1. welcome 2013 cohort

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

3. 5! model of teaching

4. 5 parts of teaching seeing and connecting with kids building the environment enacting the curriculum instructing assessing (you and the kids)

5. 4 things that teachers teach (and learners learn) knowledge skills attitudes values

6. 3 goals of teaching engaging –hearts –minds –bodies

7. 2 views of teaching the visible –what the student and the observer sees the invisible –the planning, preparation, thinking, wondering, worrying, searching, thinking, researching, reading, re- planning, discussion and on and on that form the base for the visible aspects of teaching

8. 1 measure of good teaching students’ (and your) learning

9. 262 themes culture seeing—yourself and others respect fitness: moral, intellectual, physical learning development the role of error, mistakes, and failure in learning and development attending to what you can control (and letting go of what you cannot control)

10. surviving and thriving in 420

11. 420/421 a challenging sequence –decide now to work and learn –keep the complaining under control allot 5 minutes to venting, then get over it and get on with it –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

12. 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 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 in the years to come—and vice versa

13. top tips read website, syllabi etc. most carefully follow format directions exactly do not fall behind—construct a schedule and maintain it 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—reading and highlighting and then rereading and re-highlighting not effective way to learn

14. active, verbal, daily participation required –think out loud –make connections –express confusion, bewilderment, lack of understanding etc –ask people to extend what they’ve said –respectfully challenge what is being said –apply what is said to your life –involve others in the discussion –speaking only when you “have something to say” an excuse

15. get to know the mentors get to know me (and my office hours) 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

16. leading good 30-minute discussions roles: taskmaster & timekeeper begin with a thoughtful, informative title list 3 big ideas that your discussion will focus on lead a discussion—do not make a presentation leading a good discussion requires having had one—extend the discussion you had move beyond what you think to critically questioning what you think 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).

17. your agreeing or disagreeing with writer not helpful—getting under those agreements and disagreements is –agree, disagree, like, & dislike restricted words celebrate confusion, lack of understanding etc.—work to make sense of the confusion etc construct plan (including a copy for me)—with roles title, & exact time specified for each part (timekeeper keep track) keep people on task—rein in tangents; keep discussion close to the text (taskmaster). get everyone involved (involvement is not voluntary)—call on people

18. good to have a balance of small group and large group discussion do not ask vague questions like, "Well, what do you guys think about this?" do not be restricted by earlier groups; do not hesitate to build on or borrow from earlier groups the readings have authors, e.g., Bill Ayers, Jennifer Wolfe, Catherine Lewis, Louise Derman-Sparks—refer to them by name, not by “they”—first names fine

19. group-meeting reports 15-minute discussion (outside class) in groups of 3 cohort members about some aspect of 420 time spent complaining or venting does not count toward 15 minutes in segment 1, include all 16 in cohort in your discussion groups report on 3x5 index card—one per group turn into me in my office before class 2 explicit connections: labeled 1 & 2 fill out chart before you leave class monday

20. 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

21. (name, name, name) week 1 01/19/12 café paradiso 12-12:15pm (title) description of the discussion –must be done before you enter the Armory for class Monday –connections: make (and number) at least 2 connections between some aspects of 420 and your lives; briefly describe each –turn into me in my office before class –follow format exactly –one card per group

22. papers due mondays beginning 1/30 can be done in groups (2 or 3) due across semester until 3 without writing errors 1 page minimum 3 drafts: spew, working, final (2 copies of final) can (and should) overlap with other assignments use to make sense of your experiences

23. papers (name[s]) paper 1 (title) pick one or more topics, discussions, events etc. in 420 that got you thinking and explore it (them) in writing –make connections across 420 and your lives as preservice teachers. –include 3 drafts: spew, working, final (2) (spew does not have to be word processed) –attend meticulously to writing guidelines on website –12 pt, double-spaced throughout (no extra spacing), 1” margins all sides, ragged right –minimum 1 page

24. spew draft: “spew” some ideas down on paper—things you’re thinking about and what you are thinking about them. no order, no format, just thoughts on paper working draft: organize your ideas— concentrate on the substance not the format final draft: put in final form—attending carefully to the writing rules. write simply, directly, concisely.

25. Paley book reports read, this semester, 2 books by Vivian Paley (list on website) learn to think about teaching from someone who has spent her life thinking about her own and others’ teaching come to class on 2/01 and 3/16 prepared to discuss –something you learned about teaching –something you learned about kids

26. Paley report (name[s]) (book title) (title) –comments, thoughts, reactions— have a conversation with Paley –not a book report—do not repeat book title in text –make connections to 420 and your lives as preservice teachers –bullets acceptable –include 3 drafts: spew, working, final (2) –attend meticulously to writing guidelines on website –12 pt, double-spaced throughout, 1” margins all sides, ragged right –minimum 3/4 page of text

27. test take-home, done on computer groups of 3 (groups will be assigned) you may use –hand-written or word-processed (by you) notes –lecture slides –the 420 website you may not use –books, supplemental readings, handouts, xeroxed or scanned copies, or notes produced by someone not in your group example will be on website

28. a brief intro to daniel born 01/05/45, Helena, Montana parents, Jack (UIUC alumnus) and Marie, have both passed on 4 siblings: Ann Marie (Bowling Green, OH), John (Cleveland, OH), Michele (Cavite, Philippines), and Michael (Harrisonburg, VA) 2 children: Buck (Jackrin Jaime), 18, taking gap year before civil engineering at UIUC; Scooter (Anata Marie), 25, Peace Corps, 2 years high school teaching, 3 rd year working on Malaria and HIV prevention programs in Mozambique, Africa preschool, kindergarten, and childcare teacher for 13 years—Chicago’s west side, San Diego, and San Francisco M.A. San Francisco State; Ph.D Wisconsin at UIUC since January 1990