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CSUN SED 525EN - Lesson 2 Best Practices

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1Week 2Reflective PracticeLearner-centered ClassroomsResearchbased Best PracticeResearch-based Best PracticeInstructional Planning and Foldables1` Choose materials for foldables.◦ One letter-sized file folder◦ 6 full sheets of colored paper◦ 1 half sheet of colored paper◦ A frame strip◦ A Teacher-Responsibility-Student Responsibility cut out` We will use these items later in the evening.2In the next five minutes, write about your experience during the first class. What did you notice? What did you learn? What questions do you have? This is informal writing, but it will be collected.3` Hand in Syllabus Response, Ideology Chart and Reflection` Student Letters` Reflective Practice`Bridging EnglishChapters 1 & 2`Bridging English Chapters 1 & 2` What ARE the “English/ language arts”?` Best Practice Classrooms` Learner-Centered Instruction` Foldables45Use Sticky Notes to Track Key Ideas AS You Encounter Them!` What did you learn? ◦ Share your list of things you learned with a partner.◦Together decide on one really GOODTogether, decide on one really GOOD piece of advice leading to success in this class.62Reflective Practice7Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.-Peter F. Drucker•What did you learn from this process of reflection?•How might this learning influence your work in this class?8Academic Language• What are you capable of thinking of now that you might not have been able to without this language?•How does new vocabulary encourage•How does new vocabulary encourage conceptual change?• How might this “academic language” begin to inform your instructional decisions?9Academic Language and PACT Rubric• Level 3 and Level 4 descriptors• The goal: a DEEP understanding of the terms:Id l–Ideology– Epistemology– Pedagogy 10•Independent work•Collaboration with partner•Guided instructionA combination of instructional ltthtThink about what we did…and HOW we did it.11Guided instruction•Focus lesson (a.k.a mini lesson)elements that is proven effectiveReflective PracticeEffective teachers…need more than busy classes; they need basic tenets, a core of beliefs about learning, language, and literature to shape activity into engaging12literature, to shape activity into engaging, purposive, and effective learning.Joe and Lucy MilnerBridging English (6)3“Conceptual Scheme” (7)• Core beliefs• Anchoring ideas• Basic axioms13• Operating principles• Ideology: acknowledges and works within the power relationships in every classroomKey Questions• How do your core beliefs align with research-based best practices?• How does your ideology inform your understandings of English content to be 14gg“known” (epistemology)?• How might ideology inform your understanding of how that content can and should be taught (your pedagogy; your pedagogical content knowledge)?Becoming an “Above Average” Teacher“…quality teachers employ analysis and reflection to critique the educational theories and methods that are enacted in classroom practice, explore multiple perspectives to 15evaluate content, and transform the results of their explorations into judgments, action, and change (Skidmore College, Critical Inquiry Report, 2005).In other words, they perform critical inquiry” (3).Donna Pasternak and Tom Scott. “Quality Teachers, Critical Teachers: Engaging the Profession.” English Leadership Quarterly. 29.3 (2007): 1-6.“Effective teaching is quite different from the teaching that is typically found in most classrooms.”Allen Odden and Carolyn KelleyPaying Teachers for What they Know and Do (2002)“Having an above average teacher for five years running can completely close the average gap between low-ggpincome students and others.”John Kain and Eric HanushekStruggling Teachers“What was characteristic …was their unwillingness or inability to take a critical stance toward their own practice, to interrogate their own beliefs or educational choices. Rather, they tended to self-17justify and place blame elsewhere—on students, parents, the community, or any other convenient patsy. Until they adopted a critical, reflective stance toward their practice…they could never grow into independent, contributing members of the department” (4).184` Q & Q from chapter 1` Q & Q from chapter 2 pp. 15-2019` What did you gain as a reader by identifying interesting quotations?` What did you gain as a reader by articulating your questions?` What did I gain as a teacher with this activity? ` What has this activity taught you about writing? About teaching?` Writing to THINK and LEARN: a research-based best practice` What challenges does this book pose?` How can you use this book productively?`Web site:`Web site: http://www.prenhall.com/milner21 22235A Student-centered, Interactive Note-taking/ Learning Strategy25` Google “foldables”` Check out Web site linklink.26` A Lap Book™ is a file folder folded a special way. Inside, students glue booklets they have made called Foldables.` Foldables are folded pieces of paper which provide space for drawings, graphs, diagrams and written work. LBk™id`Lap Books™provide:◦ motivation for reluctant learners ◦ easily stored projects◦ an outlet for highly creative students ◦ remarkably high subject matter retention ◦ a review tool for students ◦ an evaluation tool for teachers27` THEIR language used to summarize key concepts` Interactive, manipulativeHandy reference tool`Handy reference tool` Formative assessment tool28` To create an organizational “lapbook” to help you with unit planning (for this class and forever)forever)` To model the instructional benefits and possibilities of foldables29` Open out your file folder so it is flat with the inside facing you.` Fold the left side in, so it meets the center of the folder.teode` Fold the right side in so it meets the center of the folder and “fits” the left side.` Put your name on the folder tab.306` Hot dog fold, leaving about 1 ½ inches at the bottom.` Trim ¾ inch from the bottom. Label bottom flap:Best Practicesflap: Best Practices. Adopted from Zelmema, Daniels, and Hyde, 1993.` Hamburger fold.` Hamburger fold again.31` Cut along fold lines on short side of fold to mountain top.` Label flap # 1◦ Collaborative` Label flap # 3◦ Student centered◦ Democratic` Label flap # 5Ah i◦ Social` Label flap # 2◦ Experiential◦ Reflective◦Authentic◦


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