFFICIENTLY distribute/collect/clean up materials Minimize instructional time wasted
Safety
Appropriate Clothing No Jeans/low necklines Dresses: Below the knee, please
Common sense safety with children No glassware No food (must be preapproved) No “sharps” No eating No chemicals unless approved by Dr. F.
Requirements of LessonMaking Student Thinking Visible
Required: Name tents-LARGE NAMES Clear Directions Probing questions
Draw a diagram Remain SILENT when necessary Echo and Reflect Rephrase the question Probe unclear responses Offer counter suggestions
(Ginsberg, 1997) Guidelines for Clinical Interviews
Team Member ResponsibilitiesTeam of Two
A B
Lesson 1 Teach(Due: T1R)
Teach(Due: T1R)
A: Submits LP1
Lesson 2 Observe(Due: SAO)
Teach(Due: T2R)
B: Submits LP2
Lesson 3 Teach(Due: T3R)
Observe(Due: SAO)
A: Submits LP3
Note: ALL group members are required to help plan EVERY lesson.
PedagogicalContentKnowledge (PCK)
Contextual Knowledge
(CK)
GeneralPedagogical
Knowledge(PK)
Subject Matter Knowledge (SK)
(PCK)Knowledge needed
for Classroom Teaching
Teacher’s task:Selectively draw upon independent knowledge bases of:
Subject Matter KnowledgePedagogical KnowledgeContextual Knowledge
“Teaching depends upon the presentation of contentcontent to students in some context context using an appropriate form of instructionappropriate form of instruction.” (Gess-Newsome, 1999, p. 11)
Pedagogical Knowledge (PK) (Examples)
Contextual Knowledge
(CK)
GeneralPedagogical
Knowledge(PK)
Subject Matter Knowledge (SK)
(PK)Pedagogical
Knowledge needed for Classroom
Teaching
A Few…General Pedagogical Tools:• Use of Marker boards• Card Sort
• Ex: Place cards in order• “Knowledge Draw”
• Ex: Electricity Demo Lesson• Ex: Draw a simple picture of a plant
• THEN Add things to it.• Ex: Draw a picture of an ant
• Summary Paragraphs• Ex: Electricity Demo Lesson
• Two minute write• Think-Pair-Share• Objectives Example: Make this example worse/This one better.• “10 minute assignment” – Place a time restriction on the task.
“Teaching depends upon the presentation of contentcontent to students in some context context using an appropriate form of instructionappropriate form of instruction.” (Gess-Newsome, 1999, p. 11)
Subject Matter Knowledge (SK) (Examples)
Contextual Knowledge
(CK)
GeneralPedagogical
Knowledge(PK)
Subject Matter Knowledge (SK)
(SK)Subject Matter
Knowledge needed for Classroom
Teaching
General Principles:• Know your audience!• Know your content!!• Construct grade-appropriate lessons
• Look to Standards and TEKS• Use large, clear, organized diagrams• “Operationalize” your subject matter knowledge
• Decide which examples to use• Decide upon appropriate metaphors• Which pictures/images are the simplest• Which pictures/images are appropriate?
• Use of scaffolding• (appropriate bite-sized chunks to use that make the lesson attainable for ALL students)
“Teaching depends upon the presentation of contentcontent to students in some context context using an appropriate form of instructionappropriate form of instruction.” (Gess-Newsome, 1999, p. 11)
Contextual Knowledge (CK) (Examples)
Contextual Knowledge
(CK)
GeneralPedagogical
Knowledge(PK)
Subject Matter Knowledge (SK)
(CK)Knowledge of
Context needed for Classroom Teaching
General Principles:• Know your audience!• Know your students!!• Look to Standards and TEKS• Remember, TEKS are MINIMAL standards.• Use large, clear, organized diagrams• “Operationalize” your SK & PK w.r.t. CK• Decide which examples to use (Age Appropriate)
• Decide upon appropriate metaphors• Which pictures/images are the simplest• Which pictures/images are appropriate?
• Use of scaffolding• (appropriate bite-sized chunks to use that make the lesson attainable for ALL students)
“Teaching depends upon the presentation of contentcontent to students in some context context using an appropriate form of instructionappropriate form of instruction.” (Gess-Newsome, 1999, p. 11)