CI 4000-350

Elementary School Curriculum and Instruction

Fall 2012

Thursday 9:00-11:30

CCCTI-308

Professor: Dr. Diane Marks     e-mail: marksdb@appstate.edu

Office: 233D         Phone: 262-2290

Office Hours: Thursday 11:30-12:30

I can also be reached by email or phone.         

COURSE DESCRIPTION

This course explores the basic principles of curriculum and instruction as applied to five to twelve year old learners. We will examine traditional and innovative teaching strategies. The course focuses on planning curriculum and instruction through selecting, planning and utilizing materials, methods, activities and facilities suited to elementary children. Learning programs are planned for specific classroom situations, and are implemented and evaluated during the course. As an elementary teacher you will be responsible for many content areas as well as working with students in other contexts during a school day. CI 4000 will help you think about and develop ways to make thoughtful decisions as you plan and teach in an elementary classroom and to begin to understand some of the many contexts surrounding these decisions.

Course Designators: Writing and Speaking

COURSE OBJECTIVES

Goals for the course span across several interrelated areas. CI 4000 is the “anchor” course for Block II. It provides the opportunities to synthesize what you are learning in all of your block courses. This course is based on the assumption that teaching and learning are social activities in which the construction of knowledge is a developmental, shared process that occurs within context over time. An integrated, interdisciplinary approach to developing curricula will be taken, recognizing that to be an effective teacher one must be: reflective, flexible, and knowledgeable of the learners within family, school, and community contexts; have a firm grasp of the knowledge base of teaching and learning; and have a solid understanding of the content and structure of what is to be taught. During the course, students will:

Examine various theories and practice of elementary school (K-6) curriculum and instruction including cooperative learning strategies;

Review various concepts of classroom management and relate them to successful teaching practices;

Explore and practice concepts of assessment and evaluation as they relate to the elementary classroom;

Outline the lesson planning and classroom environment concepts relevant to effective elementary classroom instruction;

Plan, teach, and assess developmentally appropriate lessons; Review the concepts of diversity and multiculturalism as related to classroom instruction;

Become familiar with the use of the North Carolina Standard Course of Study; Highlight the use of relevant educational research as a viable teaching tool; Learn to use technology in planning and implementing curricula

COURSE GOALS

To become experienced in planning, teaching and assessing students in the public school classroom over an extended period of time;

To become experienced in meeting the needs of all learners; To observe and implement a variety of classroom management strategies over an extended period

of time; To participate as an active member of a parent/teacher partnership; To participate in school-based professional development activities; and To become familiar with the expectations for public school teachers in their professional

community.

COURSE EXPECTATIONS

Attend all sessions as required for the internship; Assist the teacher as needed throughout the school day; Take initiative to help monitor and work with students; Design, teach, and assess a variety of learning activities; Collect and analyze data and artifacts that reflect student learning; Teach individual, small groups, and whole group lessons in a variety of subject areas; Participate as a member of a professional learning community; and Observe and interview educators in a variety of roles and settings.

STANDARDS MET IN THIS COURSE

Standard III- Teachers know the Content They Teach

 

3a. teachers align their instruction with the North Carolina Standard Course of Study.

            • Teach the North Carolina Standard Course of Study

            • Develop and apply strategies to make the curriculum rigorous and relevant

 

3.b. teachers know the content appropriate to their teaching specialty.

Teachers bring a richness and depth of understanding to their classrooms by knowing their subjects beyond the content they are expected to teach and by directing students’ natural curiosity into an interest in learning.

            *Elementary teachers have broad knowledge across disciplines.

            • Know subject beyond the content they teach

            • Direct students’ curiosity into an interest in learning

 

3.c. teachers recognize the interconnectedness of content areas/disciplines.

Teachers know the links and vertical alignment of the grade or subject they teach and the North Carolina Standard Course of Study and understand how the content they teach relates to other disciplines in order to deepen understanding and connect learning for students. Teachers promote global awareness and its relevance to the subjects they teach.

            • Know links between grade/subject and the North Carolina Standard Course of Study

            • Relate content to other disciplines

            • Promote global awareness and its relevance

 

3.d. Teachers make instruction relevant to their students

They incorporate 21st Century life skills in their teaching deliberately, strategically and broadly.  These skills include ethics, accountability, personal  and social responsibility.  Teachers help students understand the relationship between the NCSCOS and 21st Century content which includes global awareness; economic literacy, civic literacy and health awareness.

 

NCDPI- Standard IV – Teachers facilitate learning for their students

 

4.a.They know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Teachers know how students think and learn. Teachers understand the influences that affect individual student learning (development, culture, language proficiency, etc.) and differentiate their instruction accordingly. Teachers keep abreast of evolving research about student learning. They

adapt resources to address the strengths and weaknesses of their students.

            • Know how students think and learn

            • Understand influences on student learning and differentiate instruction

            • Keep abreast of evolving research

            • Adapt resources to address the strengths and weaknesses of students

 

4.b. teachers plan instruction appropriate for their students.

Teachers collaborate with their colleagues and use a variety of data sources for short and long range planning based on the North Carolina Standard Course of Study. These plans reflect an understanding of how students learn. Teachers engage students in the learning process. They understand that instructional plans must be constantly monitored and modified to enhance learning.

 

4.c. teachers use a variety of instructional methods.

Teachers choose the methods and techniques that are most effective in meeting the needs of their students as they strive to eliminate achievement gaps.  Teachers employ a wide range of techniques including information and communication technology, learning styles, and differentiated instruction.

 

4.d. teachers integrate and utilize technology in their instruction.

Teachers know when and how to use technology to maximize student learning. Teachers help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate.

            • Know appropriate use

            • Help students use technology to learn content, think critically, solve problems, discern reliability, use information, communicate, innovate, and collaborate

 

4.e. teachers help students develop critical thinking and problem-solving skills.

Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems.

            • Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions

            • Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

 

4.f. teachers help students work in teams and develop leadership qualities.

Teachers teach the importance of cooperation and collaboration. They organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities.

            • Teach the importance of cooperation and collaboration

            • Organize learning teams in order to help students define roles, strengthen social ties, improve communication and collaborative skills, interact with people from different cultures and backgrounds,

and develop leadership qualities

 

4.g. teachers communicate effectively.

Teachers communicate in ways that are clearly understood by their students. They are perceptive listeners and are able to communicate with students in a variety of ways even when language is a barrier. Teachers help students articulate thoughts and ideas clearly and effectively.

            • Communicate clearly with students in a variety of ways

            • Assist students in articulating thoughts and ideas clearly and effectively

 

4.h.teachers use a variety of methods to assess what each student has learned.

Teachers use multiple indicators, including formative and summative assessments, to evaluate student progress and growth as they strive to eliminate achievement gaps. Teachers provide opportunities, methods, feedback, and tools for students to assess themselves and each other. Teachers use 21st Century assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions.

 

 

Standard 5:  Teachers reflect on their practice

 

5.a. teachers analyze student learning.  

Teachers think systematically and critically about student learning in their classrooms and schools, think about how learning happens and what can be done to improve achievement.  Teachers collect and analyze student performance data to improve school and classroom effectiveness.  They adapt their practice based on research and data to best meet the needs of students.

 

5.b. teachers link professional growth to their professional goals.

Teachers participate in continued, high quality professional development that reflects a global view of educational practices; includes 21st century skills and knowledge,; aligns with SBE priorities; and meets the needs of students and their own professional growth.

 

5.c. teachers function effectively in a complex, dynamic environment.  

Understanding that change is constant, teachers actively investigate and consider new ideas that improve teaching and learning.  They adapt their practice based on research and data to meet the needs of their students.

 

INTERNSHIP

During this course, you will be assigned to a licensed cooperating teacher (schedule follows) and, working collaboratively with the assigned co-op teacher, will continue to work on course objectives and will follow the teaching contract schedule of the assigned cooperating teacher. Absences, other than emergencies, must receive prior approval from the course (CI 4000) instructor. You must also contact your cooperating teacher. You will interact with students, assist the cooperating teacher, teach in small and whole group settings, and become involved in all aspects of the learning environment. You are expected to participate in a professional manner at all times during the internship. This includes appropriate dress, punctuality and positive attitude.  In addition to a satisfactory performance on all assignments (minimum of “C” level), the ASU intern must successfully complete the internship. The intern’s performance will be assessed by the course professor as well as the assigned cooperating teacher.  More details can be found in the Internship Expectations attachment below.

COURSE SPECIFICS

Attendance and participation are imperative! It is my belief that learning is a social process and is supported by collaboration with others. Your attendance at all class sessions is critical for your continual growth. More than one absence or excessive tardies (2+) may result in the loss of a letter grade from your final grade.

You must satisfactorily complete the assigned internship in a public school classroom and comply with all CI 4000 assignments earning at least a C.

The assignments for this semester are intended to facilitate your master of, or progress towards, the stated objectives. All course assignments must be word-processed APA style. No work will be accepted via email.  Late assignments will be penalized 1/2 a letter grade each day it is late at the discretion of the instructor. Remember that simply handing in an assignment does not mean that the maximum points offered will be automatically awarded. While each assignment will be graded according to individual criteria, the following elements apply to all assignments: 1) organization, 2) completeness, 3) clarity of expression, 4) mechanical accuracy, and 5) creativity.

Inclement weather: Classes will be held as usual unless the university is closed or delayed due to bad weather. Your internship will be at Millers Creek Elementary School in Wilkes County.  As interns you will have the responsibility to know whether or not there is school during bad weather. For information, you can go to the public school website.  Often the weather in Boone is worse than in Wilkes County; therefore, you and your carpool will need to decide if it is safe to drive down Rt. 421 to MCES when ASU is closed or delayed.  Please contact your classroom teacher if you will be delayed or if you are not driving due to bad weather. (Note: this is only if ASU is closed or delayed.) Your safety is always the first consideration. Often the roads are cleared by mid-morning so when it is safe, you should go to school.

 

Compliance with the university academic integrity policy is expected.  Details can be found at http://studentconduct.appstate.edu/index.php?

module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=3.  Please review the policy so you are cognizant of expectations and your rights. 

 

Accommodations for students with disabilities: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Religious Observance: 

S.L. 2010-112 (HB357):SECTION 3.  G.S. 116-11 is amended by adding a new subdivision to read:"(3a)     The Board of Governors shall direct each constituent institution to adopt a policy that authorizes a minimum of two excused absences each academic year for religious observances required by the faith of a student. The policy may require that the student provide written notice of the request for an excused absence a reasonable time prior to the religious observance. The policy shall also provide that the student shall be given the opportunity to make up any tests or other work missed due to an excused absence for a religious observance."

For more details please visit:  http://academicaffairs.appstate.edu/syllabi Netiquette:   Please take a moment to consider the recipient of the email.  Be

sure to address them by their title and to identify yourself in the first sentence (Dear Dr. Marks.  My name is Joe Smith and I am in your CI 4000-435 class).  Then begin your communication.  Be sure that the email is critical and you cannot get the information in any other way (ask a classmate, Google Site, ASU website, etc.).  Make sure to include details so the contact can respond with the appropriate information.  CAUTION:  If you are disgruntled about something, it is best you do not discuss it over email.  Email the contact to make a face-to-face appointment or to call them personally (I'd like to talk with you about a situation that happened during class Tuesday/I am concerned about my grade on the mid term.  Can we meet or talk on the phone?)  DO NOT send an email arguing your point or attacking a professor, cooperating teacher, or any other adult.  This is just unprofessional and can lead to a lot of trouble for you.  If you need to let off steam, call a friend, your mother, partner, etc.  If you really need to send an email, send it to one of them or yourself.  Remember, your disposition and professionalism is under scrutiny all semester long.  I am often asked by principals in a reference interview how professional or emotionally mature a student is.  I love to say how professional you are when solving a problem or discussing an issue.  Principals love this, too.  Here is a website that discusses more etiquette for digital communications http://www.albion.com/netiquette/book/index.html

ASSIGNMENTS

Instructional Design Plan (60points) : In cooperation with your internship classroom teacher, you will develop and teach an instructional design plan that is interdisciplinary and that integrates

student-centered, inquiry-based instructional strategies. You will incorporate the NC Standard Course of Study in addition to technology competencies. In your assessment plan you will address both formative and summative strategies for assessing the NCSCS goals you have chosen. In addition, you will carefully examine student performance based on an appropriately selected pre/post evaluation strategy that you develop in alignment with your learning goals. The unit of instruction will include:

1. Cover Sheet/Unit Topic, Grade Level DUE: 9/62. Learning Goals and Objectives (5 pts) DUE :  9/203. Student Background, Knowledge and Experience (5 pts) DUE:  10/44. Essential Content Knowledge (10 pts) DUE:  10/115. Unit Assessment Plan (5 pts) DUE: 10/29-Dropbox6. Five Lesson Plans (15 pts) DUE: 10/29-Dropbox7. Resource List (pts included with lp) DUE:  12/10 on TK208. Results and Analysis of Student Learning (10 pts) DUE: 12/10 on TK209. Reflection on Teaching and Learning (10 pts) DUE:  12/10 on TK20

**Your entire Instructional Design Plan (in one PDF file) is DUE on TK20 no later than 8:00am 12/10

**NOTE: drafts of each component are mandatory. If you do not turn in a draft and do not negotiate another due date with the instructor, a 0 will be averaged with the completed component from TK20. 

Classroom Management Theory to Practice (25 points): Observations, reflections, and connections between the readings/lectures in class and your field placement experiences can contribute greatly to your success as a classroom teacher. You will complete and discuss six assignments based on topics studied in class.  Each assignment is worth 3.5 points.  If you successfully complete and turn in all assignments on time, you will receive .5 point extra credit!  More details will be discussed in class.

Classroom Management Notebook (35 points): During the semester you will develop a classroom management notebook of general and specific techniques and strategies (many covered in class readings and lectures). You will choose to focus on a grade span rather than one specific grade. For example, you might choose K-2 or 2-4 or 3-5. As you think about what to include in the notebook, keep in mind that decisions should be developmentally appropriate for the chosen grade span.  A complete description and rubric will be described in class. Due:  11/7-in Dropbox

Literature Presentation (15 points): You will choose one of the novels (listed below) to read.  Your group will discuss and prepare a 15 minute presentation for the class.  More details will be given in class.

Professional Conduct: Attendance, Participation and Preparedness (25 points) : You are expected to be in class on time every day and to participate fully in class activities and discussion. It is imperative that you come to class with all readings and assignments completed. Participation in class involves engaging in class discussions. Participation in the internship involves being in the classroom on required days, being punctual, dressing and behaving in a professional manner, and being actively engaged in the classroom/school activities. This class will consist of demonstrations, class discussions, group work, and application activities that cannot be experienced through class notes alone. Non-participation in class activities and/or evidence of lack of preparation may adversely affect your grade. Your attitude towards the instructor, the course activities, and to each other is very important as we maintain a positive experience for each other. You can do this by being mindful of your attitude and by creating a community of support for each other. More than one absence or excessive tardies (2+) may result in the loss of a letter

grade from your final grade.  If you are absent you are responsible for the work that is due that day and the day of your return (call or email a classmate to get the details of what you missed).  

 

Internship (40 points):   You are expected to participate in the field experience as detailed in the Internship Guidelines.  Preservice teachers will be professional at all times and interact positively with learners and school staff.  Success in this field experience depends on attendance, interactions with learners and school staff, teaching 5 lessons from the IDP, and a formal observation by a Block II instructor. 

 

REQUIRED READINGS

Some of the readings are on electronic reserve at the library webpage.  You will need the following password to access the readings.  marks4000.

Evertson, C. (2013). Classroom management for elementary teachers (9th Ed.). Boston: Allyn & Bacon.

One of the following (to be assigned the first class meeting):

Codell, R. E. (2003). Sahara Special. New York: Hyperion Books. Codell, R.E. (2001) Educating Esme.  North Carolina: Alonquin Books. Clark, R. (2004) The Essential 55.  New York:  Hyperion Books Esquith. R.  (2004) There are No Shortcuts.  New York  :Pantheon Books.

Readings as assigned by the course instructor.  

ASSIGNMENTS & GRADES

             Instructional Design Plan                             60 points

             Theory to Practice                                       25 points

              Classroom Management Notebook            35 points

              Literature Presentation                               15 points 

              Attendance, Participation & Attitude          25 points  

              Internship                                                   40 points          

              TOTAL                                                      200 points

 

GRADING SCALE

A “C” reflects work that is “average”. In most cases, this represents work that is complete, but not supported by links or connections to research, theory, critical thinking, or evidence of creativity and

independent thought. A “B” reflects work that is “above average”. This is good, strong work that is complete and supported by one or two references (if applicable) and some attempt has been made to connect ideas to critical thinking, creativity, and independent thought and theory. An “A” will only be given for work that is “excellent”. This work is represented by appropriate references, evidence of a strong attempt at creativity, evidence of critical thinking and relevant links of independent thought and theory. This work is well synthesized and not a regurgitation of another’s findings or a repetition of the problem at hand. The numerical grading scale for this course is below. A grade of “C” or better must be earned in this course to continue in the program.

Your IDP is a NC State Licensure artifact and as such, you must complete each component (see rubric) at the proficient level in order to successfully pass CI 4000.

 

 

192-200 = A                 168-173=B                      148-153=C                    128-133=D

180-191 = A-                160-167=B-                    140-147=C-                   120-127=D-

174-179 = B+               154-159=C+                   134-139=D+                   Below 120=F

 

                      

TENTATIVE COURSE SCHEDULE

Please Note:  Our class meeting time is 2 1/2 hours.  Each class meeting is divided into 2 parts (a and b).  Please come prepared for both parts of class each day.

 8/23

Introductions & Course Overview:

Create name tags

Introduce Classroom Management Theory to Practice

Introduce Literature Presentations and books.  Choose books/groups

Field Trip Info

Introduce Instructional Design Plan Assignment

 

 Completed Internship Placement Form (attached below-scroll all the way to the bottom of the syllabus and you will see the attachments)

8/24

FRIDAY

Field Trip to our placement

  

8/30a

 

Organizing Your Classroom

TTP discussion IRIS Activity

 

 

Read:  Text Chapter 2-Organizing your Classroom and Materials

Theory to Practice:  Draw your perfect room arrangement.  Write a 1 page explanation of your choices (cite information from the chapter). 

Print or be able to access via the internet Internship Expectations (attached below)

Due:  Internship Expectations form signed

8/30b

21st Century Skills

Group Activity

Utilizing the resources below, you will create a persuasive speech, (5 min.) aimed at parents, that explains what the assigned 21st century area is, why it is important to teach in school, and some ideas/activities for teaching that 21st century skill in a particular grade (K-5, your choice).  You will get your assigned 21st century topic in class.

Additional 21 st Century Skills Resources:

http://www.thinkfinity.org/21st-century-skills http://www.tltguide.ccsd.k12.co.us/

teaching_learning/21st_century/21activities.html http://21ctlearning.pbworks.com/w/page/828831/21st

%20Century%20Skills%20and%20Web%202-0 www.p21.org

 

 

Read: 21 st Century Skills:   Why they matter, what they are, and how we get there from 21 st Century Skills:   Rethinking how students learn (ER)

Due:  Introduction letter for placement (1 page)

Print or be able to access via the internet the following:  IDP Guidelines (attachment below). 

 

9/6a Project Based Learning Read: Real-World

Explain: IDP-Learning Goals and Objectives

Issues Motivate Students (http://www.edutopia.org/start-pyramid ) and Why Teach with Project-Based Learning? (http://www.edutopia.org/project-learning-introduction)

Theory to Practice:  Create a web with some integrated ideas for your IDP.  Click here for more information.

 

9/6b

 

 

 

Rules and Procedures 

 

 

Read : Textbook Chapter 3 :  Establishing Rules and Procedures

Theory to Practice:  Complete numbers 3 and 7 on pages 45-46 of your text.  Explain how each rule supports the standard of a positive learning environment for all students?

IDP-Cover Page

9/13a

 PRESENTATION #1-Sahara Special

Explain: IDP-Student Background, Knowledge, and Experience

Harry Wong Video #3

 

Read:  Proactive Classroom Management Strategies (ER)

Theory to Practice:  Answer Numbers 3 and 5 at the end of the electronic reading and complete the "ACTION PLAN" activity on page 56 (end of chapter).

9/13b

 

 Work on Learning Goals and Objectives

 

 Bring resources for Learning Goals and Objectives

 

9/20a

 

Getting Off To A Good Start:

 

First Days and Morning Meetings

Morning Meeting Video

RESOURCES:

Responsive Classroom

Morning Meeting Video:Edutopia

Mrs. Acosta-5th grade

MORNING MEETING EXTRA CREDIT GUIDELINES

Textbook Chapter 5: Getting Off to a Good Start

Reflect on case 5.1 and 5.2 on pages 88 & 94 (pick the one you are most interested in).   Does the teacher achieve each of the goals discussed for the first days of school?  If yes, give examples of how the goals are reached.  If no, give examples of how she might do this.  Turn in at the beginning of class.

 

9/20b Explain: IDP-Content Outline

 

IDP- Learning Goals and Objectives

 

Bring IDP Standards and Objectives

9/27a

 

       PRESENTATION #2-The Essential 55

 

    

Discuss CM Notebook Assignment

 

Textbook Chapter 11:  Managing Special Groups

Theory to Practice:  Complete number 2 on page 240.

 

9/27b

 

 Culture and Classroom Management

 

Video:  Differentiated Instructional Strategies

Weinstein, Tomlinson-Clarke, and Curran, Culturally Responsive Classroom Management (Just click on link.  I made it live)Respond:   Reflect on your own rules and procedures (from TTP #3).  How is your own culture (assumptions/ norms) reflected? How could a miscommunication between student and teacher result in classroom management issues? Give specific examples.

10/4a IDP-Assessment (pre/post assessment, formative and summative assessment, data collection, resources)

 

IDP-Student Background, Knowledge, and Experience

10/4b

Planning and Conducting Instruction

 Explain: IDP-Lesson Plans

 

Read:  Which Instructional Strategies Count Most (ER)

Review:  Instructional Strategies online: http://olc.spsd.sk.ca/DE/PD/instr/index.html

 Due:  What instructional strategies are most effective for you as a learner? Which strategies are most comfortable for you as a teacher? Is there a connection between these two? Why/why not?  What are the implications for teachers and learners?

10/

18a

PRESENTATION #3-Educating Esme

Managing Cooperative Learning:

 

Cooperative learning video: Harry Wong #5

Textbook Chapter 7: Managing Cooperative Learning

IDP-Essential Content Knowledge (I will send an electronic rubric to you (10/25) and return papers on 11/1)

Theory to Practice:  Complete number 4 on page 143.

10/

18b

Maintaining Appropriate Student Behavior:

 

Textbook Chapter 8:  Maintaining Appropriate Student Behavior

 Theory to Practice:  Complete #4 on page 160 ( Choose two of the four

cases to analyze).  Analyze cases first (use the questions a-d as a guide) then write a paragraph about ideas for your own classroom. 

 

Essential Content feedback/conferences/rewrites

 

 

 

 

10/

25a

MATH CONFERENCE

 

 

 

 

10/25b

MATH CONFERENCE

 

 

 

 

These sections are due via electronic submission in Dropbox folder (Monday 29th at 9:00am), CI 4000-350 LP-AP.  Make sure you name the folder(first and last name) and your name is on the document.

IDP-Lesson Plans and

IDP-Assessment Plan

 IDP: Cooperating teacher sign off and feedback due (electronic)

(Dropbox)

11/1a

Internship Classroom Observation Scheduling (you are to contact Susan Phipps to schedule)

Managing Problem Behaviors

Textbook Chapter 10:  Managing Problem Behaviors

Respond:   Read this chapter critically.  Draw a T chart of positive and negative interventions.  How can the negatives be "spun" to a positive?

 11/1b

PRESENTATION #4-There are no Shortcuts

Explain: IDP- Analysis of Student Learning

IDP-Reflection on Teaching and Learning

Course Evaluation Process(online)

 IDP: Cooperating teacher sign off and feedback due (hard copy)

 11/2   Full-time Internship begins     

11/7 Classroom Management Notebook Due via Dropbox

Rubrics and feedback will be returned via email 

12/7 Last day of internship  

12/10 IDP DUE on TK20 by 8:00am!!!