1. Goals for Class #3 1. To learn about views of effective teaching, three aspects of teaching, stages of development and concerns of teachers 2. To understand teacher planning 3. To learn how to plan a unit and lesson 4. To learn about building a classroom community and conducting your first class 5. To become aware of procedures for Observations

2. Sample 19th-Century Teacher Contract (See Arends, Figure 1.1 )

3. 21 st Century Contracts Providence Public Schools Providence Public Schools http://www.proteun.org/agreement.htm Coventry Public Schools Coventry Public Schools http://www.coventryschools.net/Admin/CTA ContractFinal.pdf http://www.coventryschools.net/Admin/CTA ContractFinal.pdf

4. Teaching Challenges for 21st Century Teachers (See Arends, Figure 1.2)

5. TURN AND TALK TURN AND TALK Select a 21 st Century challenge. Select a 21 st Century challenge. What are the implications for teaching and learning? What are the implications for teaching and learning?

6. Factors Reshaping the Teacher’s Role and Placing Greater Concern on a Teacher’s Pedagogical Abilities A.Almost 1/3 of our students come from non - Western European backgrounds B.About 1/5 of our students are English language learners. C.A large proportion of students are poor.

7. Percentage of Public School Students Enrolled in Grades K-12 Who Were Minorities, by Geographic Region: 1972-2000 (Figure 1.3)

8. Percentage of Distribution of Students Ages 6-21 with Disabilities by Educational Environment between 1988- 1989 and 1998-1999 (Figure 1.4)

9. A View of Effective Teaching (See Arends, Figure 1.6)

10. For Rhode Island Teachers the knowledge base for effective teaching is defined by RI Professional Teacher Standards http://www.ride.ri.gov/educatorquality/DOCS/General_Docu ments/PDF/RIPTS%20Final%2008-2008.pdf

11. View of effective teaching for Rhode Island College faculty and students is defined by the Conceptual Framework http://www.ric.edu/feinsteinSchoolEducationHumanDevelopment/p df/Conceptual Frameworkrevsp06.pdf

12. Three Major Aspects of the Job of Teaching Leadership Leadership Instructional Instructional Organizational Organizational

13. Instructional Aspect Teachers provide face-to-face instruction and electronic distance learning to students. Teachers provide face-to-face instruction and electronic distance learning to students. Instructional skills include: Instructional skills include: Applying different models of teaching Applying different models of teaching Planning units and lessons Planning units and lessons Classroom management Classroom management

14. Instructional Aspect Models of Teaching (See Arends, Table 1.1) Teacher-Centered Presentation Presentation Direct Instruction Direct Instruction Concept Teaching Concept Teaching Student-Centered Cooperative Learning Inquiry or Problem- based Learning Classroom Discussion Integrative (Taba)

15. Leadership Aspect Teachers lead students and their colleagues Teachers lead students and their colleagues Leadership skills include: Leadership skills include: Planning and coordinating school-wide activities Planning and coordinating school-wide activities Chairing a committee Chairing a committee Facilitating meetings Facilitating meetings Mentoring your colleagues Mentoring your colleagues

16. Organizational Aspect Teachers are members of an organization (school community) and assume different roles in this organization. Teachers are members of an organization (school community) and assume different roles in this organization. Organizational skills include: Organizational skills include: Developing positive relationships with colleagues and families Developing positive relationships with colleagues and families Engaging in collaborative planning Engaging in collaborative planning Negotiating common goals Negotiating common goals

17. Review: Turn and Talk What are three major aspects of a teaching? Provide a skill required for each aspect.

18. Make It and Take It 5 X 8 UNIT CARD – Front Side Include: -Your Name -Title for Unit -Preferred grade (K-2; 3-4; 5-6) -List several activities -List five different products

19. Working With Children 5 X 8 UNIT CARD – Back Side Mapping of conceptual and factual knowledge that you will teach during the five lessons. Topic Big Ideas (conceptual knowledge) Related Smaller Ideas (factual knowledge) See example in Slide 23 of this PowerPoint. See example in Slide 23 of this PowerPoint.

20. Cycle of Planning and Instruction (See Arends, Figure 3.4)

21. Levels of Planning (See Arends, Figure 3.5)

22. Unit Planning Identifying What To Teach Big Ideas (Enduring Knowledge) Small Ideas (Conceptual Knowledge) Smaller Ideas (Factual Knowledge)

24. Prioritizing What to Teach (See Arends, Figure 3.8)

25. Identifying Content What To Teach Declarative Knowledge Factual knowing smaller ideas Factual knowing smaller ideas Conceptual knowing interrelationship of ideas Conceptual knowing interrelationship of ideas Procedural Knowledge knowing how to do something Metacognitive Knowledge knowing one’s own cognitive processes

26. Working With Children Unit and Lesson Planning UNIT PLANNING Unit Storyline Unit Storyline Unit Plan Unit Plan LESSON PLANNING Five Plans-Five Models Five Plans-Five Models Activities/Products - Make It and Take It Activities/Products - Make It and Take It See Bb Working with Children for templates and rubrics Submit Planning in Bb WWC Assignments.

27. Building a Community Welcoming your Learners and Families Preparation Letter to Parents Letter to Parents Knowing Children’s Names Knowing Children’s Names Setting Clear Expectations and a Positive Tone Setting Clear Expectations and a Positive Tone Read BJD, Chapter 2 and Chapter 3

28. Building a Community Your First Class Present Agenda and Goals Present Agenda and Goals Do something FUN! Do something FUN! Take Group Photo. Take Group Photo. Create a “Group Pledge” (see BJD p. 139-141) Create a “Group Pledge” (see BJD p. 139-141) Assign Class Jobs. Assign Class Jobs. Distribute Letter to Parents. Distribute Letter to Parents. Read BJD, Chapter 2 and Chapter 3

29. Building a Community I-A-S-S-P Strategy for Creating a Group Pledge Introduce need for rules (“to learn, have fun and be safe”) Introduce need for rules (“to learn, have fun and be safe”) Ask learners for their ideas (Ask “What will make us feel safe and have a fun time?”) Ask learners for their ideas (Ask “What will make us feel safe and have a fun time?”) State rules positively. (Be helpful.) State rules positively. (Be helpful.) Summarize the rules and make a poster. Summarize the rules and make a poster. Post the Group Pledge. Post the Group Pledge. Read BJD, Chapter 2 and Chapter 3 Golden Rule: Treat others the way you would like them to treat you

30. Stadium School Pledge Stadium School Pledge I pledge allegiance to Stadium School Because we feel we are so cool. I promise to study hard, to be fair in work and play I know that this will make my day. I also promise to make myself a good school citizen This what the goal of Stadium School has always been. I pledge today to do my best In reading, math, and all the rest. I promise to obey the rules In my class and in my school. I’ll respect myself and others too. I’ll expect the best in all I do. I am here to learn all I can. To try my best and be all that I am. VALUES To study hard To be fair To be a good citizen To try my best To obey the rules To respect myself and others

31. Turn and Talk Brainstorm three-five “rules” for a Group Pledge. Because our classroom needs to be a safe, peaceful place, we will do our best to: Rule 1 Rule 1 Rule 2 Rule 2 Rule 3 Rule 3 Rule 4 Rule 4 Rule 5 Rule 5

32. Observations Purpose To observe instruction and learning environments in a variety of classrooms and grade levels using different observation tools. Three Observations #1 RIPTS Procedures with Rubric (See> Bb Class Observation) Collecting data using data sheet Procedures for writing report Analytic rubric for grading Submit each Data Sheets-Report File on Bb> Class Observations Assignments. Submit Signed Pre-Observation Form and Classroom Map in Class.