1/19/20101Welcome to SED 525ENMethods of Teaching EnglishKathleen Dudden Rowlands Ph.D.Please initial attendance chart1Please initial attendance chart and take your name tent. You may personalize your name tent if you like…Agendaz Introductions and Routinesz Icebreakerz Reflective Journals: focused freewritingz Thinking like a teacher2z Text books etc.z Course mapz Syllabusz Theory and practicez Ideology, epistemology, pedagogyIntroductionsz Attendance sign-in z Name tentsz CSUN Email3z Class Hours:z 4:15-6:45 (2 hours and 30 minutes)z NO OFFICIAL BREAKz Reflective JournalsAbout the Instructor and this Course z High school teacher 20+ yearsz New York Cityz Newton Center, MAz HonoluluPf i lD l tf T h4zProfessional Development for Teachersz Executive Director, Reading Institute for Academic Preparationz Director, Cal State Northridge Writing Projectz Doctorate in Composition and Rhetoricz Experiential teaching (constructivist model)Ice Breaker!z Spend the next 10 minutes interviewing your classmates to find people who can answer “yes” to the handout questions. Introduce yourselves. Then ask a specific question from the list (i.e. “Do you own a dog?”). If your 5(y g)ypartner says “No” to three questions, you must find another partner. You may return to someone who answered “No” later for other questions. When you have a “yes” answer, ask for more information to jot into the details” column. You will be sharing what you learned with the class.Icebreakerz What did you learn?1/19/20102Reflective Journalz What did the icebreaker accomplishz For you as a learner in this course? z For me as the instructor of this course? 75 Minute Quickwrite (start writing and keep writing. Try to do your thinking AS you write).This is called FOCUSED FREEWRITING…a valuable pedagogical tool in ALL classrooms!Buddy Cardsz Take a few minutes and exchange contact information with three other people.z Impact of the Furloughs8“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 HanushekIf you plan for one year, plant taro.If you plan for ten years, ltkplant koa.If you plan for a hundred years, teach the children.-Hawaiian ProverbKoa: A Hawaiian Hardwood11Thinking about Teaching and Learningz What have you learned about vocabulary instruction?z What have you learned about understanding texts?12texts?z What have you learned about teaching?z Add your observations to your Reflective Journal1/19/20103Play “Beat the Teach!”z What have I accomplished as a teacher so far tonight?z Why might I have thought it important to begin this way?13begin this way?z How could you establish a sense of community in your classroom?z Modelingz What am I doing as a teacher?z WHY am I doing it? Why THIS way?Thinking Like a Teacherz What have you learned about using writing in the classroom?z What have you learned about encouraging and supporting classroom discussions?14and supporting classroom discussions?z What have you learned about learning by doing?Rethinking the Classroomz STOP thinking about teaching.z START thinking about learning!16STUDENT learning (not yours!)THINK LIKE A TEACHER!z What do these students know and know how to do?z What do they need to learn next?17learn next?z What instructional choices am I making?z What are my instructional options?THINK LIKE A TEACHER!z What is the best approach for this group of students at this point in their learning?zAre my instructionalThis is REALLY important stuff! How can I help my students remember it?18zAre my instructional strategies addressing the learning needs of ALL my students?BOOKMARKS!!!1/19/20104Course Contentz Pedagogical Content Knowledge:z HOW to teach English19z HOW to teach writing, reading, literature, language (vocabulary, grammar, usage)Course Resourcesz Milner and Milner 4theditionz DENSE…BUT…students find it a valuable resource.z Provides a context for what we will be doing in 20class.z Course packet: Instructional Planningz Diana Hacker or a similar style manualz Romeo and Julietz Web site http://www.csun.edu/~krowlandsz NING: A social network for this classCourse Organizer21Syllabusz Course policiesz Gradesz Syllabus response22z This is a LEGAL document. READ IT CAREFULLY!z Signed response (page 13) due next week.Theory and PracticeInstructional Planning23Theory into Practicez How can we be sure our practice is consistent with our beliefs about teaching and learning, about 24g,students and teachers?z We begin by learning to ask questions of our practice.1/19/20105Classroom #1z What assumptions can we make about the pedagogy in 25pggythis classroom? z What is the role of the teacher? z What are the roles of the students?Classroom #2zWhat assumptions can we make about the pedagogy in this classroom? 26zWhat is the role of the teacher? zWhat are the roles of the students?Classroom #3zWhat assumptions can we make about the pedagogy in this 27pggyclassroom? zWhat is the role of the teacher? zWhat are the roles of the students?Classroom #4zWhat assumptions can we make about the pedagogy in this 28pggyclassroom? zWhat is the role of the teacher? zWhat are the roles of the students?Classroom #5zWhat assumptions can we make about the pedagogy in 29pggythis classroom? zWhat is the role of the teacher? zWhat are the roles of the students?What Happens in School?z Teaching (NOT Telling): Focus LessonszLearning (studentszLearning (students DOING something)z Assessing (by teacher, by students, by somebody outside the classroom)1/19/20106Ideology“…a way of teaching is never innocent. Every pedagogy is imbricated in ideology, in a set of tacit assumptions about what is real, what is good, what is 31,g,possible, and how power ought to be distributed.”-James A. Berlin. “Rhetoric and Ideology in the Writing Class,” 23.Ideology:The Foundation for All ActionHow do we teach “English”?What is “English”?32Ideologyz What is the role of the teacher?z What are the roles of students?33students?z Who does the intellectual work? When?EpistemologyWhat constitutes knowledge?What do students need34What do students need to learn?Procedural (Pedagogical) Assumptions and Beliefsz How do people learn?z What pedagogies best serve student needs?35serve student