Another great session today. Got off to a little rocky start, so what I'm going to do from now on is to send the invites right before the session.
Student teaching workshops will be held from Wednesday, January 8th through Friday, January 10th, 2014. Hopefully, I've sent an email request, so hopefully I'll get a response about the workshop times before class starts. Coral provided an e-mail noting that the workshops were from 8:30 - 3:30.
Please be advised that you will be submitting a preliminary Teacher Work Sample. I'm not certain if this has been described in any of your UTeach classes. The TWS is required of all student teachers and a preliminary TWS is completed in the course prior to student teaching. The documents that you have been uploading and storing in Google Drive will help you prepare. This will need to be completed and submitted prior to the end of February.
Plans for our class meetings will in January will no change since my hip replacement surgery is scheduled for January 2nd. If you don't hear from me for a couple of days, its because I'll be recuperating. As soon as I'm able I'll make contact and we'll begin the class. What this will mean is that I'll be changing the observations and teaching to later on in January or early February 2014. My tentative plan is for you to conduct your observations at the campus where you'll be student teaching and have you teach on a couple of Saturdays. More on that to come.
Tuesday Presentation - The presentation is scheduled for Tuesday, January 24th at 9:30 a.m. That will give you a chance to be home by Christmas Eve.
The session began by reminding everyone that the archived lessons were available on Youtube at the links provided on these session write-ups. Today was split in to two sessions,
Session 4, Part A and
Session 4, Part B.
Our first topic was a discuss on
constructivism. I used an article from the Northwest Regional Laboratory (2002) as a reference (See link to article by clicking
HERE). The purpose for going over the article was to emphasize the importance of constructivism theory to it's use in many facets of teaching, learning, and life.
After the article was discussed, the students presented what they had discovered from their research about constructivism. The development of solid ideas by students employed a reductionist strategy which included three rounds of selecting a single term to describe the key points of of what students thought about PBI. The nine derived terms were experimenting, real life, active learning, experience, student centered, discovery, cooperation, encountering, and engagement. These terms were later connected to the discussion.
The last part of the class was taken by discussing what it would take to complete an effective PBI lesson. Students were asked to connect the PowerPoint discussion to the nine terms that you used to describe PBI above.
Students were reminded about Tuesday's presentation, reading assignments, and filing their documents in Google Drive. Three terms were brought up: metacognition, reflection, and ontology. We'll be meeting tomorrow at 9:30 a.m.
AGENDA
Welcome
- Youtube videos of Sessions - Documenting Time in Class
- Survey on student to teacher interaction
Discussion on Constructivism
Parameters of Project Topics
- Video - Picturing the Possibilities - Project Based Learning Click HERE
- Implementation of Field Experiences HERE.
Next week's calendar
PBI Resources
- Readings for Friday - USE RSQ Model for Class Discussion and Reporting
- Youtube Video Links on Project Based Learning HERE
Readings
Due on Monday - Use RSQ Model for Class Discussion
·
Read
Krajcik & Blumenfeld (2006) (Not in Library Collection)
