Prompt:
This will be a visual reflection utilizing a digital or multi-media format. You need to document your learning and growth over the semester. It should include your moments of confusion, doubt, discovery, clarity, confidence, etc. The highlight of the project should show your learning in process, not just list the assignments we did and what kind of grade you received. If you do this presentation well, your professional portfolio should be a “breeze” to complete.
Repsonse:
My Pezi
Prompt:
Using instructor provided materials, students will create an artifact to symbolically represent your ideal image of a learner as it has formed over the course of the semester. A written articulation of the image will be required along with the artifact that demonstrates an understanding of the developmental attributes and diverse learning styles of today’s students. You should consider carefully if your “ideal” imagine aligns with your “real” imagine. Is this how you want kids to be or is this how you actually perceive them? What are the implications of a disconnect between our “ideal” and “real” image? What are the negative implications of your image? Continue reading 'Image of a Learner'»
Pompt:
What is the theoretical purpose to providing extracurricular opportunities? What are benefits and costs associated with these opportunities? What kinds of needs are met through these experiences?
Continue reading 'After School Event'»
Prompt:
The purpose of this assignment is to have you re-enter a day in the life of adolescents carrying with you the knowledge you have now about developmental needs, school organization philosophy, and curriculum demands. You need to create a framing question so that you enter the shadow study with “something to look for” in regard to answering a question you have about student development or how schools meet/or fail to meet student needs. As you spend time with your student, consider what you did for the YA Book Reflection as a “practice” run. Identify the developmental characteristics of your student and address the following prompts:
- Using the developmental attributes domains, how would you describe this student?
- How does school life seem to fit into this student’s life?
- Based on your observation, how does this student’s engagement/disengagement manifest itself in the behaviors and actions of the student in different classes?
- What factors can you identify as contributing to the differences/commonalities in this student’s behavior over the course of the school day?
- This is a real student. In what ways are his/her needs being met or not?
- What have you learned from this experience?
Continue reading 'Shadow Study'»
Prompt:
Given your personality, leadership qualities, knowledge about adolescent students, and now your experience with teacher meetings, what personality trait(s) do you believe will be your greatest asset as a classroom teacher and colleague? What trait(s) do you believe may create issues as a middle or high school teacher and colleague? Continue reading 'Teacher Trait'»
Prompt:
What is the conversation topic—students, curriculum, parents, principal, problems? How would you describe the group dynamic? Are the teachers following an agenda? Is there a clear goal? Was the tone collaborative or didactic? Can you identify group roles/responsibilities? What can you “assume” this dynamic says about how these teachers view learners? Can we see any connections to potential classroom management issues?
Continue reading 'Teacher Meeting'»
Prompt:
Describe your mentor teacher’s style of classroom management and communication. Do you feel it is effective? What is it that gives you this impression? What aspect of your mentor teacher’s style would you include in your own classroom, and what aspect would you eliminate? Give a rationale. Watch your mentor teacher’s style of communication for 20-30 minutes: voice tone, facial expression, body language, hand gestures, eye contact, etc. How did the students react to the teacher’s style? Was there any particular aspect of the style that was more effective than another? What aspect of communication do you need to develop in order to assure student attentiveness?
Continue reading 'Role of Discipline in the Community'»
Prompt:
Based on your observations, course readings, conversations with your mentor and the class discussions, prioritize the Basic Needs of Adolescents (Handout). Briefly (50-75 words) describe your rationale for the order of each “Need.” Pay special attention to how the environment is set up to support student achievement as discussed in Vatterott’s chapter 4. Provide a digital image of how this “Need” is being met in the field (or not being meet).
Continue reading 'Need Based Environments'»
Prompt:
Considering what we have read in Vatterott, Wood and Van Hoose et. all about the philosophy of creating middle schools and high schools that reflect responsiveness to students’ developmental needs, think about your impressions of Shortridge’s attempts to live a student-centered philosophy. With a digital camera, document images of Shortridges “philosophy in action.” What does the image say about this school’s, teacher’s, club’s, etc. image of a learner? Provide 2-3 images and 2-3 counter images. For the reflection component, provide a caption explaining the context of each image. Then, provide a reflective rationale to address the prompt.
Continue reading 'Instructional Patterns and Strategies for Student Focused Schools'»
All Posts, ED 227: Introduction to Middle Secondary Education, Standard #1: Learner Development., Standard #2: Learning Differences., Standard #3: Learning Environments., Standard #4: Content Knowledge., Standard #5: Innovative Applications of Content., Standard #6: Assessment
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Classroom Management, learning environment, needs, Student Focus
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