EDUC 315 Info
– Lesson Plan and Reflection: Please provide a copy of a lesson plan you formally teach and your reflection on the lesson to me, your SA, and your FA (if I’m not your FA). For lessons taught in weeks 5 or 6 of the Tuesdays prac, the plan should be delivered a minimum of 24 hours in advance of its implementation. The reflection should follow shortly after the teaching and, again, should be delivered to me, your SA and your FA (if I’m not your FA). If you’v already taught a formal lesson and won’t be doing another one, please send the plan you taught from and your reflection on how it went.
– Teacher Timetable Hand In: Thanks to those who delivered me a hard copy or emailed an electronic copy of your timetable. If you’ve yet to do so, please send it to me by Wednesday, 17 November. Thanks.
– 2-Week Prac Unit Planning Topic: Be sure to sort out with your SA what topic you will be teaching during the Short Practicum in January. The sooner you know, the sooner you can get started on considering your desired results and gathering resources.
Stop. Start. Continue.
In an effort to make EDUC 310/316 classes as beneficial for you as possible, I’ve created a survey to get your input on what is working and what’s not thus far.
Here’s a link to the survey:
It will probably take you about five minutes to answer the three questions (anonymously). When the results are in, I will report out the findings… and take action!
I appreciate your support in my efforts to improve my teaching practice.
Instructor Think Aloud
I expressed my frustration at what I perceive as having too much to do and too little time to do it. I noted that this was a feeling common to all the instructors/FAs in my office, as we were all struggling with how to address all the material we want to explore with you in rich and meaningful ways given the time constraints we’re working under. For instance, the irony of presenting you a unit planning structure promoting deep engagement with ideas in a rushed and superficial way isn’t lost on me.
I aim to make all my decisions with respect to what happens in class based on what you need. Then, after asking for your input on what topic you would like to explore in class today – microteaching or unit planning – and getting your input, we promptly ran out of time to get to the unit planing piece in any meaningful way. The tension between breadth and depth continues.
(Not Paul) Henderson [Foster Hewitt’s “Henderson” Goal Call] Articles Discussion
– Mental Set: What questions about teaching and learning have you been thinking about while on practicum?
– Objective:
- To play with a discussion strategy – Socratic Seminar – that you can use in your classroom
- Studying these articles will lay the theoretical framework to help you understand the practice of teacher inquiry so you can thoughtfully engage with an inquiry question during Term 2 in POT/COM class. The EDUC 310 Course outline describes the intentions, rationale, and evaluation of this task in some detail. Here’s the outline:
– Input/Modeling: I mentioned that we would be using Socratic Seminar to discuss the ideas in the Henderson articles. I showed you a video clip on SS and asked a few TCs who had done it about how SS worked. The video showed an SS in action and that was the (brief) modeling piece. Here’s the video:
[youtube]https://www.youtube.com/watch?v=vCpBTf7ib0o[/youtube]
– C4U: With a quick show of thumbs, I sought information about the degree to which everyone knew what to do in the SS. I supervised the conversations as they went on to make sure they were working.
– Practice: You broke into two groups and, with exit slips in hand, shared your thoughts on the articles with the help of our facilitators – Sarah and Miguel. Each groups process was overseen by two observers in an outside circle. In fact, I blended SS with Fishbowl, to some degree.
– Closure: As the time ran out, I asked the groups to end the discussion. Observers were asked to share what they heard in the discussion and to mention what they noticed about the group dynamic. Jennifer noted that the conversation would likely have had more active participation by all if seated in a circle, a more inclusive arrangement that the boardroom table set up we used. Aaron noted that the conversation started with one word answers and then picked up as time went on. A cautionary tale for all teachers about the need for wait time to let student thoughts develop and conversations deepen before intervening.
Finally, I asked you to write down on your entrance slip one take away idea from today’s SS discussion. You handed me your entrance/exit slip at the end of class. Thanks.
If you’re interested in Socratic Seminar as a teaching strategy, there is lots of info about it on the interwebs, Check out these sites:
Also, here’s a PPT slideshow that breaks down the basics for you:
Unit Planning Preview
If you can, please bring one or two of the really important PLOs that you will be building your 2-week practicum unit around. In Wednesday, 17 November’s class we will be unpacking those PLOs and looking at what understandings, essential questions, knowledge, and skills flow from those outcomes. Also, we may consider what assessment evidence will allow to to determine the degree to which the students are developing understanding of your desired results.
Here’s the template we’ll use to unpack the outcomes:
Microteaching
Please check the schedule (on the blog) to see when you present. Also, review the rubric and bring your flash drive to class so you’re fully ready to go. I’m looking forward to seeing some engaging lessons on Monday.
Phew! That’s a long post for a short class.
Take care,
– Lawrence
