TLPI—4/9/07

. . . only 3 more class meetings after tonight, and then you’re done!

Today’s Focus

Multiple Intelligences Activity and Discussion

Lesson Plan Exemplars Into, Through, Beyond 5E handout—what do teachers and students do?

Presentation—Liza

For Your Thematic Units Assessment revisited

Unit or culminating project rubric 10-day plan

For Your Portfolios Ecology Map Classroom Management Plan

Nuts and Bolts

FINAL revision of Ethnography Part I due 4/16 (next week)

If you want feedback on your classroom ecology map and/or your classroom management plan, turn them 4/16. Otherwise, just include them in your portfolio

All late or missing assignments must be turned in by 4/23. Check to see if you are missing work.

Looking Ahead . . . to 4/16

Read Cruickshank Chapter 14, but NO DEJ notes required

Prep notes for intrinsic vs. extrinsic motivation discussion next week in lieu of DEJ notes on these readings=last reading notes assignment that’s due

Review and bring semester notes for next week’s (4/23) written final assessment

Thematic Unit work time in class—bring laptops and materials

Looking Ahead . . . to 4/23

In-class written final assessment based on the Map of Pedagogical Knowledge (40-50 minutes) = 50 points

Intrinsic vs. extrinsic motivation discussion (talking chips, assessed for participation/quality)

Completed portfolios due next week

Thematic Unit work time in class—bring laptops and materials

Looking Ahead . . . to 4/30

Completed Portfolios due Share-a-thon; details to be decided

Interview practice (panels and volunteers)

Catered celebration dinner or hors d’oeuvres ($5 student contribution; student treasurer needed)

MI Activity

Using your MI graph and your written reflection, respond to the following prompts—each with a different partner . . .

Prompt #1

According to this inventory, what are your 2-3 strongest MIs? Do you agree with this result? Why or why not?

Prompt #2

How do you use these strengths in your work as a student-- undergraduate or graduate?

Prompt #3

How do you use these strengths in your work as a teacher? How do you avoid your weaker MIs? Give specific examples.

Prompt #4

Think of an assignment you’ve given (or observed) and brainstorm how you could change it to give students opportunities to show what they’ve learned using at least 2 different MIs.

Prompt #5

Discuss what will get in the way of you integrating MIs into your classroom practice.

Prompt #6

Brainstorm how you can incorporate MIs into your thematic unit—as a learning tool for students, in the content you present, or in an assessment you create . . .

Lesson Plan Exemplars

2 I,T,B exemplars from former TLPI student’s thematic unit

Additional elaboration of 5Es from Using Technology to Study Cellular and Molecular Biology, 9-12, NIH

Liza’s Presentation

10-minute poster presentation

5-minute Q & A

Classroom Ecology Map

Design the physical layout of your ideal classroom Consider . . .

Discipline specific needs, such as lab benches, sinks Location/configuration of student desks (“action

zone”) Location of teacher desk Location of chalkboard/whiteboard and bulletin

boards Location of computers, resources, materials,

equipment Location of study or consultation areas

Consult Cruickshank Chapter 12, including Figure 12.6 (Maslow’s hierarchy of needs)

Include in your final portfolio

Classroom Management Plan

Akin to, but does not equal PPP

Is your classroom norms and agreements/rules (limit = 5-7)

Consider . . . Your philosophy and style (Who will develop this

plan? You? You and your students?) Your negotiables and NON-negotiables Your audience (You, your students, the school’s

administration, other teachers, parents)

Remember that this will be in your portfolio and you may be asked about it in an interview

10-day Plan for Your Thematic Unit

Shows the flow of the unit including labs, videos, activities, quizzes, homework, and final project

Consider 2-column table format Day of the week Lesson # and title, brief description, and

notations

Guideline: enough detail so that another teacher could follow it

Thematic Unit or Unit’s Culminating Project Rubric

Must be linked to clear and measurable requirements of either your thematic unit or its culminating project

Consider 3-5 performance categories Categories CAN be weighted—more complicated, but

allows for different types of assessments to be included in unit rubric

Consider 4 levels of quality You can have fun as long as there are clear gradations

Fill in the criteria for each in clear and measurable language