INTEGRATING PROJECTS

Throughout the quarter you will have assignments that help you to test and get feedback on your evolving skill and understandings. These assignments are listed below under the specific topic strands. There are also assignments where you will synthesize, apply and show what you’ve learned this quarter. These performance assessments are summarized here. Be sure to refer to the handouts for complete explanations of the assignment.

1. Synthesis Essay (draft due week 8; paper due week 10).
   Write a synthesis essay (3000-3500 words) in which you integrate readings and other materials, including theories of learning, models of teaching, and sociopolitical history of schooling, to describe the roles and responsibilities of a teacher. Use a minimum of eight sources, APA style guidelines, and include a works cited page.
2. Mapping the Geography of Place (Due week 10). Use Milner’s framework to analyze the contexts for learning. You will use your field notes, information a about schools, community assets, classrooms and students to help ultimately inform and craft opportunities for learning. You will identify new questions and next steps for your inquiry. This project will be the launching off point for our content area methods work.
3. Advancement to Candidacy Portfolio (Due week 10). -2

WEEKLY ASSIGNMENTS

1. Seminar preparation (Due Tuesday on Canvas at 8:00 am. Bring a paper copy to class.) The purpose of this paper is: (i) To help you prepare for, engage with and use seminar discussions to further your understanding of the author’s ideas; (ii) To develop a practice of writing annotations for readings; (iii) To explore ideas for the fall quarter synthesis paper.
2. Standards Project (Due Wednesday on Canvas at 8:00 am, starting week 3. Bring a paper copy to class). The purpose of this ongoing project is (i) To familiarize yourself with the Standards for learning (e.g. Common Core, NGSS, and EALRS); (ii) To examine ways in which the goals outlined in the standards relate the skills and knowledge that students need as adults in their everyday lives, as citizens, and as stepping stones into their professional lives; and (iii) To self assess and examine how you will refine your knowledge and skill as part of your preparation for teaching.
3. Workshop preparation (Due as specified in each strand).

LEARNING THEORY
Goals: You will examine several perspectives how people learn in order to (i) develop your understanding of learning processes; and (ii) examine and distinguish perspectives; (iii) distinguish how beliefs and perspectives inform approaches to learning and to teaching. Ultimately you will use the literature on learning to inform how you structure, critique and adapt learning opportunities for the students in front of you.

Assignments to support your learning

** Readings are listed in the weekly schedule**

1. Analysis of your successful learning experiences to make sense the learning process.
2. Weekly reading preparations
3. Ongoing critical reflections in which you analyze your initial ideas in light of ongoing readings and classwork – How do the new ideas connect, extend or challenge the ideas you came with?
4. Visual organizer that compares key elements/principles of learning from the perspectives of different learning theories.
5. Analyses of learning stories using different perspectives on learning.

FIELD EXPERIENCE & PRACTICUM
Goals: Communities, neighborhoods, schools, and classrooms are each and unique complex social constructions, that speak to the social and political contexts in which they exist. You will experience communities, neighborhoods, schools and classrooms that may or may not be familiar to you. You will have an opportunity to deepen your abilities to make observations and to notice your instincts on making judgments. You will learn about the culture of place and school, students’ academic strengths, and the nature of discussions in collaboration with peers and community stakeholders.

Assignments: The assignments are designed to make visible those routines and practices for entering a community, rather it be a local community, school community, and/or a classroom community. For your assigned field work site, you will have tasks to complete that include keeping diligent observation notes, reflective writings, readings, as well as opportunities to engage in collaborative learning experiences with your peers. In addition, once you enter the schools and the classroom, you will have specific weekly assignments. You will receive more directions about the specifics of these assignments in class. -3

MODELS OF TEACHING

Goals: Classroom instruction and management are inseparable. Building lesson plans based on understanding how children learn means paying attention to the emotional and psychological developmental needs, as well as the cognitive developmental needs, of learners. In models of teaching you will develop skills in planning and implementing lessons using six different teaching models: Concept attainment, cooperative learning, direct instruction, discussion, presentation, and problem-based instruction. In addition, you will practice aligning your lesson plan learning targets (objectives), procedures, assessment, and positive impact on student learning with

state and national standards.

Assignments: You will engage in the following assignments during the quarter (readings and due dates are listed in the course schedule):

• Group planning and teaching a lesson on the water cycle using one of the teaching models;
• Individual planning and teaching in your endorsement area(s) a lesson using one of the teaching models;
• Videotape and video analysis of teaching; and
• Individual planning of lessons in your endorsement area(s) using all six teaching models.

FOUNDATIONS OF EDUCATION

Goals: You will examine the sociological and historical foundations of American public schools in order to (i) develop an understanding of the complex relationship that exists between schools and society; (ii) gain an understanding of multiple theoretical frameworks which define the social structure and political nature of teaching. You will use these frameworks as a lens for interrogating one’s own underlying assumptions that shape beliefs regarding teaching, learning, and schooling.

Assignments to support your learning

**Readings will be listed in the course schedule**

1. Weekly reading preparations for class discussions
2. Critical memos due every other week, beginning week 3- due at 8:00 am, post to Canvas and bring hard copy to class.