EDUC 5030 March 12, 2013

Overview of the Class 1.Review from last class: instrumental rationality & my corrections to your drafts 2.Teaching pre-service teachers to design inclusive instruction: A lesson planning template: Questions, keywords and -concepts 3.Your presentations –next time we meet, we will be listening to your presentations.

Reason / Rationality "What is rational is actual, and what is actual is rational.“ (Hegel -19 th century) "The madman is not the man who has lost his reason. He is the man who has lost everything except his reason.“ (Chesterton, 20 th century)

Instrumental Reason/Rationality Rationality, not as a belief in capabilities fo humans, but of organization and efficiency “A person acts with instrumental rationality when their action is oriented around: – Goals (outcomes, targets) – Means (plans, tools, templates) – Results (actual consequences) And when they rationally evaluate each of these.”

Key Terms No Child Left Behind High-stakes testing Differentiation/differentiated instruction Multiple intelligence Constructivism Culturally-relevant pedagogy

References and their Basic Content Tyler Rationale Bloom’s Taxonomy Gardner’s Multiple Intelligences Mager’s structure for objectives Madeline Hunter’s Lesson planning outline

Tyler Rationale What educational purposes should the school seek to attain? objectives How can learning experiences be selected which are likely to be useful in attaining these objectives? experience How can learning experiences be organized for effective instruction? Organizing experiences to maximize their effect. How can the effectiveness of learning experiences be evaluated? Evaluating students and evaluating/revising teaching.

Mager model objectives should be specific and measurable, and specified three parts to an objective as follows: 1.It should have a measurable verb (an action verb) 2.It should include a specification of what is given the learner 3.It should contain a specification of criteria for success or competency

Gardner’s Multiple Intelligences Spatial: visualize and navigate spaces Linguistic: words and languages, dates, names Logical-mathematical: underlying causal principles Bodily-kinesthetic: motions, handling objects Musical: sing, play, compose, pitch Interpersonal: extroverted, attuned to others Intrapersonal: introspection, knowledge of self Naturalistic: knowledge of nature, plants, etc.

Madeline Hunter’s Lesson Planning 1.Anticipatory Set: activate prior knowledge, experience, focus attention 2.Objective/Purpose: what students will be able to do at the end; the broad goal/curriculum standard related to the discipline 3.Instructional Input: What knowledge will you communicate to the students 4.Modeling: How will you show/demonstrate the skill or competence or product or process 5.Checking for Understanding examine the student's what’s needed for the stated objective 6.Guided Practice: monitor and direct students by the instructor as they practice the whole task 7.Independent Practice: work at desk or at home to practice the material/skill without teacher supervision.)

Presentations 25%: This presentation should be on the topic and position identified and outlined in the one‐page draft. It should be 10 minutes long (I will time you), but this does not include set up or Q and A afterwards Use different modes and methods: PowerPoint with relevant images/text, short YouTube presentation, quick questions to class, debate, etc.

Pointers You can prepare a text to read, but you should practice is so that you are not simply “reading” Time yourself when you practice the text Write simply: short sentences, simple words, etc. Speaking needs to be simpler than text. If you use powerpoint or another file (e.g. handout, images), prepare these in adance. Put files on a USB stick or online to download them before you present (preferably both).

CategoryC-C/C+B-/BB+/A-A/A+ Comprehension and application of one or more themes and examples Little understanding of the topic and its relation to course themes or egs. is demonstrated and applied Understanding of the topic and its relation to course themes or egs. is somewhat demonstrated and applied Understanding of the topic and its relation to course themes or egs. is clearly understood and applied Deep understanding of the topic and its relation to course themes or egs. is understood and applied Analytic/ synthesis abilities and depth of arguments presented Little evidence of analysis and synthesis of material are demonstrated and arguments are not clearly presented Some evidence of analysis and synthesis of material are demonstrated and some arguments are presented Strong evidence of analysis and synthesis of material are demonstrated and well developed arguments are presented Exceptional evidence of analysis and synthesis of material are demonstrated and strong arguments are presented Time Management Poor use of timeTime used adequately Time used wellOutstanding use of time Presentation Skills Little use of skills and materials to engage audience Uses skills and materials to some degree to engage audience Uses skills and materials effectively to engage audience Uses skills and materials highly effectively to engage the audience