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Sir Ken Robinson

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Sir Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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Sir Ken Robinson

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Transcript of "Bring on the learning revolution!"

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TED Talk Subtitles and Transcript: In this poignant, funny follow-up to his fabled 2006 talk, Sir Ken Robinson makes the case for a radical shift from standardized schools to personalized learning -- creating conditions where kids' natural talents can flourish.

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California CTC website

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California Commission on Teacher Credentialing

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How to find books at the Jessup library

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Find Books | William Jessup University, Paul Nystrom Library, Rocklin, CA

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Hook & Introduction to Lesson

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Instructional Strategies & Student Activity

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Coming & Transition to New Lesson

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Framework and step-by-step instructions for how to complete lesson plan

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Form for evaluation of character traits during observations

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Instructional Cycle 1
Literacy
Phonics Lesson

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Four Square Feedback and Reflection document

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California Common Core Standards for all subjects

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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List of required TPEs

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Jessup Writing Center guide to APA formatting

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Information about Jessup's undergrad teaching program

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Head, Hands, Heart

In engaging the "Head", teacher candidates should be actively involved in their own learning; beyond knowing, they should think through issues and arrive at a deeper understanding of the challenges facing teachers and what it means to be an educator.

In engaging the "Heart", teacher candidates should connect emotionally with teaching; their love for Jesus should be the catalyst for expressing compassion toward students.

In engaging the "Hands", teacher candidates should have opportunities to give back to society, and realize that everyone has a part to contribute towards creating the future of education. ( Creatively modified from Singapore National Education Framework http://www.ne.edu.sg/hhh_framework.htm)

The motto 'Head Hand and Heart' is taken from an inscription used by Charles Voysey, which became the motto for the Society of Designers in 1896. These three words are the keys to understanding Arts and Crafts: 'Head' for creativity and imagination, 'Hand' for skill and craft, 'Heart' for honesty and for love.

He who works with his hands is a laborer.
He who works with his hands and his head is a craftsman.
He who works with his hands and his head and his heart is an artist. - St. Francis of Assisi

UG Program Policies & Procedures

Assignment Policy

PLEASE PROOFREAD ALL WORK BEFORE HANDING IT IN!!!

APA format http://owl.english.purdue.edu/owl/resource/560/01/

All assignments must be typed, and free of grammar and spelling errors.

Assignments deemed unacceptable in terms of grammar, content, spelling, organization, coherence, etc. will be returned for revisions, and must be reworked until the assignment satisfactorily meets the requirements.

Academic Honesty

At William Jessup University, we uphold the values of honesty, integrity and responsibility. In that light, we expect that all work produced and created for course assignments will be yours. Should you choose to integrate the work of others into your own, we expect proper citations and credit to be provided.

Plagiarism is a growing epidemic in education today. At William Jessup University, plagiarism is not tolerated and will be punished severely. We are mandated by federal law to uphold the plagiarism policy. Any student who employs dishonest tactics shall be subject to actions that might include reprimand, grade reduction, academic probation and/or expulsion from the University.
DEFINITIONS OF ACADEMIC DISHONESTY
A. Cheating. At WJU, cheating is the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means. Cheating at WJU includes but is not limited to:

1. Copying, in part or in whole, from another's test or other evaluation instrument;

2. Using crib notes, "cheat sheets," or any other device, including electronic devices, in aid of writing the exam not permitted by the instructor;

3. Submitting work previously graded in another course unless doing so has been approved by the course instructor or by department policy.

4. Submitting work simultaneously presented in more than one course, unless doing so has been approved by the respective course instructors or by the department policies of the respective departments.

5. Altering or interfering with grading or grading instructions;

6. Sitting for an examination by a surrogate, or as a surrogate;

7. Any other act committed by a student in the course of his or her academic work that defrauds or misrepresents, including aiding or abetting in any of the actions defined above.

B. Plagiarism: Plagiarism is a form of cheating. At WJU plagiarism is the use of distinctive ideas or works belonging to another person without providing adequate acknowledgement of that person's contribution. Regardless of the means of appropriation, incorporation of another's work into one's own requires adequate identification and acknowledgement. Plagiarism is doubly unethical because it deprives the author of rightful credit and gives credit to someone who has not earned it. Acknowledgement is not necessary when the material used is common knowledge. Plagiarism at WJU includes but is not limited to:

The act of incorporating into one's own work the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another's work without giving appropriate credit thereby representing the product as entirely one's own. Examples include not only word-for-word copying, but also the "mosaic" (i.e., interspersing a few of one's own words while, in essence, copying another's work), the paraphrase (i.e., rewriting another's work while still using the other's fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting another's work as one's own) and failure to include quotation marks on material that is otherwise acknowledged.

Attendance

Attendance for ALL classes is mandatory. Students are expected to attend all classes. Students who are absent for more than twice the number of hours a class meets in one week (maximum absence limit), will normally receive a grade of "No Credit". For example, if a class meets four hours per week, a student who has more than 8 hours of total absences during the semester would receive a grade of "No Credit".

A student may be marked as absent for that hour at the discretion of the teacher if he or she arrives 15 minutes or later after the beginning of a class.

Students who go over the maximum absence limit may appeal their case to the Teacher Education committee. Such students should be prepared to show evidence of a legitimate excuse for every time they missed class (court documents, doctor's notes, etc.). Legitimate excuses include: medical emergencies, personal emergencies, family emergencies, and required courtroom appearances. Picking up a relative at the airport or not being able to find a parking space are not considered emergencies.

Student Athletes
Student athletes must provide professors a copy of their season schedule at the beginning of the semester listing the dates of their upcoming absences for games. Student athletes will be allowed to miss class sessions for games plus an additional 15% of remaining class sessions before their final grade is reduced.

Accommodations

If you have a disability that may warrant accommodations in this class, please make an appointment to see me at your earliest convenience. I am committed to facilitating student success and will make any appropriate accommodations to enhance your learning in this class. You are your best advocate! Every attempt will be made to maintain confidentiality.

Support is also available via the Success Center at 916.577.2253

Course/Program Evaluations

At the end of the course you will have an opportunity to provide feedback on the face-to-face classroom experience, the online components of the course, and the instructor. Please take this opportunity to provide honest and fair evaluations. We take these seriously and utilize this data to improve the program. If you feel that additional feedback is warranted, do not hesitate to contact the Liberal Studies & Credential Department at (916) 577-2284.

Your input is needed as part of our ongoing program assessment process. Upon completing this course please fill out the Annual Department Survey located on the Teacher Education Page.

Resources
Bookstore
Brian Lucas, manager. 916.577.2390 http://bookstore.jessup.edu/
Library
The campus, library, computer labs, and department have the material resources (space, media, software, library holdings, etc.) to support the course. The Library houses more than 62,000 books, periodicals, journals, CDs, DVDs, audio and videotapes. Other resources include an innovative open-source library catalog, full-text journal databases, wireless and network access to information resources. Remote access to electronic resources is available to registered students, faculty and staff. Recommended: "Education Research Complete" and "Films on Demand". http://www.jessup.edu/library/
Course Hour Requirement
As a part of compliance with Federal law, the WJU Academic Council adopted the following
Credit Hour Policy:
"A classroom hour is a 50 minute hour. In order to successfully complete the learning outcomes for this course, students should expect to spend two hours outside of class completing work for the course for every one hour in class." Electronic use
Social networking, cell phones, iPads & laptops can be distractions in any classroom. Use of these items in class must be for the purpose of activities related to assignments and discussions in this particular course. If they become distractions to anyone in the class, you may be asked to discontinue use.
Tentative Syllabus
This syllabus may need to be amended from time to time. Students will be notified of specific changes during a regularly scheduled class meeting. The course schedule is a guideline for you to follow, but changes are possible as we progress through the material and course. Alterations to the syllabus may be made, at the discretion of the professor, to better meet the needs of the students and to enhance components of the course.

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In engaging the "Head", teacher candidates should be actively involved in their own learning; beyond knowing, they should think through issues and arrive at a deeper understanding of the challenges facing teachers and what it means to be an educator.

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Sample letter of introduction to give to a master teacher or principal during observations

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Class syllabus (includes requirements for class and due dates for assignments)