CUIN 32023112: Week 1

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Table Talk (900-910)

• What is your plan to fit in with your SBTE from
  the beginning?
• (And, what is SBTE?)

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Letters from the past
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Agenda

• Other housekeeping notes
• Addressing the Needs of Diverse Learners
• Lesson Planning template
• Teacher Inquiry
• QUEST Portfolios

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Some housekeeping . . .

• Bathroom
• Why these shapes?

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http//www.wynnewood.k12.ok.us/images/mrs.20shelt
on's20kindergarten20class.JPG
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http//www.wynnewood.k12.ok.us/images/mrs.20shelt
on's20kindergarten20class.JPG
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Balloons in the Air

• Rules
• Find cluster-mates
• Blow up balloons
• How many balloons can one person keep up in the
  air?
• Now how many can two people keep up? Five? Ten?
• Make sure you know others names.
• Use whatever strategies you can to do this.

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Balloons in the Air

• Why did we do this activity?

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How Diverse Learners Learn

• Review the lesson plan
• What works?
• What would you do differently? Why?

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Cooperative Jobs

• Taskmaster reviews the task to make sure
  everyone knows what to do
• Caller makes sure everyone shares
• Timekeeper watches the time
• Recorder takes notes
• Reporter shares the groups progress

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How Diverse Learners Learn

• Get your kids!
• What accommodations would you need to make to
  allow this child to be successful?

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Creating an Inquiry Stance toward Teaching

• What does research make you think of?
• Research usually conducted by researchers for
  academic audiences
• Schools are data-driven
• Teacher inquiry is the, systematic, intentional
  study of ones own professional practice. (Dana
  Silva, 2003)
• Inquiring professionals pose questions, collect
  data, analyze, share

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Questioning ones own practice
enhances professional growth
and leads to enhanced experience of children.
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Creating an Inquiry Stance toward Teaching

• Reflection is a part, but
• Intentional
• Visible

http//www.pt3.uh.edu/project/design_1.html
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Finding a Wondering . . .

• Teaching is complex
• The child
• The context
• The content
• The acts of teaching
• The teachers own beliefs and dispositions

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Mini-Inquiry 1 A Child

• Listen (and look)
• Observe
• Get a class roster
• Jot down questions for each child
• Decide on a wondering write about your
  choice in your journal (use a pseudonym!)
• Collect 3 types of data - What kind of data might
  you collect to help you answer this wondering?
• Think
• Act
• Share

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Web Portfolios in Quest 2
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How will we know if you are becoming an effective
teacher?

• Observe you.

Collect student work products
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What is a portfolio?

• Working Portfolio
• Collection of all course work
• Reflective Portfolio
• Selection of artifacts that meet QUEST standards
• Presentation Portfolio
• Selection of artifacts for Portfolio presentations

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What will these artifacts look like?

• Documents
• Presentations
• Digital photos (need to verify permission to
  include students)
• Scanned of photographed student work
• Videos of you teaching or of a process
• Other?
• Examples
• Need to support all areas of the Reflective
  Portfolio with multiple forms of documentation

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Some examples

• http//viking.coe.uh.edu/scstowe
• http//viking.coe.uh.edu/krenteri
• http//viking.coe.uh.edu/ehaney
• http//viking.coe.uh.edu/knguyen43
• http//viking.coe.uh.edu/ldesel

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Cool Tool of the Week

• http//del.icio.us/uhquest

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Before the next class

• Make sure you have made us your friends on
  LiveJournal
• Post Beginning Reflection by next Friday
• Start organizing your portfolio.
• Once you go to schools,
• Start observing a child for inquiry 1
• Schedule your observed lesson ASAP
• Dont forget to turn in your Exit Ticket!
• Next week
• Class 3 Tuesday Online
• Class 4 Thursday Online
• Additional room changes . . .