week 5 monday 9/23

HI Daniel!, I know you told us that you wanted to hear from each of us at least once a year! How are the cohorts doing? Tell them they will get through it, even though it is very stressful. Its worth it! I think almost all of us have been employed even in this horrible economy, so the ECE program is doing something right. Most of us have (unexpectedly) been employed in positions related to Special Education, so that approval is DEFINITELY worth it! I am working in the Evanston/Skokie School District 65 at Washington Elementary School. I am co-teaching in an inclusion classroom. My co teacher is considered the "general- education" teacher, and I am considered the "special education" teacher, however, we both work with all of the children. I am specifically in charge of the 4 students with special needs. Those SPED classes came in handy :) I have to ensure that these students' needs/modifications are met. I am case manager of their IEPs, and make sure their behavioral, academic, and IEP needs are met. Inclusion is surprisingly a brand new model in this district. Out of the 16 schools in the district I am in one of the new 5 classrooms in the district using the inclusion model. It has already been an extremely challenging 3 weeks, but I have learned so much, and I am so happy to have a job in a district that I love. I have already learned that 3 other U of I grads were hired this year in this district as well (2 elementary, 1 sped, and myself.) Keep in touch. Stefanie (09)

Anna “My job is to be a mother substitute.” “The toddler curriculum is a curriculum of love and play.” “What was wrong with me that I was left-handed and black.” Loving children in general is no help when dealing with 9 or 19 or 29 flesh-and- blood children. What happens when someone is changing her 40 th diaper of the day?

“I don’t even like strollers….Kids need to practice walking.” “She took care of us, and now we will take care of her. The never-ending circle of love has no beginning and has no ending.”

The Craft ch 4: Connecting with and Seeing Students: Infinite Onions and Rubik’s Spheres connecting with and seeing others requires being in touch with one’s own cultural selves. connecting with and seeing others requires getting below the surface.

I failed to realize that seeing kids requires more than observation, it requires interacting with kids. Until I spoke with Brandon, I didn’t really see him. I thought I had him figured out—he appears to be quiet, but actually he can be goofy and humorous. It bothered me that he didn’t appear interested in talking to me. In fact, he rarely made eye contact with me. I concluded that he is friendly with other kids but shy around adults. I was wrong. He had a cool looking pencil that was coiled at one end. One day I passed his desk and noticed it was broken. I commented, “Oh, your pencil is broken.” He responded excitedly and told me an elaborate story about how he had gotten the pencil and how it got broken. Hearing the story of the journey of his pencil, I realized getting to know a child has no end. (an 03)

seeing oneself culturally what expectations, values, and beliefs do the groups I belong to share how do the groups do I belong to view others in other groups what about other groups makes us (as groups) uncomfortable—makes us cringe –not about psychoanalyzing yourself— about examining shared values, shared sense of the way “it’s s’pozed to be”

culture is hard culture is complex and exists in the deep structure of the group, where we take life for granted and don’t question we will never fully understand ourselves culturally, and we will never fully understand others

nevertheless... because we all belong to many groups because we have many cultural selves, many dimensions because we move across these groups regularly –we can find ways, moments, places, where we can connect with others who may at first seem different and distant

Wednesday 9/25 experts and novices experts: (domain-specific) –notice features and patterns –organized content knowledge, deep understanding –knowledge is applicable, “conditionalized” –flexible retrieval with little attention –not necessarily good teachers –varying levels of flexibility in new situations

core concepts chunking meaningful patterns core concepts (big ideas) first: understanding the problem fluent retrieval pedagogical content knowledge adaptive expertise metacognition accomplished novices

implications becoming an expert important in one’s development as a learner –but one must become an expert in something deeper is better

knowledge novices experts less more poorly organized well organized effortful automatic fragmented meaningful shallow deep skills few many unsure sure undirected goal directed/efficient attitudes minimal, sporadic ongoing, flexible self monitoring monitoring values “whatever” learning/development important

journey to expertise unconscious ignorance –don’t know you don’t know (that or how) conscious ignorance –becoming aware you don’t know conscious knowing (that or how) –knowing that or how, but takes attention unconscious knowing (that or how) –knowing that or how without having to think about it