TLPI—4/9/07... only 3 more class meetings after tonight, and then you’re done!

Today’s Focus  Multiple Intelligences Activity and Discussion  Lesson Plan Exemplars Into, Through, Beyond 5E handout—what do teachers and students do?  Presentation—Liza  For Your Thematic Units Assessment revisited  Unit or culminating project rubric 10-day plan  For Your Portfolios Ecology Map Classroom Management Plan

Nuts and Bolts  FINAL revision of Ethnography Part I due 4/16 (next week)  If you want feedback on your classroom ecology map and/or your classroom management plan, turn them 4/16. Otherwise, just include them in your portfolio  All late or missing assignments must be turned in by 4/23. Check to see if you are missing work.

Looking Ahead... to 4/16  Read Cruickshank Chapter 14, but NO DEJ notes required  Prep notes for intrinsic vs. extrinsic motivation discussion next week in lieu of DEJ notes on these readings=last reading notes assignment that’s due  Review and bring semester notes for next week’s (4/23) written final assessment  Thematic Unit work time in class—bring laptops and materials

Looking Ahead... to 4/23  In-class written final assessment based on the Map of Pedagogical Knowledge (40-50 minutes) = 50 points  Intrinsic vs. extrinsic motivation discussion (talking chips, assessed for participation/quality)  Completed portfolios due next week  Thematic Unit work time in class—bring laptops and materials

Looking Ahead... to 4/30  Completed Portfolios due Share-a-thon; details to be decided  Interview practice (panels and volunteers)  Catered celebration dinner or hors d’oeuvres ($5 student contribution; student treasurer needed)

MI Activity  Using your MI graph and your written reflection, respond to the following prompts—each with a different partner...

Prompt #1  According to this inventory, what are your 2-3 strongest MIs? Do you agree with this result? Why or why not?

Prompt #2  How do you use these strengths in your work as a student-- undergraduate or graduate?

Prompt #3  How do you use these strengths in your work as a teacher? How do you avoid your weaker MIs? Give specific examples.

Prompt #4  Think of an assignment you’ve given (or observed) and brainstorm how you could change it to give students opportunities to show what they’ve learned using at least 2 different MIs.

Prompt #5  Discuss what will get in the way of you integrating MIs into your classroom practice.

Prompt #6  Brainstorm how you can incorporate MIs into your thematic unit—as a learning tool for students, in the content you present, or in an assessment you create...

Lesson Plan Exemplars  2 I,T,B exemplars from former TLPI student’s thematic unit  Additional elaboration of 5Es from Using Technology to Study Cellular and Molecular Biology, 9-12, NIH

Liza’s Presentation  10-minute poster presentation  5-minute Q & A

Classroom Ecology Map  Design the physical layout of your ideal classroom  Consider... Discipline specific needs, such as lab benches, sinks Location/configuration of student desks (“action zone”) Location of teacher desk Location of chalkboard/whiteboard and bulletin boards Location of computers, resources, materials, equipment Location of study or consultation areas  Consult Cruickshank Chapter 12, including Figure 12.6 (Maslow’s hierarchy of needs)  Include in your final portfolio

Classroom Management Plan  Akin to, but does not equal PPP  Is your classroom norms and agreements/rules (limit = 5-7)  Consider... Your philosophy and style (Who will develop this plan? You? You and your students?) Your negotiables and NON-negotiables Your audience (You, your students, the school’s administration, other teachers, parents)  Remember that this will be in your portfolio and you may be asked about it in an interview

10-day Plan for Your Thematic Unit  Shows the flow of the unit including labs, videos, activities, quizzes, homework, and final project  Consider 2-column table format Day of the week Lesson # and title, brief description, and notations  Guideline: enough detail so that another teacher could follow it

Thematic Unit or Unit’s Culminating Project Rubric  Must be linked to clear and measurable requirements of either your thematic unit or its culminating project  Consider 3-5 performance categories Categories CAN be weighted—more complicated, but allows for different types of assessments to be included in unit rubric  Consider 4 levels of quality You can have fun as long as there are clear gradations  Fill in the criteria for each in clear and measurable language