1. week

2. don’t slack. This is for your major and for your life
don’t slack. This is for your major and for your life. If you don’t take it seriously, or wait until the last minute you are missing out on good experience that sets the foundation of your career. Start early…take it from someone who didn’t in CI 420 but turned it around in CI The difference was like night and day…DO IT!
If you’re stuck ask for help. The mentors, Daniel, cohort friends, etc. are there for you! Use them! I have called my mentor at home in a panic, and she calmed me down saying I CAN do this. Get to know the mentors. They’ve been where you are. So use them.
Get to know the cohort—they come in handy when you’re stuck and need someone to help you out. We do a lot of work in ECE so the cohort people are the best to talk to. My roommate went on and on about her to-do list, but it never seemed to measure up to mine. Very frustrating.

3. The Craft
dedication:
Teaching at the two ends of the schooling continuum has taught me that teaching is teaching, whether the students are 4 or 20 or 35. Teaching is moving—leading, guiding, pushing, pulling, prodding, manipulating, cajoling—students to acquire and develop knowledge, skills, attitudes, and values.
Teaching is not a single endeavor. It takes many forms. But if the teaching is good, the values will be deep, the attitudes strong, the knowledge, and the skills useful.

4. dedication cont.
I have learned the most about teaching, not surprisingly, from teachers—many wonderfully masterful teachers. Some were experienced. Others were wet-behind-the-ears novices. Some taught in classrooms; others, on sports fields and ice rinks. All amazed me in some way. Thinking about them, I continue to be amazed.

5. introduction
. . .teachers, poets, engineers, physicists, writers, artists, musicians, cabinet makers, camp counselors, teachers, and so on—people who produce, who contribute to the common good.
a craft has a base of
knowledge, skills, attitudes, and values
under the visible hour many invisible hours
every master of a craft knows many tricks, but tricks won’t make you a master of a craft

6. naturals

7. Donaldson review
to turn an existing state of affairs into a desired one requires understanding the existing one
what are kids actually like
who do we want them to become
need to reconsider widely held beliefs about what kids are like

8. Isaac Newton ( ): “If I have seen further, it is because I am standing on the shoulders of giants.”
Bernard of Chartres (12th century): “We are like dwarfs on the shoulders of giants. We can see more than they and at a greater distance, not because we have sharper eyes, but because we are raised up by their giant size.”

9. Children’s Minds (preface, prologue, ch 1)
no theory in science final
when does school go wrong for kids?
for the whole population, school goes wrong for some kids
for some sub-populations, school goes wrong for many kids
schooling goes wrong for most kids at some time—some recover, some do not
often it is not the kids who do not understand, but the adults

10. is schooling as good as we can make it
schooling a new enterprise—we have much to learn about it
to turn an existing state of affairs into a desired one requires understanding the existing one
what are kids actually like
who do we want them to become
need to reconsider widely held beliefs about what kids are like

11. chapter 2
who is egocentric, and when?
differentiate findings and claims (16)
what does it mean that something "makes human sense"? (17)
cold-blooded and warm blooded?
"communicative strivings"? (23)
how are being "highly sensitive to the listener's state" and being egocentric related? (24)