Name of Assignment: Reflection

Date Due:  December 10

Faculty to be contacted for specific questions: M. McGuire, M. Roddy

Objectives:

1. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment and strategies to address individual differences.

2. Continually evaluates the effects of his/her choices and action on others (students, parents, and other professionals in the learning community) and actively seeks out opportunities to grow professionally.

Rationale for the assignment:
Active reflection on all aspects of teaching helps you refine your teaching and grow professionally. Inherent in reflection is a commitment to the ethical dimensions of what we do when we teach. These assignments are intended to help you reflect on what you are learning, consider multiple perspectives on teaching, weigh the long-term consequences of decisions, and motivate you to grow professionally.

Description of the assignment: Select one of the following reflection activities. In your write-up, refer to the attributes of the model described below.

1. Journal: Keep a daily journal in which you reflect on ideas triggered by readings, experiences, or events related to this course. Concentrate on the ethical issues (as described in objective #1 above) that confront you during this time. You do not need to turn in the journal itself. Write a one- to two-page report on the effect the journal process had on you. In your summary, address the four attributes of a reflective teacher described on the next page.

2. Discussion group: Form a discussion group with three or four colleagues and meet at least once a week throughout the quarter to discuss issues raised within the context of this course related to the four attributes of a reflective teacher described on the next page. Write a one- to two-page summary of the experience addressing the four attributes of a reflective teacher described on the next page.

3. Design your own experience: Design a reflection assignment that addresses the objectives outlined above; include a brief rationale and description. The assignment you submit must address the four attributes of a reflective teacher described on the next page. This must be approved in advance by one of your instructors.

Attributes of the Reflective Teacher
Efficacy refers to the teachers' beliefs that they can have an impact on children and schools. Without such a belief, teachers will not be motivated to examine their own practice and look for deeper meanings. Efficacious teachers are willing to experiment and take risks because they believe they can make a difference in the lives of their students. Such an endeavor would be too threatening to low-efficacy teachers.
Flexibility is important because reflection requires taking another perspective, looking at the world through another's eyes to find new meaning and interpretations. Flexibility is also necessary for responsive teaching; things do not always turn out as expected and on-the-spot adaptations and innovations are often required.
Reflective teachers are socially responsible. They care about the democratic foundations of America and strive to encourage socially responsible actions in their students. They participate actively in their school, district, local, and global communities. Finally, they care about others and contribute their time to social causes.
Consciousness is very similar to what we have referred to as metacognition-- the awareness of one's own thinking and decision-making. Reflective teachers can explain to other professionals their reasoning behind given actions. While intuitive teaching is certainly valuable, it can make communication with a novice difficult. The precision of language required to clarify one's own thinking--or that of others--clearly promotes deeper reflection and awareness of meaning. (p. 50)
Reflective teachers take responsibility to help others develop the capacity to care…. They model caring relationships with students, colleagues, and families. Caring teachers are good listeners who search for understanding, empathy, and appreciation and actively explore ways to organize their teaching and curriculum around issues of care for others and self (Langer & Colton, 1994).

Reprinted by permission. Copyright by the American Association of Colleges for Teacher Education. Amy Colton and Georgia Sparks-Langer (1993). A conceptual framework to guide the development of teacher education and decision making. Journal of Teacher Education, 44, 1, 45-54. Updated, 1994.
Langer, G.M., & Colton, A.B. (1994). Reflective decision making: The cornerstone of school reform. Journal of Staff Development. 15(1), pp. 2-7.
 
 
 

Objectives:
1. Plans instruction based upon knowledge of subject matter (essential learnings, concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, and curriculum goals.
2. Synthesizes components of effective instruction by selecting units of study that reflect an integration of curriculum.
3. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment and strategies to address individual differences.

Rationale for the assignment:
Research highlights the importance of social studies teachers being clear about the goals and objectives for their social studies programs. Further, long range planning assists you in providing direction and making choices as you proceed through the school year. Therefore, you are to write a plan which addresses the questions listed below.

Key questions for your consideration
1. What is the purpose of social studies for your classroom? What is your rationale for this purpose? (Identify a grade level of your choice.) (Rubric 1)
2. What unit topics will be included? Identify a “possible” major project or strategy that will tie the topics of study together. For example, a class book, mural, or service learning project can purpose and meaning to a unit topic. Storypaths or simulations are strategies that also serve to give purpose and meaning to a unit topic. (Rubric 2)
3. What learning targets do you have for each unit? How do these learning targets reflect your purpose for social studies? Identify learning targets in the following categories for each unit: concepts/generalizations, skills/processes, and dispositions. Limit the learning targets for each category to 3 or 4–perhaps fewer for dispositions--remembering focus and depth are key elements in unit planning. (Rubrics 3,4, and 5)
4. What Essential Academic Learning Requirements will you address in each unit plan? How do these EALRs connect and build upon one another during the course of a yearlong study in social studies? (Rubric 6)
5. Where are there places to naturally integrate the social studies program with other subjects? (Rubric 8)
Essential Academic Learning Requirements, social studies texts, and district curriculum guides can serve as appropriate resources in preparing your plan. Numerous articles and books have been written which address these issues and these can serve as resources. You may want to begin by consulting the Brophy and Alleman’s book, Powerful Social Studies for Elementary Schools, or Tarry Lindquist's book, Seeing the Whole Through Social Studies (optional course text).
 
 
 

Name of Assignment: Community Resource Report

Faculty to be contacted for specific questions: Mark Roddy

Objectives:
1. To consider the role of the community and business in the process of education.
2. To become familiar with educational resources available in the community.

Rationale for the assignment:
Teachers across the curriculum, particularly in mathematics and science, are being asked to change the ways in which they teach their subjects. The integration of the wider community and its resources is one of the recommendations we have seen repeated in the recent literature. Yet the traditional resources available to most teachers do not support an integrated approach to instruction. Similarly, active learning is often part of the recommended approach to the reform curriculum. Here again, however, the curricula available to most teachers rarely take advantage of the opportunities and resources that might support this ideal. This is not surprising; curricula written at the national or even at the regional level cannot incorporate the community resources that are available to individual teachers. It is important, therefore, for teachers to become acquainted with a range of resources that will enable them to meet the high standards set forth in national and state standards. They need to find out about what places like the Pacific Science Center and the Volunteer Park Conservatory have to offer to teachers.

Description of the assignment:
With zero, one, or two of your colleagues, please investigate and report on a community educational resource (e.g., the Pacific Science Center, the Woodland Park Zoo, Puget Power, etc.) that might be of assistance to you in teaching mathematics and/or science. Produce a report which summarizes your findings. This report can be formatted as a Web site, an iMovie, a PowerPoint presentation, a Hyperstudio stack, etc. You will also need a handout (or a URL if you produce a Web site) that enables your classmates to retain the information. Include information which will allow a teacher reading this report to see at a glance, what this resource has to offer, who to contact, how much it costs, and generally, how to take advantage of what's available and why they should care. This handout should be no longer than one page (plus brochures if available). Be prepared to share your report with the rest of the group on December 9 at the Resource Fair. The presentation will take the form of a "poster session" such as you might encounter at a conference. You will need to set up a small "booth" where you will display your findings. If they are electronic, please plan and prepare in order to be able to show the report to the rest of the group in a poster session type format. This session will be held on campus and Loyola 300, the computer classroom, will be available.

Criteria for evaluation: Specifically, I will look for evidence that:
1. You have conducted a thorough investigation and analysis of a community resource which will be of use to you and to your fellow teachers,
2. You have prepared and made available to your peers a useful presentation / explanation of your community resource, including a handout or the URL of your Web site.
 
 
 
 
 
 
 
 
 
 
 
 
 

Objectives:
1. Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
2. Plans instruction based upon knowledge of subject matter (concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, Essential Academic Learning Requirements, and curriculum goals.
3. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment and strategies to address individual differences.

Rationale for the assignments:
Classroom based assessment allows us to gather information about students' literacy processes, strategies, and knowledge. These assignment choices will further your understanding of the issues and processes of literacy assessment. Teachers' decisions about assessment processes reflect their understanding of instruction, individual differences, and the curriculum, as well as their commitment to equity for all learners. You must know not only how to assess students, but also the purposes, strengths, and pitfalls of assessment. Assessment is as much an ethical as an instructional decision.
You will gain the most value from this assignment if you use it as an opportunity to deepen your practical knowledge of assessment tools to gather information about students. Each option allows you to explore some of the current practices in assessment and to gain hands-on experience with assessment.
|
Description of the assignments: You will conduct an assessment of one child's literacy strengths and needs. You may do this with a child in your student teaching classroom or with any child in grades K-8. Select one of the following options. If you conduct this assessment with a child in your student teaching classroom, please plan to do it on October 16, which is the Field Experience day set aside for this assignment.

Grades K-1 (or older ESL students who are very new to the English language). Select one of the following:
• Duthie Index in Classroom Based Assessment: An overview of beginning readers' strengths and needs.
• Test of Phonemic Segmentation: An assessment of beginning readers' phonemic awareness. Materials available at this web site:
http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/tools/yopp.html
• The Names Test: A quick assessment of beginning readers' phonics knowledge. Materials available for checkout from Katherine Schlick Noe.
• Concepts About Print: An assessment of beginning readers' understanding of how print works in English language text. Materials available at this web site: http://teams.lacoe.edu/documentation/classrooms/patti/k-1/teacher/assessment/print/concepts.html
• As applicable, choose any assessment option for Grades 2-8 below.

Write a brief report (1 - 2 pages) of the assessment you administer. Describe what the results tell you about this child's literacy strengths and challenges. Include in your write-up a list of the applicable Essential Learnings in Reading and/or Writing that you have assessed. Attach a copy of the instrument(s) you used.

Grades 2-8: Informal Reading Conference with Reading or Spelling Survey:
Part I: Informal Reading Conference: Routman describes the Reading Conference on pgs. 114-121 of Conversations. An Informal Reading Conference would be appropriate for any student, grades K-8, about whom you have questions. You should take a look at the further information provided in Appendix I: Evaluation: Common Tools, particularly pgs. 202b-204b. A form for the IRC can be found on pg. 165b, with an example form on pg. 164b. Include a running record in the Informal Reading Conference. Classroom Based Assessment also has detailed information about conducting and interpreting a running record with retelling.
Part II: Reading or Spelling Survey: A survey asks metacognitive questions about reading or spelling (e.g., What do you do when you come to a word you don't know? Who is a good reader you know, and what makes him/her a good reader? What do you do when you want to write a word you can't spell?). Classroom-Based Assessment has models of surveys you could modify or use directly, as do several of the professional books listed below.
Write a brief report (1 - 2 pages), summarizing the results of these assessments. Describe what the results tell you about this child's literacy strengths and challenges. Include in your write-up a list of the applicable Essential Learnings in Reading and/or Writing that you have assessed. Attach a copy of the instrument(s) you used.
For additional information on this assignment, go to the Literacy Assessment Assignment on the TEED 521 Web Site: http://classes.seattleu.edu/masters_in_teaching/teed521/professor/Literacy/litassessment.html.

Criteria for evaluation (Credit/Re-do):
1. The assignment addresses the objectives outlined.
2. The assignment clearly and appropriately addresses one or more of the Essential Learnings for Reading and/or Writing.
3. The assessment instrument/process provides information to answer a real question about a child's literacy strengths and challenges.
4. The assignment is clearly and effectively written and demonstrates evidence of thoughtful preparation and commitment to professional growth.

Suggested Assessment Resources and References:
General Assessment Resources:
Barr, M.A., Craig, D.A., Fisette, D., Syverson, M.A. (1999). Assessing literacy with the learning record: A handbook for teachers, grades k-6. Portsmouth, NH: Heinemann.
Barr, M.A. & Syverson, M.A. (1999). Assessing literacy with the learning record: A handbook for teachers, grades 6-12. Portsmouth, NH: Heinemann.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.
Hill, B.C., Ruptic, C. & Norwick, L. (1998). Classroom-based assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.
Harp, B. (1996). Handbook of literacy assessment and evaluation. Norwood, MA: Christopher-Gordon Publishers, Inc.
Johnston, P.H. (1997). Knowing literacy: Constructive literacy assessment. York, ME: Stenhouse.
Rhodes, L.K. (1993). Literacy assessment: A handbook of instruments. Portsmouth, NH: Heinemann. LB1050.46 .L58 1993
Rhodes, L.K. & Shanklin, L. (1993). Windows into literacy: Assessing learners K-8. Portsmouth, NH: Heinemann. LC151 .R46 1993.
Strickland, K. & Strickland, J. (2000). Making assessment elementary. Portsmouth, NH: Heinemann.
Swearingen, R. & Allen, D. (2000). Classroom assessment of reading processes, 2nd edition. New York: Houghton Mifflin.

Beginning Reading
Clay, M.M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Clay, M.M. (2000). Concepts about print: What have children learned about the way we print language? Portsmouth, NH: Heinemann.
Pinnell, G.S. & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.

Phonemic Awareness
Yopp, H.K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 1, 20-29.
Phonics Knowledge
Dufflemeyer, F.A., Kruse, A.E., Merkley, D.J., & Fyfe, S.A. (1994). Further validation and enhancement of the Names Test. The Reading Teacher, 48, 2, 118-128.

Running Records and Miscue Analysis:
Clay, M.M. (2000). Running records for classroom teachers. Portsmouth, NH: Heinemann.
Flynt, E.S. & Cooter, R.B., Jr. (1998). Flynt-Cooter reading inventory for the classroom, 3rd edition. Upper Saddle River, NJ: Merrill.
Wilde, S. (2000). Miscue analysis made easy: Building on student strengths. Portsmouth, NH: Heinemann
Reading Conferences
Robb, L. (1996). Reading strategies that work: Teaching your students to become better readers. New York: Scholastic.

Fluency
Hill, B.C., Ruptic, C. & Norwick, L. (1998). Classroom-based assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.
Clay, M.M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Opitz, M.F. & Rasinski, T.V. (1998). Good-bye round robin: 25 effective oral reading strategies. Portsmouth, NH: Heinemann.

Retelling
Hoyt, L. (1999). Revisit, reflect, retell: Strategies for improving reading comprehension. Portsmouth, NH: Heinemann.

Spelling
Gentry, R. J. & Gillet, J.W. (1993). Teaching kids to spell. Portsmouth, NH: Heimann.
Hill, B.C., Ruptic, C. & Norwick, L. (1998). Classroom-based assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.
Pinnell, G.S. & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
Rosencrans, G. (1998). The spelling book: Teaching children how to spell, not what to spell. Newark, DE: International Reading Association.

Writing
Hill, B.C., Ruptic, C. & Norwick, L. (1998). Classroom-based assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.
McCarrier, A., Pinnell, G.S., & Fountas, I.C. (2000). Interactive writing: how language & literacy come together, K-2. Portsmouth, NH: Heinemann.

Student Self-Assessment
Hill, B.C., Ruptic, C. & Norwick, L. (1998). Classroom-based assessment. Norwood, MA: Christopher-Gordon Publishers, Inc.
Servis, J. (2000). Celebrating the fourth: Ideas and inspiration for teachers of grade four. Portsmouth, NH: Heinemann.

Assessing Reading for English Language Learners
Freeman, D.E. & Freeman, Y.S. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann.

 
 
 

Name of Assignment: Special Needs Accommodation Paper

Faculty to be contacted for specific questions: Steve Curtis

Objectives:
1. Applies understanding of the diverse learning needs of students and creates instructional opportunities that are adapted to diverse learners.
2. Plan instruction based upon knowledge of subject matter (concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, Essential Academic Learning Requirements, and curriculum goals.
3. To have the experience of modifying and individualizing one of your unit plans for a particular child with special needs.
4. To learn more about a particular student’s disability by reading research associated with that particular disability category.

Rationale for the Assignment:
Students with special needs (i.e., learning disabilities, attention problems, physical impairments, etc.) are present in every classroom in the United States. Instructional, curriculum, or environmental modifications/accommodations are frequently required to meet the diverse learning needs of these students. Effective teachers know when to make modifications/accommodations and base their interventions upon current research.

Description of Assignment: You are to identify a student in your teaching setting who has special instructional needs. It is best that the student chosen be in special education. This indicates that the student has a disability and is in-need of specialized instruction. If the student is on an IEP, try and review this document before you finalize this assignment. Next, you are to conduct a search locating articles or websites with information pertaining to educational interventions for students with the same disability as your student. Students must consult at-least 5 references. Appropriate resources include journals (e.g., Exceptional Children, Teaching Exceptional Children, Journal of Special Education, etc.), books, and/or web sites (e.g., advocacy organizations, university sites, topical sites, etc.). You may also use information from Lewis and Doorlag (2003). It is assumed that students will consult more than 2 web sites, but only 2 of these can count towards the 5 references. Once this research is conducted, you are to determine what modifications/accommodations are recommended/necessary (i.e., classroom environment, the content of your planned unit, the instructional style, etc.) for the student to be successful in your classroom. To complete this project, you are to complete a 5-page paper with the following:
1. Description of the student (i.e., grade, gender, age, and type of disability);
2. Current levels of performance (i.e., abilities, strengths, weaknesses, etc.);
3. Brief summary of planned unit;
4. Type of disability and characteristics;
5. Research on the effective educational methods;
6. Planned modifications/accommodations.
7. Complete list of references (use APA style).

Criteria for Evaluation (equal weight):
Concise/informative description of student and levels of performance
Concise/information description of disability types/characteristics
Thorough synthesis of research on effective educational methods
Unit summary/appropriate modifications/accommodations
Complete list of references (at-least 5)

Due Date: Be prepared to present your information during last special needs class.

 
 

Objectives:
1. Creates and supports learning experiences that make subject matter meaningful for students.
2. Applies understanding of how children learn and develop by providing learning opportunities that support their intellectual, social, and personal growth.
3. Applies understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
3. Understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding of various subject areas through critical thinking, problem solving, and performance skills.
4. Makes fluent use of a wide range of technological tools to enhance the student learning environment.
5. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment, and strategies to address individual differences.

Rationale for the assignment:
Educational technology has a wide range of potential applications in the K-8 curriculum. Teachers need to be aware of this potential in order to be able to take advantage of these possibilities. They must also be able to critically examine applications and evaluate the usefulness of particular aspects or examples of software or hardware in their curriculum. This assignment is designed to give you an opportunity to collaboratively investigate and explore in some depth an application of educational technology that will be useful in your classroom.

Description of the assignment:
You will create a resource to support one of your units for this course, or investigate a single application of educational technology and then summarize what you discover in a presentation to your instructors and peers.
Find one or two partners (special clearance needed for solo efforts) and bond with them in such a way that you become an invincible team dedicated to the advancement of the appropriate use of instructional technology in the K-8 curriculum. Look through the list of possibilities below. Select one (or let me know about your alternative choice) and explore it thoroughly. Think about how this aspect of educational technology could be used for the good of your putative students. Concentrate on the relationship between good teaching and technology. In other words, consider and be prepared to explain how you can use the technology you selected to more effectively approach the valid educational objectives that you hold for your students. Present the fruits of your labor to your colleagues in a grand celebration of instructional technology to take place November 19th. Think in terms of a 10 minute presentation. That should include a few minutes for questions.

Possibilities for investigation:
• an Internet or World Wide Web site or project,
• a piece of educational software on disk or on CD-ROM
• a slide show (or DVD or CD-ROM photo disk show),
• a video tape series,
• scanners,
• camcorders,
• still video cameras,
• electronic books on CD-ROM,

Note 1: If you begin your investigation and find that the thing you are investigating is not worthy of your investigatory efforts, please find something else. We want to hear about the good stuff.

Note 2: If you investigated Web resources as an assignment in a 1-credit endorsement course, you must find different resources for this assignment.

On November19th, you will have approximately 10 minutes to convey your findings to your peers. Your primary goal will be to demonstrate the capabilities of the application you have selected as it might apply in a classroom context. Your presentation should allow your colleagues to understand the strengths of the application, as well as its limitations. Be creative, not only as you envision the use of technology in the classroom, but in the presentation of this information to your colleagues. Be prepared to answer questions about the price and availability of the application as well as its function.

Create a simple Web page or handout on paper summarizing the findings of your investigation. Your summary should do the following:
• Give a brief general description of the application highlighting strengths as well as weaknesses.
• Describe how you might use this application to benefit your students.
• In a list format, give, as applicable, the name of your application, information about how to access it, how much it costs, etc., and an estimate of the appropriate grade level(s) and subjects area(s). Make links as appropriate.

There are dozens of journals (and sites on the Internet, e.g., the California Instructional Technology Clearing house at http://www.clearinghouse.k12.ca.us/ where software and hardware are discussed and reviewed. You might want to visit a few of these and find out what you can about the application you have selected. Here are a few of the possible journals where software is reviewed and matters pertaining to instructional technology are discussed: MacWorld, T.H.E. Journal, Instructor, Learning K-8 or any of the journals from the professional organizations such as The International Society for Technology in Education's Learning and Leading with Technology (http://www.iste.org/L&L/), the International Reading Association's online journal, Reading Online (http://www.readingonline.org) or The Reading Teacher, the National Council of Teachers of English's Language Arts, the National Council of Teachers of Mathematics Teaching Children Mathematics and Mathematics Teaching in the Middle School, National Science Teachers Association's Science and Children, or Social Studies and the Young Learner produced by the National Council for the Social Studies .

Criteria for evaluation:
1. The presentation addresses the objectives outlined.
2. The findings of the investigation were clearly presented and demonstrated evidence of thoughtful preparation and commitment to professional growth.
 
 
 

 

Name of Assignment: Environmental Education Lesson Plan

Faculty to be contacted for specific questions: Mark Roddy

Objectives:
1. To synthesize your understanding of what it means to teach for conceptual understanding in science by planning and teaching a lesson aimed at concept development.
2. To work with peers and with a mentor teacher to develop, teach, and analyze a lesson.
3. To apply the skills of peer coaching by providing feedback on a peer's teaching performance.
Rationale for the assignment:
Science and mathematics are based primarily on the explanatory power of important concepts. It is, therefore, important to teach these subjects in such a way as to encourage the construction of conceptual understanding rather than memorization of inert facts, formulae, and algorithms.
Thoughtful reflection on such a teaching experience and on the feedback provided by peers can be an important aspect of the processes of review and revision which are part of good teaching. Collaborative analysis of the teaching episode can also help to facilitate the assimilation of important teaching and learning principles.
Description of the assignment:
LESSON PLAN & MICROTEACHING: For this assignment you will develop the plan for the lesson you will teach for the environmental education day at North City Elementary (November 21). At least ten days before that day you should meet with the teacher with whom you will work. Decide on a topic that will fit in his or her curriculum and brainstorm ideas for teaching. Look through the Washington State Commission on Student Learning Essential Academic Learning and select the essential learning(s) that you plan to address with this lesson. Decide which component(s) of the learning you will address. Make this clear in your lesson plan. The lesson should involve the students in an active investigation of the concept. (A more detailed description of the assignment is provided below.) On the afternoon of November 14 you will have some time to practice and refine what you will do your North City students.
Description of the Lesson Plan:
You will be working with a few others in a teaching team. The whole team will turn in one document that will serve as a plan for the day’s teaching. The document must have lesson plans for each segment/lesson that will be taught. Here are the components I would like to see in each lesson plan. They may be arranged the way they are presented below or you may have another format that works for you and the classroom teacher. As long as I can tell that you have addressed each of the components listed below, it's OK.

Introduction
1. Heading: (You don't need a cover page.)
Please include your name, the title of the lesson, and the intended grade level(s),
2. Rationale:
Tell me, in a paragraph or two, what concept(s) you are aiming at with this lesson and why it is important for your students to work with this concept.
Lesson Plan
3. Invitation: (Anticipatory set)
This is the time to try to raise some questions in the minds of your students. Get the students interested in the concept you are aiming at. This may take the form of a demonstration, a discrepant event, a discussion of a current event, etc.
4. Exploration:
Now that they have the question/concept in mind, how can they begin to construct their understanding and address some of the questions raised in the "invitation"? This might take the form of a directed activity, a lecture discussion, a library research session, an Internet info-gathering excursion, etc. The point is that they are assembling information relevant to the central question(s).
5. Explanation
Now they need to process the information they gathered in the "exploration" phase and make sense of it. They can use their understanding to answer a new but related question, to teach their peers about the concept, or some aspect of it, to write a report, to answer a set of questions, to do some cross-age tutoring, etc.
6. Assessment
How will you assess your students' understanding of the concepts they are working with? (Please list and quote the benchmark(s) that are associated with the Essential Learning(s) and component(s) you have selected.)

Special Needs:
Describe the factors in the lesson that make it effective for exceptional students in your class (e.g., students with learning difficulties/disabilities, ESL students).

Technology:
Describe the ways in which you incorporate the use of educational technology if it is appropriate.

Note that I do not require you to use the lesson plan format you were given in TEED 512. If you are comfortable with that format and you can use it to address the components I have described, feel free to use it. One of my most important practical criteria for the evaluation of a lesson plan is simply this: "Could a substitute teacher pick it up and use it effectively?" Even more importantly, has your North City classroom teacher approved it and given you feedback?

Criteria for evaluation:
Specifically, I will look for evidence that:
1. the lesson plan addresses issues inherent in teaching for conceptual understanding in environmental education, mathematics and/or science.
2. you have considered the Washington State Essential Learnings in the selection of an appropriate concept and the in the development of the lesson.
3. elements of lesson design are effectively used.
4. individual differences in ability, cultural background, and learning styles have been considered and addressed.
5. an effective plan for assessing and evaluating how well students met lesson objectives is clearly described and that the appropriate benchmarks have been considered.
6. you have considered opportunities for the use of appropriate technology in the lesson plans.

Name of Assignment: Guided Literacy Focus Lesson

Faculty to be contacted for specific questions: Rosemarie Engman

Objectives:
1. Creates learning experiences that make subject matter meaningful for students.
2. Applies understanding of how children learn and develop by providing learning opportunities that support their intellectual, social and personal development.
3. Applies understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Designs lessons and units of study to create learning environments that encourage positive social interaction, active engagement of learning and self -motivation.
5. Plan instruction based upon knowledge of subject matter (concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, Essential Academic Learning Requirements, and curriculum goals.
6. Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Rationale for the assignment:
Organizing reading and writing instruction into specific focus lessons helps you synthesize what you know about literacy instruction, content, and lesson design. A Guided Literacy Focus Lesson is the context in which you teach literacy -- developing the skills and strategies that students need in order to read and write independently. This lesson plan should fit the time frame of a focus lesson (10 - 20 minutes). Focus lessons are relatively quick and direct and relate to one concept or literacy strategy that students then apply through their reading. Developing effective individual literacy lessons is critical to assisting students' mastery of reading and writing processes.
This lesson plan meets the requirements of the Written Instructional Plan of the Pedagogy Assessment Instrument. Although you may not end up teaching the lesson that you plan for this assignment, it will help you prepare additional lesson plans that align with the Pedagogy Assessment during student teaching.

Description of the assignment: Teach a reading strategy that would fit into your Themed Literature Unit. For example, if your TLU is about Finding the Courage to Help Others, identify a reading strategy that you would teach so that your students could understand how characters found courage.

1. Learning Targets: What will you expect students to know and be able to do as a result of the lesson?
• Identify one or more appropriate Essential Learnings for Reading that fits a Continuum stage for learners in your student teaching classroom.
• Decide what strategies (or combination of strategies) for reading you will teach to meet the selected EALR(s): e.g., identifying unknown words, predicting and verifying; finding evidence in text to support a point; comparing and contrasting characters or events; summarizing; using word identification strategies. For more on selecting an appropriate reading strategy, refer to "Linking to the Washington EALRs": http://fac-staff.seattleu.edu/kschlnoe/focuslesson.html#EALRs

2. Learning Experiences: Write a lesson plan to teach the instructional strategy and content focus you have selected. Make sure that your lesson plan clearly articulates the following elements:
• Accounts for students’ prior knowledge, skills, experiences, and developmental levels;
• Engages low-status/historically marginalized students;
• Incorporates a multicultural perspective;
• Stimulates student problem-solving and critical thinking skills;
• Provides interdisciplinary connections across subject/content areas;
• Uses community resources and beyond as appropriate;
• Creates opportunities for students to work individually and in different group arrangements that build academic competence for low-status/historically marginalized students;
• Integrates technology to support and enhance instruction as appropriate; and
• Includes strategies for creating an inclusive, supportive learning community; managing tasks, and monitoring students.

• Follow the lesson plan format presented in TEED 512 (e.g., learning target and evidence of learning, anticipatory set, input/modeling, guided and independent practice, don’t you mean closure?). Organize your instruction according to the Framework for Strategy Instruction presented in class. Use the handout, “How to Teach a Reading Strategy” developed by Sue Porter to guide you as you prepare the lesson. To help you select appropriate reading skills to teach, refer to Tip #4: Explicitly Teaching Skills and Strategies for Reading prepared by Sue Porter, Reading Specialist in the Shoreline School District (http://www.shorelineschools.org/departments/instruction/curriculum/reading/pages/pdf/
tips4.pdf).

• Write a title for your focus lesson (e.g., "Using Context Clues to Build Vocabulary Through Reading"). Identify the grade level for your plan. Number the pages.

• Although most of your plan will be in outline form, write out what you would say in the anticipatory set to introduce students to the literacy strategy you will use. Make it clear to students what you expect them to learn (the strategy) and why this strategy will help them learn it. This is the pre-reading portion of your lesson. The information you convey to me in your rationale for the lesson should be similar to what you convey to students in this section.

• Include some form of writing (e.g., during pre-reading, as part of guided practice, as a response activity at the end of the lesson).

• Create and include a handout for one part of the lesson (e.g., pre-reading, guided practice, independent practice).

3. Rationale for Learning Experiences: Write a brief statement of rationale (3-5 sentences usually does it) explaining how your learning experiences address student needs and engage low-status/historically marginalized students. In addition, explain how the strategy you are teaching will help your students develop as effective readers. Note: The information you convey to students during the anticipatory set/pre-reading section should be similar to the rationale you tell me in this section.

4. Assessments: Describe how you will evaluate how well you have positively affected student learning. Assessment ideas abound in Conversations and in Classroom-Based Assessment, as well as in Guided Reading and Strategies That Work.
• Create and include the pre- and post-assessment tools you will use to evaluate how well students have met the learning target(s).
• Explain how your assessments are suited for the developmental levels and cultural backgrounds of your students.

5. Family Interactions: Describe how you will use personal contact (e.g., telephone, home visit, and/or written message) to communicate with families about their child’s learning and well-being relative to this lesson.

6. Planning for Special Needs: Describe the factors in the lesson that make it effective for exceptional students in your class (e.g., students with learning challenges/disabilities, ESL students). I am interested in what you have done to ensure that this lesson will be effective for all students, not how you would modify it for students with special needs.

Example lesson plans: http://fac-staff.seattleu.edu/kschlnoe/examples.html
Please Note: The sample lesson plans on this web site were all developed before the implementation of the pedagogy assessment instrument (that’s not its official title so think we should use lower case). Therefore, while they are exemplary as models of explicit and effective strategy instruction, the sample lessons do not conform to all of the requirements of the current lesson plan. Please use them only as models of #2, effective learning experiences. Even then, the sample lessons do not include all of the elements of #2.

Criteria for evaluation:           Guided Literacy Focus Lesson Rubric

Objectives:
1. Create learning experiences that make subject matter meaningful for students.
2. Apply understanding of how children learn and develop by providing learning opportunities that support their intellectual, social and personal development.
3. Apply understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Design lessons and units of study to create learning environments that encourage positive social interaction, active engagement of learning and self -motivation.
5. Plan instruction based upon knowledge of subject matter (concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, Essential Academic Learning Requirements, and curriculum goals.
6. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Rationale for the assignment: Learning in the arts is an essential part of students’ basic education and, as a core subject, art is included in the mandated Washington State Learning Goals. Research confirms the importance of learning in and through the arts and the positive benefits of integrating the arts into the curriculum of other subject areas. In order to prepare you to provide integrated art instruction and demonstrate your understanding of the EALRs in the arts, you are asked to develop an art lesson plan.

Description of the assignment:
Develop an art lesson plan based on one of the three units you have prepared for TEED 521. You can select a unit in which you have already identified an art lesson OR integrate an art lesson as an extension of an existing lesson.

Your art lesson will be based on a thematic approach to teaching art and integrating art with learning in other subject areas (language arts, social studies and/or science).
First identify a theme or topic that you want to teach, then select an artwork/artist that exemplifies that theme or topic. Next, develop strategies for students to analyze and interpret the artwork and plan an artmaking activity related to that theme or topic.

There will be two main parts to your art lesson. Part I: “Looking and Talking About Art” and Part II: “Creating Art.” You need to address learning targets, learning experiences and assessment for both parts.

“Looking and Talking About Art” should focus on an art print/poster, an art image on a website, or a real work of art on display in a local museum or another community setting. Students have different life experiences that help to shape how they view and respond to art. Learning to look and talk about art develops keener observation and thinking skills – from concrete to abstract. Students become art literate as they use art terms and discover themes, ideas and symbols that artists use.

“Creating Art” is a student art making activity.
For example, if you focus on the topic of “Where Do I Live?” (My Community, Daily Life in My Neighborhood, etc.), you might select a painting by Jacob Lawrence depicting the Harlem neighborhood of his childhood. Students will look and talk about a reproduction of the painting (analyze and interpret). Then, you will share information about the artist and next, students will create a tempera painting depicting a scene of their neighborhood.

Please Note: When we meet December 1, you will receive a sample art lesson plan which I will review and demonstrate with you as participants. Also, training will be provided in the use of a “Looking and Talking About Art” guidesheet. The guidesheet format follows the Discipline Based Art Education (DBAE) framework for looking, analyzing and interpreting art. It begins with a broad view, becomes more art specific and includes an emotional response to the work. The guidesheet questions encourage students to observe and analyze the literal, sensory, formal and expressive qualities of an artwork and interpret its meaning.

Refer to the lesson plan format presented in TEED 512 as a guide. Make sure you include the following:
Learning Targets:
• What will you expect students to know and be able to do as a result of the lesson?
• Identify the appropriate Art EARLs you will address.

Learning Experiences:
• Identify the theme or topic you want to teach. What is the grade level? How does the lesson integrate with the class curriculum?
• Title the lesson.
• How much time will both parts of the lesson require?
• Identify the artwork/artist you will present.
• Will you be focusing on an art poster, a website image or a real work of art? Explain.
• Describe your strategy for Looking and Talking About Art. What is your approach to using
the guidesheet?
• What information will you provide about the artist and the artwork? How will you present
the information?
• “Creating Art”:
• Materials/Equipment for students and teachers
• Art vocabulary
• Procedures (Include steps to follow before, during and after the lesson is taught. What are your plans for preparing materials and room set-up prior to the lesson and clean-up following the lesson?)
• Assessment: How will you evaluate how well students have met the learning targets for
both parts of the lesson? Explain your informal and formal assessment strategies and plans for student self-assessment and reflection. Design a rubric evaluating the art activity based on the categories of Design/Composition, Craftsmanship, Creativity and Effort.

Criteria for evaluation:
Specifically, I will look for evidence that:
1. The lesson plan is based on a thematic approach to teaching art and integrates art with
learning in one or more other subject areas.
2. The lesson plan addresses your selected Art EARLs and target learnings.
3. There is evidence of clear understanding of the two major components: “Looking and Talking About Art” and “Creating Art.”
4. Elements of lesson design are effectively used.
5. The lesson plan is written clearly and comprehensively.
6. Individual differences in ability, cultural background and learning styles have been considered and addressed.
7. An effective plan for assessing and evaluating how well students met target learnings is clearly described.
 
 

Name of Assignment: Social Studies Integrated Unit Plan (Adapting Curriculum)

Faculty to be contacted for specific questions: Margit McGuire

Objectives:
1. Creates learning experiences that make subject matter meaningful for students.
2. Applies understanding of how children learn and develop by providing learning opportunities that support their intellectual, social and personal development.
3. Applies understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding of social studies and its relationship to various subject areas through critical thinking, problem solving, and performance skills.
5. Designs lessons and unit of study to create learning environments that encourage positive social interaction, active engagement in learning and self -motivation.
6. Uses knowledge of effective verbal and nonverbal communication techniques and makes appropriate use of educational technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Plans instruction based upon knowledge of subject matter (essential learnings, concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, and curriculum goals.
8. Understands and uses formal and informal assessment strategies to evaluate and facilitate the learner’s construction of conceptual understanding.
9. Synthesizes components of effective instruction by adapting a unit that reflects an integration of curriculum.
10. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment and strategies to address individual differences.

Rationale for assignment:
One of the requirements of your preparation program is to demonstrate “positive impact on student learning.” In the MIT Program that competency is met through one or more of the unit plans that you create/adapt, teach, and assess (for more information on these expectations, please see "Teaching Your Unit"). To meet that competency, one option is the Social Studies Integrated Unit plan (other options include the Themed Literature Unit or the Problem Solving/Data Gathering unit). Most often teachers adapt published curriculum materials to meet the specific needs of their classroom rather than creating their own units; therefore, this assignment asks you to locate a unit that you will teach during student teaching, evaluate that unit and adapt the unit for the specific needs of your particular classroom. Through this assignment, you will demonstrate your synthesis of long range planning, understanding of learning theory and human development, integration of curriculum, and assessment of learning.

Key questions for your consideration
1. What social studies topic will you teach? What curriculum is available to use to teach that topic? Consider social studies textbooks, published simulations (e.g., Interact), school district curriculum units, Storypath units, or other published social studies programs. Discuss with your cooperating teacher a unit topic and appropriate curriculum to teach that topic that would be suitable to use during student teaching. Be sure to explain that you can be flexible in selecting a topic so that the teacher is committed to your planning and teaching this unit. You may do this assignment with a partner but remember, you are to teach this unit during student teaching.
2. Who are your learners and what are their needs and abilities? In order to create a learning environment that works for your students, you must understand their intellectual emotional, and social needs and abilities. Drawing on your “Description of the Learning-Teaching Context” assignment, provide a brief description of the learners for whom this unit is intended. Include prior learning experiences that would contribute to this unit, classroom characteristics, student characteristics, and strategies for fostering a supportive classroom for all students as relevant to this unit. (See # 2 c. and d.)
3. What are the key learning targets (concepts/generalizations, skills/processes, dispositions) that will be addressed in this unit? Look at the state standards (district or building level guidelines also if applicable) and decide what it is that you are trying to accomplish with this unit. Select a limited number of learning targets that you will address clearly and directly. (See # 2 a, b, d, and 3 a.)
4. What evidence will you accept that students have met the learning targets? Describe how will use formal and informal assessment processes to facilitate teaching, learning, and evaluation in your unit. In addition, explain how will you gather feedback that will allow you to make sound instructional decisions. You must demonstrate your understanding of quality assessment through the structure of the unit. Determine the evidence you will use to evaluate how well students have achieved the learning targets. Be specific. (See # 3.)
5. How will you gather and record your assessment evidence? Create or adapt the actual assessment instruments you will use to record the evidence described above. Include the following four instruments: 1) One preassessment instrument that records students’ individual understanding of the learning targets before the unit begins; 2) One formative instrument to record students’ understanding of learning targets; and 3) One summative performance assessment instrument (rubric) to evaluate students’ individual understanding of the learning targets at the end of the unit; 4) One self-evaluation instruments for student use (you may select the focus for this instrument). (See #3 c.)
Categorize each instrument by type.
Label each instrument as to the learning target it addresses and indicate if the instrument is preassessment, formative, or summative.
NOTE: If you use an assessment instrument created by someone else, you must adapt it so that it relates directly to your unit. In other words, you cannot use a generic rubric because that rubric does not specifically identify the learning targets for your unit. You would need to add a component that specifically related to content focus. If you adapt someone else’s instrument, please credit them at the bottom of your instrument: "Adapted from …."
6. How will the unit you choose assist you in meeting the learning targets and the individual needs of your learners? What are the strengths and weakness of the curriculum? What adaptations will you need to make? What benefits does the curriculum offer for your particular classroom? What classroom management systems need to be in place for this unit to be successful? (See # 7 and 9.)
7. What do you need to know in order to teach this unit well? How will you address these needs? What are some resources that will be helpful for you? Provide a brief annotated bibliography. (See #11.)
8. How will you organize the curriculum on a day-to-day basis? What is the sequence of lessons? On a generic calendar plot out learning targets and activities day-by-day--remember that most learning targets will be addressed over a number of days. (See # 4.)
9. Will you work alone or in collaboration? You may complete this assignment individually or with one classmate (See #10). There are numerous advantages to developing units of study in collaboration with a colleague. However, since one goal of the assignment is to develop a unit that you will use during student teaching, you need to make sure that it will fit both classrooms. If you opt to do the unit as a team, include a brief explanation at the end of your unit of how you worked together to design the unit plan. Indicate each team member's specific contributions.
10. Service Learning: For one of the three units you teach during student teaching, you will also need to develop a service learning component for this unit plan, as specified in material you received in TEED 520.

Name of Assignment: Themed Literature Unit

Faculty to be contacted for specific questions: Rosemarie Engman

Objectives:
1. Creates learning experiences that make subject matter meaningful for students.
2. Applies understanding of how children learn and develop by providing learning opportunities that support their intellectual, social and personal development.
3. Applies understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding of various subject areas through critical thinking, problem solving, and performance skills.
5. Designs lessons and units of study to create learning environments that encourage positive social interaction, active engagement of learning and self -motivation.
6. Uses knowledge of effective verbal and nonverbal communication techniques and makes appropriate use of educational technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Plans instruction based upon knowledge of subject matter (concepts, generalizations, principles, and skills specific to the core subject areas), students, the community, Essential Academic Learning Requirements, and curriculum goals.
8. Understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
9. Synthesizes components of effective instruction by developing a unit that reflects an integration of curriculum.
10. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum instructional strategies, assessment and strategies to address individual differences.

Rationale for assignment:
One of the requirements of your preparation program is to demonstrate "positive impact on student learning." In the MIT Program, that competency is met through one or more of the unit plans that you create, teach, and assess (for more information on these expectations, please see "Teaching Your Unit"). To meet that competency, one option is the Themed Literature Unit (TLU) which should be related to your Social Studies Integrated Unit or Problem Solving/Data Gathering Unit.
Literacy learning is most powerful when tied to specific content. Therefore, placing reading and writing instruction within the context of social studies or mathematics/science learning makes sense. One way to do this is to organize literacy instruction around a central theme that comes out of a social studies or science topic.
A TLU differs from an integrated content unit whose main focus is content knowledge, conceptual understanding, and integration in science, math, or social studies. An integrated content unit, such as the Social Studies Integrated Unit or Storypath, uses a topic as the central focus (e.g., Communities, Ancient Civilizations, the Civil War). A TLU explores the human themes that might relate to those topics. For example, a TLU (Facing Hard Times with Courage) might accompany an integrated unit on the Revolutionary War by exploring through literature the rich themes that might come from that topic (e.g., survival, injustice, discovering the horrors of war, overcoming loss, developing character through adversity). However, the same TLU could also accompany a science unit on environmental disasters.
A TLU can be built around fiction (e.g., read novels about the Civil War in which characters portray various forms of courage), nonfiction (e.g., read biographies of famous scientists and learn about the risks they took), or both. You can structure a TLU using literature circles or more traditional instruction (e.g., read one main novel as a whole class).

Key Questions to guide the development of your unit
The following sections will give you directions as you prepare your unit. Be sure to consult the TLU rubric that follows for specific descriptions of what you need to include.

1. What theme and content will you teach? A Themed Literature Unit teaches key reading, writing, and communications skills within the context of understanding the meaningful lessons in literature. Therefore, deciding on a theme is your first planning step. In consultation with your cooperating teacher, identify a theme that is appropriate for your students' level and possible for you to teach during student teaching. Link the theme for the TLU with the topic you choose for the Social Studies Integrated Unit or the Data Gathering/Problem Solving unit. If you cannot link your TLU to your Social Studies Integrated Unit or to the Problem Solving/Data Gathering Unit, plan a TLU around a general theme that will be of value to your students (e.g., Persevering Despite Obstacles could be a strong theme that isn’t necessarily tied to social studies or science content).
Select a theme that deals in some significant way with the concepts of problem solving and diversity. For example, the theme of "Immigration: Coping with Loss" would include books and instructional concepts that address diversity within the context of immigrants' backgrounds, nationalities, reasons for coming to America; and explore the multitude of problems faced and solved in the process.
The challenge may be in deciding what is a topic and what is a theme. If you selected "Immigration", you would have chosen a social studies topic. The theme is a specific aspect of that topic, "Coping with Loss". A good theme can be applied to a wide range of topics; similarly, a topic can spawn many meaningful themes. We will discuss the process of selecting an appropriate theme in class.

This topic
~ Civil War ~
could relate to these themes (and more!)
Finding the courage to help others, Working for justice, Persevering despite obstacles
-------------------------------------------------------------------------------------------------------------
This theme
~ Taking Action to Care for Others ~
could relate to these topics (and more!)
Endangered species, Communities, Revolutionary War, Rain forest

Choosing a worthwhile theme with depth and breadth will make the unit much easier to develop.

The following resources will help you as you develop your theme:
• Review the Themed Literature Unit web site:
http://fac-staff.seattleu.edu/kschlnoe/TLU/TLU.html. This web site fully explains Themed Literature Units, how to plan them, how to align the unit with the EALR’s, and how to develop students’ conceptual understanding of the theme
• Review sample TLU's from past TEED 521 students:
http://fac-staff.seattleu.edu/kschlnoe/MITexample.html Examine the examples of complete units, as well as various aspects of the planning process. These are intended to help you visualize the various aspects of a TLU. You may adapt components of these examples for your own TLU. If you do so, please give the author credit in your references. Please note that specific requirements of the TLU assignment change each quarter. The sample TLU’s may not conform exactly to the requirements of your assignment. Please verify with the current syllabus.
• Further information on literature circles is available in Chapter 5 of Conversations, in Getting Started with Literature Circles, and on the Literature Circles Resource Center Web site: http://fac-staff.seattleu.edu/kschlnoe/LitCircles/

Develop a thematic framework structured around a central thematic question: Your theme should guide students to think about a central thematic question or questions: What does it mean to (work for justice, persevere despite obstacles, or challenge yourself to reach for the stars)? What does it take for someone to (find the courage to help others, overcome adversity, or reach out to others)? Develop a thematic framework that provides a rationale for teaching this unit in your classroom. Answer the following questions: Why is this unit important for student learning? What are the moral and ethical considerations that are important in this unit? (See #2 a. and b. in the TLU rubric below).

2. Who are your learners and what are their needs and abilities? In order to create a learning environment that works for your students, you must understand their intellectual, emotional, and social needs and abilities. Drawing on your “Description of the Learning-Teaching Context” assignment, provide a brief description of the learners for whom this unit is intended. Include classroom characteristics, student characteristics, and strategies for fostering a supportive classroom for all students as relevant to this unit. (See #2 c.).

3. What are the key learning targets (concepts/generalizations, skills/processes, dispositions) addressed in this unit? In other words, what will students know and/or be able to do as a result of this unit? Include an assessment plan that addresses the stated learning targets and will document a positive impact on student learning. (See #3).
Learning Targets: In a Themed Literature Unit, you develop students’ conceptual understanding of a meaningful theme as you also develop key literacy and communications skills. Therefore, the learning targets will include EALRs in Reading, Writing, and/or Communciations (skills/process), as well as concept/generalizations and dispositions related to the theme. Limit your learning targets to the most important skills EALRs that you can address effectively in this unit (probably 2-3), as well as 3-5 content generalizations.
Generalizations: The generalizations (concept/generalization learning targets) for a TLU may differ somewhat from those you developed for the Social Studies Integrated Unit Plan. In a TLU, the generalizations provide a focus for your theme by specifying what aspects of the theme are being studied. Themes can be very broad and all-encompassing, and there may be numerous aspects that would be possible to learn. Consider a theme of Working for Justice – and think about everything you might want students to know about what it means to work for justice. The purpose of developing generalizations is to provide some focus for you. Ask yourself, “What are the most important things I want my students to know about working for justice?” Select three to five generalizations that you feel would suffice. That will give you a focus for instruction, and give your students a focus for their learning. Please review the TLU web site (http://fac-staff.seattleu.edu/kschlnoe/TLU/TLU.html) for more information about generalizations before you begin to develop your unit.
Study the TLU examples from former TEED 521 students to see how the skills/process learning targets relate to the concept/generalization and disposition learning targets.
Categorize every learning target as skill/process, concept/generalization, or disposition and clearly show how they fit together. (See #3 a.).

4. What evidence will you accept that students have met the learning targets? Describe how you will use formal and informal assessment processes to facilitate teaching, learning, and evaluation in your unit. In addition, explain how will you gather feedback that will allow you to make sound instructional decisions. You must demonstrate your understanding of quality assessment through the structure of the unit.
Evidence: Determine the evidence you will use to evaluate how well students have achieved the learning targets. Be specific: Rather than saying that students will write about courage in their journals, specify what you will look for in those journal entries as evidence of students’ understanding of courage (e.g., “Journal entries will include three examples of courageous action from the chapter”). (See #3 b.).

5. How will you gather and record your assessment evidence? Create or adapt the actual assessment instruments you will use to record the evidence described above. Include the following four instruments: 1) One preassessment instrument that records students’ individual understanding of the theme generalizations before the unit begins; 2) One formative instrument to record students’ understanding of skill/process learning targets; and 3) One summative performance assessment instrument (rubric) to evaluate students’ individual understanding of the theme generalizations at the end of the unit; 4) One self-evaluation instruments for student use (you may select the focus for this instrument). (See #3 c.).
Categorize each instrument by type: Performance assessment or personal communication. These are the most relevant forms of assessments in a TLU.
Label each instrument as to the learning target it addresses and indicate if the instrument is preassessment, formative, or summative.
NOTE: If you use an assessment instrument created by someone else (e.g., Classroom Based Assessment), you must adapt it so that it relates directly to your TLU (learning targets, theme and generalizations). In other words, you could not simply put in the Discussion Rubric from Classroom Based Assessment because that rubric does not specifically target the theme and the generalizations that you would want to assess through students’ discussion. You would need to add a component that specifically related to your theme. If you adapt someone else’s instrument, please credit them at the bottom of your instrument: Adapted from ….

6. How will you document that your unit has made a positive impact on student learning? What characteristics of this unit do you believe will help you show that you have positively affected students’ learning about the theme and their command of the skill/process learning targets? Briefly describe. (See #3 d.).
Include a letter to families and students that informs them of the learning targets, activities, and assessment of the unit. Explain how you believe this unit will positively impact students’ learning. Invite families to participate in some way. Refer to Appendix A: Communicating with Parents in Conversations (p. 133b-148b) or pgs. 83-93 in Literature Circles Resource Guide (available for check-out) for some ideas to modify. (See #3 e.).

7. How will you organize your unit on a day-to-day basis? What sequence of focus lessons will you use to effectively guide students as they develop the skills/processes and understand the theme? Plot out the overall timeline of the TLU, indicating he number of days or weeks the unit will take. For a unit with primary grade students who are reading picture books, the entire unit may be completed in one week. For older students reading chapter books, the unit may take several weeks. Indicate the sequence of focus lessons and unit activities. (See #4 a.).
Explain how each focus lesson or series of lessons addresses specific learning targets and how they will be assessed.
Although most of this section will be in outline form, expand the following lessons into more detailed descriptions:
• The first session in which you introduce the theme and prepare students for reading. (See #4b.);
• The summary session in which you synthesize students’ understanding of the theme. Fully describe the process you will use to synthesize the generalizations. (See #4c.) The following web site will explains the concept development processes you can use to guide students to understand the theme: http://fac-staff.seattleu.edu/kschlnoe/TLU/conceptdevelex.html
Finally, describe how your lessons will address the diversity of learners in your classroom to meet individual needs. (See #4d.)

8. In what ways will you incorporate artistic response? Extending students’ understanding of and response to what they read through the arts is an important way to support varied learning needs. Describe literature extension projects that will enable students to demonstrate their understanding of the theme and generalizations. (See #5)

9. What books will you use? Select 5-8 children's or young adult books (exact number will depend on grade level and reading level of students in your class) that illuminate, extend, or relate to your theme. This will be a challenge and needs to be approached thoughtfully. These titles form the core of books that you will use in your unit. Your goal is to identify 5-8 well-written, engaging books that complement your theme. You need to select an array of books at varying levels so that you can use them in the following possible ways: As a whole-class read aloud, picture books for focus lessons, books for discussion groups, selections for independent reading related to your theme. One of our goals is to help you become familiar with great examples of children’s and young adult literature. Therefore, you are expected to read the books that you select for your unit. If you cannot read all of the books, it is your responsibility to know enough about each one to understand how it fits your theme and to determine its quality for the unit.

Where to look for good books:
• Annotated bibliography in the Blue Pages of Conversations (74b - 132b).
• Sample book lists in Literature Circles Resource Guide and in the searchable database on the CD-ROM (available for checkout from Rosemarie).
• Teaching with Children's Literature web site:
http://fac-staff.seattleu.edu/kschlnoe/childlitlinks_copy.html
• Literature Circles Resource Center Web site: http://fac-staff.seattleu.edu/kschlnoe/LitCircles/
• TLU examples: http://fac-staff.seattleu.edu/kschlnoe/tluexample.html

Include an annotated list of the books that relate to your theme (See #6). Include picture books, chapter books at varying levels of difficulty/complexity, and informational books as appropriate.
Indicate how each book will be used (e.g., picture books to introduce the theme and to be used in focus lessons, chapter books for read aloud, book choices for literature circles).

Provide a bibliography of references used to develop the unit (in appropriate APA format). These should include both professional books and web sites. Clearly indicate how each resource was used with appropriate citations in APA format.

10. Will you work alone or in collaboration? You may complete this assignment individually or with one classmate (See #8). There are numerous advantages to developing units of study in collaboration with a colleague. However, since one goal of the assignment is to develop a unit that you will use during student teaching, you need to make sure that it will fit both classrooms.

Presenting Your TLU at the Resource Fair:
You will share your TLU as part of a Resource Fair with a display related to your theme and a brief oral description of the unit. The format for the Resource Fair is much like a science fair: Five or six of you will be assigned to each 10-minute "session" and will set up your TLU displays at the same time. The rest of the class will mosey among your displays, pausing to talk briefly with you about your TLU. When the session ends, another assigned group will set up until everyone has shared.
• You do not need to prepare any formal presentation -- just be ready to say a few words about your TLU, perhaps give miniscule book talks about your books, and answer questions.
• The only requirement for the display: Provide something for us to look at besides you (e.g., samples of books, poster with generalizations, example response projects).
• Prepare a one-page (back-to-front) handout for participants including the annotated book list, learning targets and content generalizations, and any other pertinent information you can fit on one page. Please put your name(s) on your handout. Bring copies for each of your classmates and Rosemarie. In addition, email as an attachment one copy of the handout formatted as a web page to Mark Roddy.

Description of assignment: For assignment description, evaluation criteria and the rubric, please refer to the hard copy of your TEED 521 syllabus.

Name of Assignment: Problem Solving/Data Gathering Unit

Faculty to be contacted for specific questions: Mark Roddy

Click below for a model PSDG unit (pdf file) by Erin Maholitz (Winter, 2008)
Recycling Statistics: 6th Grade

Click below for a model PSDG unit (pdf file) by Audrey Roach and Michael Gustafson (Winter, 2005)
Stock Market Mathematics : Grades 6-8

Click below for a model PSDG unit (pdf file) by Joanna Hsiao (Winter, 2004)
From Paces to Feet - a measurement unit: 2nd grade

Click below for a model PSDG unit (pdf file) by Ami Pendley (Winter, 2004)
What Life is Like in Our America: Statistical Investigations about Teens by Teens: 7th Grade
What Life is Like in Our America: Assessment Materials

Click below for a model PSDG unit (pdf file) by Emily Winterlich (Winter, 2003)
Aimals and Habitats: 3rd grade

Click below for a model PSDG unit (pdf file) by Vicki Birchfield (Fall, 2003)
Time: 5th-6th highly capable class

Objectives:
1. Creates an integrative problem solving unit employing concrete investigation, data gathering, analysis, and synthesis that allows students to construct meaningful understanding of important learning targets in mathematics, science and related content areas.
2. Applies understanding of how children learn and develop by providing learning opportunities that support their intellectual, social, and personal growth.
3. Applies understanding of how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. Understands and uses a variety of instructional strategies to encourage students' development of conceptual understanding in mathematics and science through critical thinking, problem solving, and performance skills.
5. Designs lessons and units of study to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.
6. Makes fluent use of a wide range of technological tools to enhance the student learning environment.
7. Plans instruction based upon knowledge of subject matter, students, the community, and the state* and national** curriculum standards and objectives.
8. Understands and uses formal and informal assessment strategies to evaluate and facilitate learners' construction of conceptual understanding.
9. Considers ethical dimensions of teaching and applies those considerations in choices of curriculum, instructional strategies, assessment, and strategies to address individual differences.

* Washington State Essential Learnings.
** National Council of Teachers of Mathematics "Principles and Standards for School Mathematics" and the National Research Council's "National Science Education Standards"
National Standards: Go to http://www.enc.org/ Look for Professional Development on the left and click on “Standards and Frameworks.” There you will find links to the national standards for mathematics (Principles and Standards for School Mathematics [Please read Chapter 1 and the “Introduction” portion of Ch 2.]) and science (National Science Education Standards [Click on "Access Now" and read the Overview.])

Rationale for the assignment:
Research in mathematics and science education points out the importance of allowing students to encounter substantial problems whose solutions encourage the natural integration of several curricular fields. It is important that students experience the processes of problem formulation or clarification, data gathering, analysis, synthesis and communication of results. Extended investigations such as this, while they cannot be planned in complete detail, require the teacher to consider students' conceptions of their subject matter as well as the learning goals which might be appropriate for the investigation, and to prepare to facilitate the students' learning. Classroom level assessment is an integral part of the learning process informing teacher decision making and providing feedback to students and parents as well as teachers. One of the requirements of your preparation program is to demonstrate "positive impact on student learning." In the MIT program that competency is met through one or more of the unit plans that you create, teach, and assess (for more information on these expectations, please see "Teaching Your Unit"). This competency can be met through this and/or either of the other unit plans in this course (Themed Literature unit or the Social Studies Integrated Unit Plan).

Key Questions to guide the development of your unit:

0. With whom will you work?   How will it fit in your student teaching curriculum?   If possible, you should do this assignment with one or two colleagues but remember, we hope that you are able to teach this unit during student teaching.   Therefore, discuss with your cooperating teacher a unit topic in science and/or mathematics that will be acceptable during your student teaching.   Be sure to explain that this is a state certification requirement so that the teacher is committed to your planning and teaching this unit.   During class, we will make time for class members to find out what topics are to be addressed and to join forces as appropriate.   If you work with colleagues, provide a brief explanation of how you worked together to design the unit plan.   Indicate each team member's specific contributions.   (see part 5a in the rubric)

1. Who are your learners and what are their needs and abilities?   In order to create a learning environment that works for your students you must understand their intellectual, emotional, and social needs and abilities.   Therefore, provide a brief description of the learners for whom this unit is intended.   (see part 2c in the rubric)   You may use the following questions to structure your response:   What special needs and abilities do these students have?   What prior experiences have they had that might be relevant?   How will you account for diversity in your unit?   (Consider such variables as culture, socio-economic status, special needs, ESL, learning styles, family circumstances, etc. )

2. What are your learning targets and how do they relate to the state and national standards?   Start with the national, state or local (district) standards in math and/or science.   Determine where your interests and commitments lie.   Develop clear and concise statements of the learning targets that you will address in your unit.   Depending on the unit, 3 - 6 learning targets will probably be sufficient.   They do not need to be identical to the national, state, or local standards but where it is possible you should make connections between your learning targets and the standards.   List these targets and explain briefly how they are addressed in the unit.   (see part 3a in the rubric)  

3. What are some of the key content and process knowledge needs that you, as a teacher, will encounter?   What do you need to know in order to teach this unit well?   How will you address these needs?   What are some resources that will be helpful for you?   Provide a briefly annotated bibliography.   (see part 5b in the rubric)

4. What evidence will you accept that students are meeting your learning targets and how will you give students a chance to show you this evidence?   What would it look like if students were meeting your learning targets?   How will you use formal and informal assessment process to gather feedback and facilitate learning, teaching, and evaluation in your unit?   You will demonstrate your understanding of the elements of quality assessment through the structure of the unit.   (see part 3b in the rubric)

5. What learning experiences will you develop so that students can achieve your learning targets?   Develop a brief ( approximately   5 - 10 lessons) unit which is centered on a relatively simple question, or set of related questions (see part 2a in the rubric) which you believe will captivate and motivate students and that will enable you to address your learning targets (e.g., for third graders:   "When is it 'cold' outside?   When is it 'hot'"? or "What do worms do?", or "How do airplanes fly?").   This question (or questions) is the basis for your unit (see part 2a in the rubric).   Try to phrase the question in language that will motivate and appeal to your students.   Describe your rationale for the question(s) you choose.   (see part 2b in the rubric)   Try to imagine the ways in which students might interpret and address this question, and the sorts of investigations they might need to undertake.   These investigations should involve the collection and interpretation of data.   This may involve the students in making measurements, surveying a population, gathering data from reference sources, etc.   They should then learn and use appropriate mathematics and science concepts and procedures in order to analyze and interpret these data so that they can address the central question(s).  

For example, if students are interested in the question "What do worms do?", one approach to the problem would be to send them to the library (or the Web, or both) to gather and synthesize as much information as they could about worms.   This is a useful starting point.   In the context of this unit, however, it would be appropriate to help the students set up a worm bin!   (See, for example, http://whatcom.wsu.edu/ag/compost/Easywormbin.htm ) In this way they could, over the course of time, gather their own data about the way worms grow, eat, reproduce and generally live.   They will probably also develop more questions and become involved in further investigations involving mathematical and scientific processes such as measurement, statistical sampling and inference techniques, suitable and unsuitable habitats, etc.   The key is that they are gathering data and using them to solve problems (hence the name of the unit).   In so doing they become actively involved in the construction of their understanding.   The investigation provides a natural setting for the development of fluency in appropriately selected procedures.  

The daily elements that make up the unit should be communicated through the outlines of lessons that will enable students to construct solid conceptual understanding of the relevant ideas and fluency with selected procedures.   (see part 4b in the rubric)   If there are 8 lessons in your outline, they need not be scheduled for sequential days nor all take the same amount of time.   You might describe an investigation that takes place over the course of a week, a month, or the school year.   An important aspect of the work you turn in will be a description of your assumptions regarding the possible reactions students might have to the problem as they proceed in the unit.   How can you direct them to consider important aspects of the central question?   What sorts of activities or investigations might you suggest?   What sorts of learning goals might evolve in this setting?   How might you involve family or community members (see part 3d and 4d in the rubric) in this investigation?   Finally, how might you evaluate your students' progress toward these goals?   (see parts 3b and 3c, in the rubric)  

This is, of course, an opportunity for you to demonstrate your understanding of appropriate pedagogy.   Review learning theory from Block I and Block II of the program.   As you develop the lesson outlines be sure to demonstrate your understanding of these qualities of effective instruction:  

• Deep understanding and knowledge: The development of understanding and knowledge of the concepts and procedures is focused and reflects the central ideas of the unit.   Learners are able to understand the relationships between and among the concepts and procedures as the unit develops.  
• Problematic knowledge: Conceptual learning opportunities are presented through problems to be tackled.   Students are encouraged to address multiple perspectives and or solutions and to develop an understanding of the importance and utility of targeted procedures.  
• Higher order thinking: Students are regularly engaged in thinking that requires them to organize, reorganize, apply, analyze, synthesize, and evaluate conceptual understanding and its relationship to procedural fluency.   
• Substantive communication: Students have many opportunities to engage in sustained conversations that deepen their understanding of the unit's essential question and learning targets.  

(See part 4b in the rubric)

6. Service Learning : For one of the three units you choose to teach during student teaching, you will also need to develop a service learning component for this unit plan, as specified in material you received in TEED 520.  

One of the requirements of the MIT program is for you to demonstrate “positive impact on student learning.” During student teaching, you are expected to teach at least one of the units you prepared in TEED 521 (Social Studies Integrated Unit, Themed Literature Unit, and/or Problem Solving/Data Gathering Unit). The data you gather as you teach your unit will be analyzed during TEED 540.
You are only required to gather data on one unit that will be analyzed during TEED 540. If you have the opportunity to teach either or both of the other two units, that will be excellent experience for you. But you only need to collect data on one unit.
We present these guidelines in the TEED 521 syllabus to help you see the "big picture" as you plan your units. The procedures described below will take place during student teaching to prepare you for TEED 540.

Procedures (during student teaching):
1. Identify six students on whom you will focus the analysis of your teaching. Choose students who represent a variety of experiences, background, interests, and abilities. For example, you might select one or two students who are capable learners, one or two who are more challenged, and perhaps one or two who are English Language Learners or have special learning needs.
Although you will, of course, teach your unit to all students and assess everyone's learning, you will only analyze the data from these six students in TEED 540.

2. Develop some sort of record keeping system to help you gather data on these students' learning. You might keep a notebook with a section labeled for each student.

3. Record student learning. As you teach, gather evidence of student work that demonstrates your “positive impact on student learning." This evidence should include the pre-assessments, formative assessments, and summative assessments that you planned for your learning targets. Select examples of student work that reflect a range of performance. Group work examples are acceptable provided you have an accountability system for each learner contributing to the work.

4. Save all examples of student work, assignments/assessments, your unit plan, and daily lesson plans for analysis during TEED 540.

5. When you analyze your teaching during TEED 540, you will be asked to respond to the following questions:
• What did you do that positively contributed to student learning?
• What evidence supports that learning occurred?
• What would you do differently to improve student learning?
• What did you change in your plan and why?
Back to top