Author Archives: lholbrook

VERSION 2 Of The Altered EDUC 310/316 Schedule For The Next Two Weeks

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Thanks for your feedback on my original plan for altering the POT/COM schedule over the next two weeks.  In light of the comments – mostly to do with conflicts around the late end time of class – I’ve made some revisions.  It’s not possible to start earlier in the day, but I’ve made some changes to achieve an earlier end to class on both days.

Here are some key points to the plan:

  1. We’ll continue to have no classes on Wednesday, 20 October or Wednesday, 27 October.
  2. Seeing as we’re moving from COM to POT (EDUC 310) and POT classes include 1 hour of self-directed reading time, we’re only required to have 3.5 hours together in class.
  3. I’ve slotted us in for an earlier EAL Presentation on Monday, 25 October
  4. I’ve shortened lunch from 1 hour to 1/2 hour to allow for an earlier dismissal.. but to still allow for eating and (some) digestion 🙂
  5. A 2:00 end of classes is consistent with the regular dismissal time for most of you on Mondays (are far as I can tell from the Standard MIddle Years Timetables I can access)

With that in mind, here’s the NEW schedule – Version 2:

Monday, 18 October 2010

– 10:00 to 12:30 in SC 204
– 12:30 to 1:00 = LUNCH
– 1:00 to 2:00 in SC 204

Monday, 25 October 2010

– 10:00 to 11:30 = Presentation on Teaching EAL (English as an Additional Language) Learners in Woodward IRA 5 (Here’s a map:http://www.maps.ubc.ca/PROD/index_detail.php?locat1=536)
– 11:30 to 12:00 = Lunch
– 12:00 to 2:00 in SC 204

It’s a challenge each year to make this work, and I hope Version 2 meets everyone’s needs.  Please advise me ASAP if this new schedule will not work for you.   Also, get in touch if you have any questions.

Thanks,
Lawrence

The BIG Reveal, I Used to Think, Curriki, and More: Update for Wednesday, 13 October 2010

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With much fanfare – and a little stalling for dramatic effect on my part – the placements were revealed this morning.  Here they are along with maps of both the New West and Coquitlam districts:

Please get in contact with your SA soon, check out the school’s website, and do anything else that you need to do in order to get prepared for your first day with your sponsor – Tuesday, 19 October 2010.

I Used To Think…But Now I Think…Because…

The 2 middle school tours were designed to highlight the exciting happenings in middle schools around Coquitlam.  I was curious about how your thinking about middle level teaching and learning had transformed since before the tour so I had you complet the sentence stem “I Used To Think…But Now I Think…Because…” This is a useful way of processing any transformative experience.

Education: Evolving?

Next up was Devin’s presentation on Macrowikinomics and some ideas on what the future of education might hold. It was a timely and thought provoking presentation that presented an option – Curriki – to meet the need of the cohort to easily share lessons and teaching resources.

Here’s a link to Devin’s Prezi – Macrowikinomics – Education: Evolving?.  Also, here are the YouTube clips that accompany the presentation.

  • Wolfram Alpha

[youtube]https://www.youtube.com/watch?v=6WgdmNtUS2U[/youtube]

  • Curriki

Language Article Wrap Up… At Last!

As the concluding piece to our examination of the “Chapter 4: Language” article, I asked each of you to consider a language-based action that you can take on practicum that will have a positive impact on student learning in your classroom.  The information was shared as a verbal ticket out the door.  There were a wide variety of responses, including such things as:

  • smiling often
  • making eye contact with students
  • aranging the room to facilitate teacher movement
  • arranging the room to facilitate student interaction
  • eliminating filler words
  • harnessing the power of positive word choice.

Next class – I swear – we’ll look at a lesson planning model that you can use to deliver a lesson on your Tuesdays Practicum.

Cheers,

– Lawrence

Pillars of Middle School & The Power of Language: Update for Wednesday, 6 October 2010

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My Job, Your Job

To start, I showed you the MJ, YJ chart and asked if there was anything on it you couldn’t live with.  There wasn’t so these are the guidelines we’ll live with.  In an effort to ensure each of you are as focused as possible for the duration of each class, I did add an item about the use of electronic devices – phones, laptops, MP3 players, and what not – to the TC side of this chart.  Here’s what I added:

“Use laptops and other electronic devices only for class work related tasks (taking notes, for instance)”

The entire MJ, YJ chart is below for your reference:

The Pillars of Middle School

After one tour of a middle school I thought the time was right to have you examine the pillars of middle school.  After a brainstorm-walk-and-talk, we listed your best answers to the question “What are the 5 key components of an exemplary middle school?”  The list you developed was very close to the one agreed upon in the middle school literature – as noted in this NMSA (National Middle School Association) Research Summary from December 2007, “Characteristics of Exemplary Schools for Young Adolescents” –  and as highlighted in my brief PPT presentation:

Language Article Placemat

In an effort to wrap up our look at “Chapter 4: Language” from the Communication fort he Classroom Teacher text, I asked you – as a member of a triad – to complete a placemat to review your ideas on the piece, then to summarize the triad’s thinking using a 3-2-1 organizer:

  • 3 – Key ideas from the text
  • 2 – “Language-related” actions to take on practicum
  • 1 – Point to ponder/question

Here are the directions for Placemat and the 3-2-1:

Here’s a really cool, old school placemat:

I think that covers it.

Cheers,

– Lawrence

The Final (Practicum) Countdown & MIAB Speech Analysis Tasks Gallery Walk: Update for Monday, 4 October 2010

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NOTE: You’ll get so much more enjoyment out of this post if you read it while the music from this video plays.  Trust me.

[youtube]https://www.youtube.com/watch?v=AyggY_R3jU8&p=61349DCC17CB1C98&playnext=1&index=55[/youtube]

Clock Partners

Clock Partners are a great way to set up partnerships in a classroom setting.  It gives students some choice over who they will speak/work with for a given activity while speeding up the partner finding process.  Here’s the Clock Parnters sheet I handed out for you to record your appointments.  There are instructions for the activity on the back of the page:

Weekend Rating

We found our 6 o’clock partner (I think) and rated our weekends… positively, on the whole.

Pre-Prac Prep Wrap Up

Improv

In a nod to my weekend – I went to see live Improv with Ryan Stiles and Greg Proops of Whose Line Is It Anyway? fame – we did some improv to get our brains working this morning.  We started with “Hey, what are you doing?” and progressed to One Word Story.  Directions for these activities and many, many more can be found in the online Impvov Encyclopedia.

A video clip with hilarious highlights from one of Richard Simmons’ visits on WLIIA? is below.  Watch at your own risk!

[youtube]https://www.youtube.com/watch?v=CTxkxG3DF4k[/youtube]

Protocols

Please observe the following protocols when you arrive at the schools:

  • Arrive by 8:30 am
  • Check in at the office and meet the secretaries
  • Expect to wear a Visitor Badge to identify yourself as a guest in the building
  • Smile and make eye contact with students you meet
  • After OKing it with the classroom teacher, interact with students as they work
  • Use the Staff Washrooms
  • Bring a journal and take notes in it about what you see
  • Have fun!

SA Expectations

A lot is expected of you during practicum.  You can expect your SA to support you as you grow into a dynamic beginning teacher, mind you.  Below is a list of the type of assistance your School Advisor should be offering:

  • Get to know your teacher candidate. Endeavour to create a warm, friendly working relationship.
  • Learn specific strengths and needs of your teacher candidate. What does s/he need to know and understand about you and your classroom to help ensure a successful working partnership?
  • Be a listener: Be empathetic, patient, and encouraging. Provide opportunities for your teacher candidate to discuss what was learned in coursework on campus.
  • Introduce your teacher candidate to your class as a “teacher.”
  • Help your teacher candidate become a welcome and participating member of the school staff.
  • Maintain open communication and consultation with the faculty advisor.
  • Ensure that the match between your teacher candidate and yourself and your class is appropriate. Raise any concerns with the faculty advisor and/or school coordinator at the earliest opportunity.
  • Provide opportunities for your teacher candidate to become familiar with the school and district personnel.

If you feel your needs for support in the classroom aren’t being met, please advise me as soon as possible.

Teacher Presence – Introducing Yourself

As a dress rehearsal for tomorrow’s meetin’ and greetin’, I asked each TC to:

  • State the name they want to go by in the classroom
  • Give a brief introduction of themselves

EDUC 315 Task Expectations

Journal: Bob and I are asking you to keep a journal of your thoughts as you tour the school and, eventually, as you work with your SA on 6 consecutive Tuesdays starting on 19 October.  Here are some observation tips that will help you focus your classroom viewing:

Lesson: Also, at some point, you will need to teach (a minimum of) one lesson.  The what and when of this lesson will be worked out with your SA.  We’ll be covering a lesson planning format soon in class.  We ask that you please email a lesson plan to us 24 hours in advance of your teaching and that you send us a copy of your reflection on the lesson, too.

Me In A Bag Gallery Walk

There was great diversity in the post-speech analysis products on display in class this morning.  We viewed them with a Gallery Walk strategy and I collected all the pieces at the end.  It was a bit hard to hear the songs, so I’ll take time next class to play them for the whole group.  Also, next class we’ll consider the benefits and drawback of differentiating end products in your middle level teaching.

That’s a wrap.  I may bump into some of you in the morning as I visit various schools firming up the placements.  Of course, I’ll see all of you in the Montgomery Middle School Library at 1:30 for a debrief of the morning’s happenings.  (I promise to not make any mention of M. Night Shyamalan’s movie The Happening, if you don’t.  Here’s a way better Happening from The Pixies that I’d be more than happy to talk about:

[youtube]https://www.youtube.com/watch?v=CWNm1ZF8wwg[/youtube]

Later alligators.

– Lawrence

How To Do EDUC 315: Update for Wednesday, 29 September 2010

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Today was a follow up from yesterday’s goings on.  Here’s what shook down:

Me In A Bag Speech Analysis Task

I reviewed the expectations for the assignment and reminded you of the Monday, 4 October 2010 due date.

Ropes Course Debrief

I asked you to give me the following information:

  • List of activities you engaged in
  • Your favourite ropes course activity and why
  • A rating of the Ropes Course experience from 1 to 11 and your reasoning
  • A completion of this sentence stem… “I used to think… but NOW I think… because…”

(I’ve left your feedback slips at home but I’ll insert it into this post when I’ve put it together. -LH)

Professional Demeanour on Practicum

I asked you to consider the question “What will professionalism look like in a school setting?” and to create a role play around one professional behaviour.  The role play had to give a no example and a yes example.  After developing criteria for an effecitve role play, you took time to plan, rehearse and present.  The role plays were enlightening and humourous.

Of course, we can’t fully prepare you for the practicum through classroom work on campus.  You need to be in the schools and experience it for yourselves.  There is no “How To Do It” video for teaching like there is for these the skills covered in this clip:

[youtube]https://www.youtube.com/watch?v=tNfGyIW7aHM[/youtube]

Cheers.

– Lawrence

Pre-Prac Prep & An Afternoon at the Ropes Course: Update for Tuesday, 28 September 2010

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Here’s all the news that’s fit to print from today’s class:

Practicum Preferences Information Gathering

I used the questions in the PPT presentation linked below to determine your preferences with respect to a practicum placement.  Thanks for the information:

Organizing the Middle School Tours

You had about 15 minutes to look over the Middle School Tours schedule and develop a transportation plan with the other TCs in your group.  Here’s the list of groups…

and a map of the buildings you’ll need to find around SD #43 (Coquitlam):

Did someone say tour?  I thought so.  Here’s a clip of one of the lowest point from Spinal Tap’s 1980s era comeback tour.  It’s not quite as low as serving as the opening act for a puppet show, but I reckon it’s close!

[youtube]https://www.youtube.com/watch?v=ukuIwXwCyOI[/youtube]

Now where was I?  Oh, ya.  We’re visiting the four schools listed below.  Each name is linked to that school’s website:

EDUC 315: Pre-Practicum Experience Goals and Expectations

After a free write on what you expected to see, do, feel (emotions) and hear (but NOT touch or smell!), we went over the goals of EDUC 315.  Here’s the handout with those goals… and much more!

Bob Gilmour – the FA who will be supervising some of you during your practica – and I asked you to consider the following:  What EDUC 315-related goal are you:

  • Most looking forward to achieving?
  • Likely to find most challenging to accomplish?

We wrapped with a piece from Bob on “the spirit of inquiry” versus “the spirit of judgement”.  We urged you to use the former in lieu of the latter.  Asking questions about what you see provokes thinking about what is happening and what led to it.  Judgements tend to shut off analysis and critical thinking and are very often based on incomplete information.  In essence, keep your eyes, ears, and your mind open as you tour the middle schools over these next two Tuesdays.’

’til next time.

– Lawrence

MIAB Speeches Wrap & Language Beyond Vocal Delivery: Update for Monday, 27 September 2010

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Me In A Bag Speeches

After considering memorable performances from your lives – everything from Kanye West to Cirque du Soleil – we completed the Me In A Bag speeches.

Me In A Bag Speech Analysis

We discussed the Post-Speech Analysis Task.  What you need to do is watch the video of your speech and consider the following questions:

  1. What are my strengths as a speaker?
  2. What challenges did I face when delivering this speech?
  3. What goals will I set for my next speech / presentation?

You can use the “Me in a Bag Speech” Assessment Criteria / The 8 Ps of Powerful Presentations as a framework for this analysis and you can touch on any other aspects of your talk that strike you.

Now, the beauty of this task is that you can present this content information via any end product you see fit.  This approach to the assignment is consistent with the princicples of DI (differentiated instruction).  Here’s a 6 minute clip with some basic info on DI at the K-12 and university levels:

[youtube]https://www.youtube.com/watch?v=xJmEiQ4HmEc&feature=PlayList&p=4C5E68673251FE37&index=1[/youtube]

Then, we brainstormed an extensive list of options in class – which I promptly forgot to write down on paper, sadly.  You could consider analyzing your speech using:

  • a map
  • a song
  • a poem
  • a comic strip
  • a dance
  • a news article
  • a poster
  • a graphic organizer
  • a Prezi presentation
  • a game show
  • a model / diorama
  • a sculpture
  • a collage

The possibilities are well and truly endless.  The key, however, is to ensure that whatever product you choose is conducive to clearly demonstrating the content. Some products may need  to be accompanied with a one-pager that makes all three aspects of the analysis clear.

I’m  looking forward to seeing what sort of creations you come up with by the due date, Monday, 4 October 2010.

Administrivia

I touched on the following items:

  • Alternate Practicum in a Rural or Remote BC Community: Please see this post for the details.  I’ve recently updated the post by adding the application form for this initiative.  The application due date is Friday, 26 November 2010.
  • Tomorrow’s Pre-Prac Prep Session: We previewed the Practicum Info Gathering questions, organized the potluck lunch, and  reviewed the Ropes Course expectations

Looking More Closely At Language

In a previous session, I asked you to read “Chapter 4: Language”  from the text Communication for the Classroom Teacher by Simonds and Cooper (2011) using the Sticky Notes strategy.  As a means of processing the information, we used the discussion strategy First Turn/Last Turn.  Here’s how it works:

I modeled FT/LT with a modified Fishbowl method.  After that, we developed criteria for a powerful discussion and then I set you on your way to have your own talk about the piece.  While time ran short, we did analyze the strengths and weaknesses of the FT/LT strategy.  In a future class, I will share with you a Discussion Rubric that you can use in your middle school classroom and we’ll spend some time to consider the chapter’s content.

Later alligators.

– Lawrence

Emily Longworth Award: Funding For Special Projects on Practicum

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Here’s another practicum-related opportunity you may be keen to pursue.  Please read the message below from Elementary / Middle Years Practicum Coordinator, Bob Shoofey, for information on how you can win the Emily Longworth Award and access funds to facilitate a special project in your practicum classroom:

“In honour of the memory of Emily Longworth, a teacher candidate who was an inspiration and role model to fellow students, these awards are offered to those whose practica involve curricula or extra–curricular activities promoting multicultural understanding, healthy lifestyle, environmental awareness, and achieving full life potential. Candidates annually apply by January 30 through the Teacher Education Office.

This is a wonderful opportunity for TCs to apply for funding to undertake special learning projects with their class. This funding is intended to benefit children in schools where they are less likely to have access to enrichment projects. Projects could be in the fine arts, environmental studies, social justice, etc and resources should be targeted on the children’s learning experiences rather than on equipment.

Interested TCs should discuss a potential project with their SA and then see Gary Rupert in TEO as soon as the 2-week practicum is complete.”

– Lawrence

Announcing an Alternate Practicum in a Rural or Remote BC Community

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This opportunity is hot off the presses.  Please see below for information about an exciting practicum option that I’ve been asked to make you aware of:

“The Ministry of Education (through TEO) is offering funding to experience a 3 or 4 week practicum (the final 3 or 4 weeks of EDUC 419, the long practicum) in a rural or remote BC elementary school classroom.

The goal of this initiative is to increase the visibility of schools in rural and remote BC communities and to highlight their potential as great places to live and teach.

In collaboration with the Ministry of Education, up to twenty teacher candidates will have the chance to experience a practicum in a rural or remote setting from June 6 – 24, 2011.  Funding in the form of a bursary between $1400 and $2000 (depending on location) will be provided to offset some of the costs of transportation, accommodation, and living expenses.

Applicants must have demonstrated a high level of achievement in all completed course work, and in EDUC 323, the two-week practicum. Confirmation of acceptance will be made following a successful mid-point evaluation during EDUC 419 in addition to advisor approval.

If you are a TC interested in this opportunity, please contact Bob Shoofey (robert.shoofey@ubc.ca) in TEO as soon as possible.  Please provide Bob with some potential locations where you would be interested in going for this practicum, as we are open to any and all possibilities.”

Here’s the application form if you’re interested: Application for Rural or Remote Practicum Experience – 2010.  It’s due on Friday, 26 November 2010.

– Lawrence