ECS 311

1. ECS 311 February 28

2. Today’s agenda • Unit plans feedback (that I have completed) • Expectations for reflections • Pre-Internship Expectations • Questions you always wanted to know • In-depth Interview questions – will likely continue on Thursday

3. Unit Plans • Fabulous!! Well thought out lessons. • Target Feedback sheets • How do you collect your data for your target? • Examples • Be ready to change lessons if needed • Watching your planned lessons unfold is wonderful – go with the flow. Enjoy. • “asses” • >>assess • Make some notes to include for your reflections as you go

4. Reflections • 5 areas to respond to: • 1. Unit Plan Reflections: • How did your unit plan go? What would you change? • 2. PDP/Targets/Feedback: • What feedback made you recognize your strengths? What would you like to carry over to internship to focus on? • 3. Assessment: • How well did you tools work? Did your assessment tell you what you needed to know? • 4. Relationships with Kids • What did you learn about relating to kids? Any fun or challenging stories? • 5. Overall • What are you most proud of? What challenged you? Did you experience any extra-curricular or supervision?

5. Pre-Internship Expectations • Learning to Plan • Learning to Teach • Learning to Review, Reflect and Self-Evaluate • Learning to Relate • What areas do you feel strong about? • What areas do you know you need to target? • Do you want to talk to your co-op about any of these at the beginning to clarify? • Check in at the end of the first week.

6. Questions you always wanted to know • Stress • You can be stressed thinking about being stressed. Expect to be calm. Live what you want to be. • Wipe your feet at the door. • Explore ways to relieve stress. • Think about what is a reasonable amount of time to spend on work? • Don’t go it alone – advice from colleagues, other students, instructors, your advisor, administration • Others?

7. Interviews • Co-managing the learning environment • Instructional Skills • Curriculum Content • Instructional Repertoire • Based on “Environmental Model” • My experience • RPS division

8. Hot topics from recent interviews: • Inclusion • Diversity • Indian and Metis examples/practices • Technology • Inquiry • Relationships with Students • Circle of Courage/Reclaiming Environments

9. The learning environment • Co-Managing refers to all that teachers do to organize the tasks, procedures, routines, structure, and relationships in the learning environment while acknowledging that none of this will be successful without students’ consent, and co-participation. • - Reflective Style • - Reclaiming Relationships • - Consistent Structure

10. Reflective Style • Can you tell me what you do to address individualized student needs? • Can you tell me what you do to address diversity in your classroom?

11. Reclaiming Relationships • What do you do to build relationships with kids? • Talk to me about your classroom management strategies. • Give an example of how you have incorporated Indian/Metis practices into your classroom.

12. Instructional skills • Instructional skills refer to specific instructional actions of teachers that enhance learning, and in combination, help to generate a powerful repertoire of instructional strategies. • - Student engagement • - Feedback • - Meaningful conversation • - Questioning

13. Student engagement • How do you engage or motivate students? • How do you deal with a class with a wide range of skills?

14. Questioning • What questioning techniques/strategies do you use in your classroom?

15. Curriculum content • Curriculum goals and learning outcomes clearly identify what students will know and understand, be able to do and be like as a result of their learning experience. Indicators for each learning outcome describe the criteria for success. Value-added assessments and formative assessments provide ongoing feedback to monitor student progress, inform instruction and guide students in learning. • - Curriculum outcomes and indicators • - Assessment

16. Curriculum outcomes and indicators • How do you use curricular outcomes to develop unit and lesson plans? • How do assessment, instruction and intervention connect to one another?

17. Assessment • Can you give me examples of how you have identified areas of student performance? • How do you use data for assessment purposes?

18. Instructional repertoire • The various teaching strategies and activities that provide plans for addressing three key teacher questions: • What kind of structure will help students learn the intended outcomes? • What role will the teacher play in achieving this purpose? • What role will students play in achieving this purpose? • The structure, roles and script work like an open-ended script to support teachers and students in moving through a sequence of steps or a series of related concepts toward learning goals. They are open to teachers’ adaptive expertise and improvisation in pursuit of particular learning outcomes.

19. Instructional Repertoire • Authentic Tasks: Students actively engage in learning and exploring of content through relevant, rich and open-ended tasks to achieve outcomes • Adaptive Dimension: makes adjustments to accommodate diversity in student learning • Assessments For/As/Of Learning: Use a variety of assessment processes and tools continuously for the purpose of making instructional decisions, to provide feedback to learners, and for reporting purposes • Explicit Instruction: Model and explain concepts/strategies, and check for understanding in response to individual learners’ needs, preferences and interests • Differentiated Practice: Content is being differentiated by interest, the process is being differentiated by readiness (complexity of thinking skills required) and the product is being differentiated by student learning preference and environment

20. Inquiry Learning: A student centered, instructional model developing content area knowledge and skill. It is an extended task that promotes student inquiry and authentic demonstrations of learning • Cooperative Learning: To have students actively involved in their learning by grouping students in pairs and small groups. i.e. Reciprocal teaching – students become the teacher, Jigsaw, Think-Pair-Share • Concept Attainment: To help students think about related concept to help make meaning, own it; to think and be creative with it • Graphic Organizers: Help students think about, visualize, and arrange their knowledge. i.e. • concept maps, sequencing activities, classroom charts – T charts and Venn Diagrams • Interview Question: • - Talk about instructional strategies you have used.

21. Others: • What are your greatest strengths? • What do you think will be the most challenging aspect of teaching? • How do you use technology in the classroom? • How do you communicate to parents? • If a parent came to you with a concern, how would you handle that? • What extra-curricular activities do you want to get involved in? • What experience do you have with collaboration? • Last word?