Group this event? Post by 10:00 – kind/purpose/outcome pm Friday, 9/30 What decisions student engagement strategies make a Work on TRP Focus on – difference for students? Design for Instruction. Week 6 Building What conditions have you set This week you should be moving Get peer feedback on drafts – 10/6 content that for student learning? forward with your TRP. You may of a Madeline Hunter LP matters even be past this point, but this is and a 5E LP from your TRP Blackboard What is the content of your your check-in point with the (Lessons 1 and 2) instructional design instructor. meaningful to students? Drafts of lesson plans 1 This will help you get feedback on and 2 with partner your TRP so that you know that feedback posted by you are headed in the midnight Sunday 10/9 direction. Week 7 Teacher What is your mindset about Share Dweck’s explanation of Read Choice Words, – 10/13 Communities student learning? growth/fixed mindsets --- Connect chapter 3 Identity for – Growth/Fixed to Knowing --- categorize teacher Blackboard post for Week 7 Face to Face Diversity statements. (due by 5:00 pm 3/8). How does student diversity promote acceptance of Cultural Identities Use sticky to Lessons 1 and 2 due to – differences and foster categorize the various groups you Blackboard by midnight opportunities to develop belong to --- discuss identity of Sunday 10/16 strategies that assist all groups. Translate to classroom. learners? What do we know Identity and fixed/growth mindset? How do we communicate beyond our classrooms? Professional Portfolio set up and expectations. Week 8- Identity How do we communicate with Go to Blackboard and respond to Post your Choice Words 10/20 students in a way to positively post connected to Chapter 3 in Response by 5 PM 10/21 impact their identity? Choice Words. Blackboard Just as you are building your your letter of identity as a teacher, your students introduction and resume. are building an identity. Identify Get feedback on it from two one student that you think that you professionals. Revise.
What decisions student engagement strategies make a difference for students? Group – kind/purpose/outcome this event? Post by 10:00 pm Friday, 9/30 Work on TRP – Focus on Design for Instruction. Week 6 – 10/6 Blackboard Building content that matters What conditions have you set for student learning? What is the content of your instructional design meaningful to students? This week you should be moving forward with your TRP. You may even be past this point, but this is your check-in point with the instructor. This will help you get feedback on your TRP so that you know that you are headed in the direction. Get peer feedback on drafts of a Madeline Hunter LP and a 5E LP from your TRP (Lessons 1 and 2) Drafts of lesson plans 1 and 2 with partner feedback posted by midnight Sunday 10/9 Week 7 – 10/13 Face to Face Teacher Communities Diversity What is your mindset about student learning? Growth/Fixed How does student diversity promote acceptance of differences and foster opportunities to develop strategies that assist all learners? How do we communicate beyond our classrooms? Share Dweck’s explanation of growth/fixed mindsets --- Connect to Knowing --- categorize teacher statements. Cultural Identities – Use sticky to categorize the various groups you belong to --- discuss identity of groups. Translate to classroom. What do we know Identity and fixed/growth mindset? Professional Portfolio set up and expectations. Read Choice Words, chapter 3 – Identity for Blackboard post for Week 7 (due by 5:00 pm 3/8). Lessons 1 and 2 due to Blackboard by midnight Sunday 10/16 Week 8- 10/20 Blackboard Identity How do we communicate with students in a way to positively impact their identity? Go to Blackboard and respond to post connected to Chapter 3 in Choice Words. Just as you are building your identity as a teacher, your students are building an identity. Identify one student that you think that you Post your Choice Words Response by 5 PM 10/21 your letter of introduction and resume. Get feedback on it from two professionals. Revise.
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