welcome 2005 cohort

class 1 introduction C&I 320 Spring 2004

photo cards first-name last-name name you wish to be addressed by

themes

culture (particularly yours) first step to understanding other cultures is understanding your own everyone has a culture—everyone is immersed in culture—everyone lives a cultural life shared sense that a group has of how things are supposed to be –shared beliefs, values, expectations etc. enacted locally in daily interactions implicit, invisible—easier to see in others than in ourselves wide within-group variation—”though any 2 Americans differ in countless ways as do any 2 Japanese, cultural participation will produce some important resemblances” (gloss on Shweder et al., 1998, pp )

seeing—yourself and others perspective taking –root meaning of perspective—to see through (the eyes of others) –learning to see the world the way others do one can learn to understand that which one does not value or agree with respect –root meaning of respect—to look again (and again) –learning to look carefully and listen carefully to others

fitness moral –teaching a profoundly ethical and moral profession doing the right thing –courage—willingness to take chances intellectual –teaching the most intellectual of all activities –a good teacher has a tremendous knowledge base physical –working with young children physically demanding –get in shape

learning learning as sense making learning as social learning as making connections learning as active learning as mysterious and wondrous development development as growing into culture development as culturally, historically, biologically, and situationally constrained

attending to what you can control your mind your learning how you see the world how you relate to others clear, concise, strong, thoughtful expression to be discussed throughout the next two semesters clear writing makes for clear thinking

heroes every field has its heroes the important ones are not the famous but people we know who have touched us in important ways, who have done the right thing in their daily lives the five parts of teaching seeing the kids the environment the curriculum your instruction assessment (of you and the kids)

surviving and thriving in 320

320 is a challenging class (321 more so) –decide now to work and learn –keep the complaining under control allot x number of minutes (and keep x small) to venting, then get over it and move on if you work hard and struggle to get the most out of the next 2 semesters, we will support you in any way you need –those who work will get our time (and vice versa)

accept the fact that you are wet-behind-the-ears barely beginning novices with everything to learn, and start from there –if you work your butts off for the next 3 semesters and then for your first 5-7 years as a teacher, then you will start to become a good, masterful, expert teacher the courses that challenge you the most now, that you find the most difficult now, will be the ones you most appreciate 1,2,3, etc. years from now—and vice versa

tips use the website read the syllabi, schedule etc. carefully –follow directions exactly construct a schedule and maintain it don’t fall behind read and work ahead make connections—everything you do for the next two semesters is part of a whole do the readings carefully and take good notes –the standard undergrad practice of reading and highlighting and then rereading and re-highlighting is not an effective way to learn

get involved in class –think out loud –make connections –ask questions –express confusion, bewilderment, lack of understanding etc –ask people to extend what they’ve said –challenge what is being said –apply what is being said to your life –find ways to involve others in the discussion –only speaking when you “know the answer” not helpful to your learning

get to know the TAs get to know me (and my office hours) –the first time you come into my office other than when assigned may not be to complain get to know each other—everyone –use the listserv –make it a point to interact with everyone help each other –share resources –be watchful and aware of each other

syllabus

active, verbal, daily participation required ask questions answer questions make comments express ignorance, bewilderment, confusion, respond to, question, challenge peers talk about how difficult you find it to talk ask for help offer help think out loud

leading good 20 minute discussions roles: timekeeper, taskmaster, facilitator your task is to lead a discussion—not to make a presentation you can't lead a good discussion unless you've had one—make the discussion you lead an extension of the discussion you had earlier with your group the goal should be to move beyond what you think to thinking about what you think select a small number of big ideas and focus on them use your personal experience to develop understanding, but go beyond those experiences. explore different perspectives (remember that any issue has many more than 2 sides).

whether you agree or disagree with the writer not that helpful—getting under those agreements and disagreements is. –agree, disagree, like, & dislike restricted words be brave—don't be afraid to admit confusion, lack of understanding etc. But work to make sense of what you could not understand be organized—prepare plan (including a copy for me)—with roles & exact time specified for each part –set and keep time limits—use time efficiently –keep people on task—rein in tangents. Keep discussion close to the text. –get everyone involved (involvement is not voluntary)—be directive.

include structured activities that help group to understand, explore, extend etc. the reading—good to have a balance of small group and large group activities, and a balance between doing and talking vague questions like, "Well, what do you guys think about this?" don't work try something new--take some chances the readings have authors, e.g., Ayers, Wolfe, Derman-Sparks—refer to them by name, not by “they”

top 10 ways to lead a bad discussion one person in discussion leading group dominates lack of preparation mindless criticisms using the words agree and disagree vague and general questions not having done the reading well failing to challenge your peers (and yourselves) failing to direct the discussion defending complaining

exercises done in pairs in class (10 minutes) pick a “moment” during which you had a strong emotional reaction prepare a Powerpoint of 6 slides: context, step 1, step 2, step 3a (incomplete), step 3b (incomplete), and step 4 (blank) (steps described on next slide) –either Powerpoint file to me as attachment by midnight the night before or bring on disk or cd –use 24 pt or larger (this is 24 pt)

4-step process (with intro) intro: briefly, but in concrete detail, describe the context step 1: one sentence vividly and honestly describing your emotional reaction (no reasons) step 2: one sentence—immediate explanation why you reacted the way you did (no rationalizing or defending) step 3a: solicit help from cohort to assist you to stand back and explore possible reasons why you and people like you would react the way you did step 3b: solicit help from cohort to assist you stand back and explore possible reasons why the person and people like her would do or say or write what she did step 4: return to your initial reaction

group-meeting reports 15-minute discussion (outside class) with 2 to 5 people from cohort about some aspect of 320 time spent complaining or venting does not count toward the 15 minutes in segment 1, include at least 15 different people in your discussion groups report on 3x5 index card—one per group turn into me in my office before class fill out chart before you leave class

make the discussion useful to your learning and development resist the temptation to reach agreement or resolution –real learning begins in conflict and confusion, not in agreement –open the conversations; don’t close them –try out new perspectives—what if we look at it a different way? –get a little discombobulated and confused

name week 1 name, name, name armory 01/16/ :15pm title description of the discussion filling the rest of the card, –can be “bulleted”—list topics you talked about. –connections: include at least 2 connections between some aspects of 320 and/or your lives. –to be completed before you come to class –to be neat and legible—reports that look like they were done at the last moment will be treated as such –follow format exactly –one card per group

name week 1: name, name, name, name, name, name week 2: name, name, name, name, name week 3: name, name, name, name, name, name week 4: name, name, name, name, name, name week 5: name, name, name, name, name directions: turn in each week on monday (in classroom) each week, highlight new names

papers minimum of one due each week, on mondays beginning 1/26 –additional papers can be turned in any time can be done in groups due until 5 without writing guideline errors can (and should) overlap with other assignments clear, concise, forceful writing a prerequisite for clear, concise, forceful thinking

papers Name(s) paper 1 Title Pick one or more topics, discussions, events etc. in 320 that got you thinking and explore it (them) in writing –can be bulleted –make connections across 320 and your lives as preservice teachers. –include 3 drafts: rough, working, final (1 & 2 do not have to be word processed) –attend meticulously to writing guidelines on website –12 pt, double-spaced throughout, 1” margins all sides, ragged right –minimum ¾ page of text

history project groups of 3-5 select an event, controversy, moment, person etc. from history of ece and get to know something about it ( must go beyond Wolfe) 6-page minimum –cover page: title, illustration(s), group names (1) –description of topic and why you chose it (1) –primary and secondary sources about the topic (2 pages)—reporting what others have said about the topic (full citations: author, year, page #) –what you learned about the topic and about the field of ece in general—relate to present (1) –references: books, articles, websites etc. (1)

Paley book reports read 2 books by Vivian Paley (list on website) learn about how to think about teaching from someone who has spent life thinking about her and others’ teaching come to class on 2/04 and 3/19 prepared to discuss –something you learned about teaching –something you learned about kids

Paley report Name(s) book title 1 Title –bullet –comments, thoughts, reactions, quotations from your reading –not a formal book report—do not repeat book title –have a conversation with Paley –make connections to 320 and your lives as preservice teachers. –include 2 drafts: working & final (working does not have to be word processed) –attend meticulously to writing guidelines on website –12 pt, double-spaced throughout, 1” margins all sides, ragged right –minimum 1/2 page of text

test take home done on computer can be done in groups of up to 4 you may use –hand-written or word-processed (by you) notes –any material down-loaded from the 320 website. you may not use –books, UpClose readings, handouts, xeroxed or scanned copies, or notes produced by someone not in your group

A brief intro to me born 01/05/45, Helena, Montana grandparents, immigrants from Ireland father, Jack: mathematics professor who became a computer scientist (degree from UIUC), died 1984 mother, Marie: 82, retired administrative secretary, has lived with us since July siblings: Ann Marie (Bowling Green OH), John (Cleveland), Michele (L.A.), and Michael (Harrisonburg VA)

wife: Naneera Vidhayasirinun, born Bangkok, Thailand, once early childhood educator, now information systems manager at University of Illinois Foundation children: –Buck (Jackrin Jaime), 10, fifth grade, Leal School, Urbana –Scooter (Anata Marie), 17, junior, Culver Academies, Culver Indiana