Reading Response 14
The primary model of co-teaching that will be implemented in our ITU will be “Parallel”. Although we planned the majority of lessons as a group, the instruction will be done separately in each respective classroom. The implementation will be multiple different classes that rotate in between the four instructors. During period one, for example, I will be instructing one group of students while each of the other instructors are teaching their respective periods. The classes will have time to work with the other classes during the major project times and during that time instruction will shift to “Complementary” teaching model.
Reading Response 13
Reading Response 12
Task 1 - 17 can be seen on the ITU Website. A link is also posted as a blog tab above.
Reading Response 11
Strategy Matrix
Reading Responses 9 and 10
RR#9 School information can be found in detail here.
RR#10 Cover Sheet
Reading Response #8
The primary model of co-teaching that will be implemented in our ITU will be “Parallel”. Although we planned the majority of lessons as a group, the instruction will be done separately in each respective classroom. The implementation will be multiple different classes that rotate in between the four instructors. During period one, for example, I will be instructing one group of students while each of the other instructors are teaching their respective periods. The classes will have time to work with the other classes during the major project times and during that time instruction will shift to “Complementary” teaching model.
Reading Response 13
In reflection to this entire semester, the primary model of
instruction was supplementary but after the presentation there was a shift to
complementary. During the presentation there was a form of “back and forth” in
between the presenters and the class instructors. There can be the argument
that the entire presentation and evening really was the “Team Teaching” model
since there were multiple methods used and it was planned by an entire group of
experts.
The
highlight of the various models was the integration of supportive and
complementary methods when Dr. Thousand was presenting but the other
instructors in the room were available to add any pertinent information. Depending
of the level of additions made would decide which model was being implemented.
Reading Response 12
Task 1 - 17 can be seen on the ITU Website. A link is also posted as a blog tab above.
Reading Response 11
Strategy Matrix
Reading Responses 9 and 10
RR#9 School information can be found in detail here.
RR#10 Cover Sheet
Reading Response #8
The
theme of our integrated thematic unit is the human impact on the environment so
our group is looking at preventative measures that we can do as the focus of
our service learning. Some of the idea that we are planning include a school
wide recycling drive, beach cleanup, planting a community garden, and a field
trip to test water quality. Some of the various resources that we would need
would include:
Garden – Lumber, soil, seeds, fertilizer
Beach Cleanup / field trip – Permission slips,
transportation, trash bags, testing supplies
Recycling – Collection bins, bags, truck or van to take
refuse to recycling center
EDSS 541 RR#7
Reading Response #7
Identify
the key elements and process for Service Learning
The first step in identifying
what service learning is should be explaining how it is different than regular
community service. Although community service is a valuable aspect of an adolescent’s
young life it is something separated from curriculum and or educational
standards. Service learning is possibly the same action, such as a beach cleanup
etc, but with education and student emotional, social and intellectual growth
as the priority of the activity. Service learning is an educational opportunity
that can also double as community service but community service is not guaranteed
to be considered service learning.
The key element of any service
learning project is the connection that each student will make with the
material, each other, the instructors, the community and themselves. The
outcome of service learning is the authentic experience that is produced by
doing and not just saying, practicing and not just professing, living and not
just thinking. In the world of education it is the primary goal of the
instructor to have the students be able to make connection and relevance to the
material. It is one thing to be able to say, quote, and or regurgitate the
material but it is more important for the students to be able to apply the
material as well.
The process of a successful
service learning project can be a fairly complex collection of planning,
collaboration, creativity, and reflection. The most important part of a project
will be the design and planning since at the heart it is intended to be an
application of the standards so it will be built around the objective. Just
like our lesson plans for our various content areas, the service projects
should be backwards designed. After the objective is defined, the next piece is
the action, event, and or group in which explores the objective and how the
standard/objective will be completed and or shown. This is the other major
planning obstacle whereas you first need to find the purpose and standard of
the project then you need to plot out the logistics, without either your project
will not succeed.
Once the overall backwards
planning and logistics are ironed out then there is the actual preparation of
the project itself such as student readiness. The students must know and
understand the rationale of why a beach cleanup has anything to do with history
or why homelessness can be a product of racism. There should be an integrated
series of lessons leading into, during and especially after the project’s
completion. The final step in a successful service project will be reflection
in regards to the students reflecting on their experiences and the instructors
reflecting on the outcome of the project.
EDSS 541 RR#6
1) If China has more honor role students then we (USA) have population is it due to actually having a better educational model (I assume so) or just more students over all. What is their educational model, what are they doing, and how are we not doing it. I think using statistics to show the proportionality could improve that statement.
2)Involving mixes, remixes, student compilations, multimedia presentations etc. will be vital for the next generation of students. I do retain my doubts when such things as SOPA (Anti piracy Act) will try to shut down the very sources of free information we need for these things to be successful. I look back to my EDUC 422 professor and the belief (at that time, hopefully I'm not misrepresenting) that the legal issues and so forth needs to catch up with the technology.
It is always very comfortable to hear the adage "not reinventing the wheel" but that no longer is a viable way to look at education. We teach as we have been taught and there we have the wheel that needs to be reinvented.
http://youtu.be/_A-ZVCjfWf8
http://youtu.be/B4g5M06YyVw
EDSS RR#5
Reading Response #5
Although
the details still need to be worked out in many respects, our theme
will be the local ecology of the area immediately surrounding the campus
including the beach which only a few blocks away. The draft of the
cover sheet for the project will be discussed at our next meeting
tomorrow. Some of the tasks drawn out will include the service leaning
that will involve volunteering for beach clean ups and or other groups.
Although not mentioned as a group I believe there will be many
opportunities offered through groups such as The Surfrider Foundation.
From
the social science standpoint I am projecting either an Industrial
revolution based standard and or creating assignments that would involve
local city ordinances, the creation of such initiatives or possibly a
project focused of the Californian Proposition system. More to come.
EDSS 541 RR#4
Reading Response #4
I
believe that I will successfully contribute to my thematic unit team in
a couple of areas. On a personal level I feel that I am a warm person
who can create friendships and successful collaborative relationships. I
enjoy humor and appreciate safe and respectful working environments.
One major difficulty with aligning
so many content areas is deciding how one theme can apply each of them.
Our group has already conquered this issue and my contribution was
creativity and flexibility as per the application of our specific areas
of expertise.
Last but not least I do believe that
the content area in which I am “bringing to the table” is probably one
of the most flexible. Each area of study can be fairly universal in one
way or the other but Social Science includes history, econ, political
science, psychology, sociology, and criminology to name a few. My
content area can be involved in any theme in which could be initiated.
Reading Response #3
“Helps them teach an interdisciplinary thematic unit as a meaningful way for students to learn through connected relationships of content”
Model #1
Several Disciplines Can Initiate ITU. Often,
to help the students recognize connections between selected content
areas, the initial ITU activities can be designed to allow the students
to assume the role of real-world professionals
Over
the next few sessions, you and the students can approach the unit from
the point of view of a particular discipline and then move on to a
different discipline every day or two.
As the
teacher, you would first solicit and introduce questions an
archeologist would ask and discuss, and then demonstrate how an
archeologist would organize and share information about the topic
Ongoing Developmental Activities
Ongoing developmental activities are those that make up the day-to-day energy of the unit-consider
these activities the ongoing laps of an educational Indy 500. Once the
ITU has been initiated, the students can become occupied with a variety
of daily activities.
Culminating Activities
A culminating activity is one that incorporates sharing the product of the students' study-consider this a final lap in an educational Indy 500 for an ITU. You can accept the students' suggestions for a final event if it engages them in summarizing what they have learned with others.
Activities
Discovering patterns in disciplines can become
one of the culminating projects for an ITU if it is appropriate
for your group of students
A quiz show as a culminating activity can help
older students review information they gain in an
ITU about a period in history
Readings and inserts adapted from:
( Roberts, P. & Kellough, R. (2004). A complete guide to integrated thematic units. Upper Saddle River, NJ: Pearson.)
EDSS 541 RR#2
Reading Response #2
Activity 7.1
The
thematic group that I will have the pleasure to be working with will
consist of mathematics, biology, physical education and social science.
Although we remain in the earliest of stages when considering planning,
our primary focus to guide this unit will be the combination of the
California State Standards for each to the respective content areas in
addition to available on-line informative sites and student interests.
The
brainstorming was more of a group effort on how to create a theme some
of the ideas thrown about included but was not limited to the linking of
our somewhat varied content areas.
That lists contained:
· Find a way to link math/biology with social science
· Involving physical education into the unit
· Looking into the nutritional aspects of PE
· Allowing social science to view “The History of…..”
· Hoping the math and bio areas could align
· Figuring out how the service project would pan out
The
ongoing understanding of our thematic unit will involve a river, oceans
and or lakes “field trip” where tests on water quality etc will be
administered and recorded. Bio and math will focus on the testing and
recording, PE will have the students walk, run, jog to the testing area
and social science will compare such article that include
industrialization.
Activity 7.2
My
thematic unit team will be meeting later in the week, I believe
tomorrow, in order to really hash out some of the major details such as
essential questions, specific education standards, and other
collaborative efforts. Prior to doing so, my essential questions will be
similar to:
1. What is the current “health” of this area?
2. What impact have humans had on the environment?
3. How can we change to foreseeable negative outcome?
EDSS 541 Reading #1
Reading Response #1
Although
each of these groups in which we need to close the achievement gap go
far beyond under and over achievers, the research methods of successful
practice and instructional strategies are effectively the same approach
in respect to each group. It is important to teach each student as an
individual and each of these groupings a more advanced knowledge of
their unique differences and contributions as a whole. The first step in
closing the various gaps is to find and acknowledge the various
stereotypes that are in place. These preconceived notions can be very
harmful to both the students and the instruction. When you approach any
instructional strategy are a catch all there will be many who slip
through the net. Most of the proven effective methods involve supporting
each of the diverse groups and how their identified culture has
contributed to the greater whole. It is important to have each student
be comfortable with who they are and have a sense of pride in what they
themselves can accomplish. Another proven way in
which instructors can close the gap is to have high expectations for all
of their students even though each student will have natural talents
and interests in different subjects.
Differentiation
is the greatest tool that we can use to help all of our students and it
takes work and insight on our part. The classroom must be a place of
knowledge, goals, and personal discovery. In order to foster such an
environment we must structure our curriculum to celebrate everyone and
teach in such ways in which we all learn, students and instructors.
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