EDUC 352 by Andrea Tedrick

Day 1 (1/11) Reflection

atedrick — 2019-01-14 14:35:19 UTC

4 Ss - Safety, Skills, Success, Standards

Why do we use icebreakers?
-to build community
-get to know our students
-help our students get to know each other
-create a positive climate

Every student needs a champion
-+2 instead of -18
-you might be having a bad day or not particularly like certain students in your class, but they can't know that
-students can't learn from people they don't like

Day 2 (1/14) Reflection

atedrick — 2019-01-16 05:35:07 UTC

-link icebreaker doc when it's finished

Day 3 (1/16) Reflection

atedrick — 2019-01-16 14:34:57 UTC

Teaching is like the evolution of cell phones
-the old stuff doesn't work
-you need to be ready to adapt to new things and find what works

FAIL - First Attempt In Learning

Growth Mindset
-students are afraid to fail
-failure is an opportunity to grow
-add "yet"

First Day of Class

atedrick — 2019-01-16 15:37:22 UTC

Apprenticeship of Observation

atedrick — 2019-01-16 15:37:31 UTC

Culturally Responsive Pedagogy

atedrick — 2019-01-23 15:03:44 UTC

-it's important not to teach to reach one specific type of student - we want to reach all our students and help them all achieve
Things to use in the classroom:
-"gameify"/"storify" it
-classroom stations
-Problem-Based Learning scenarios
-Offer different types of study time

Discussion Questions

atedrick — 2019-01-23 15:16:15 UTC

-Open ended? (Yes!)
-Leading? (No!)
-Are you asking what you really want to know? (Yes!)
-Welcoming/inviting? (Yes!)

High-Leverage Teaching Practices for Discussion

Priming
Posing
Pausing
Probing
Bouncing
Tagging

1/25 Reflection

atedrick — 2019-01-25 14:09:10 UTC

Bloom's Taxonomy
-KSAs (knowledge, skills, attitudes)
-searching "Bloom's Taxonomy verbs" will help when writing objectives

Universal Design for Learning (UDL)
-start thinking with where you want your class to end up (learning goals, essential questions, etc.)

Why do we differentiate instruction?
-Ability
-Interests
-Cultural Background

Differentiating Instruction

atedrick — 2019-01-26 19:18:37 UTC

Why Students Don't Like School

Think in terms of content, not in terms of students (differentiate learning -hands on, listening, visual, etc. by what you want your students to get out of the lesson
Change promotes attention (if they've been learning something in one way for most of the class, try another activity to switch things up)
There is value in every single child, even if they are not "smart in the same way

Listening Isn't Cheating

Listening to a story can help encourage students to read more
Audio books can help us appreciate the language and the point of a story

Examples in ELA

Keep standards, skills, and underlying understandings and questions the same across the board, but differentiate resources, teaching strategies, learning activities, and assessments
Differentiate through content, process, or product

RAFT

atedrick — 2019-01-28 15:10:48 UTC

Role - what roles could your students have?
Audience - who are they writing to?
Format - what are they writing? (letter, ad, etc.)
Topic - what are they writing about?

Positive Classroom Management

atedrick — 2019-02-04 14:59:26 UTC

-relationships are like bank accounts - you have to put things into it so when you need to take from it it's not empty/you don't go into the red
-3-5 guidelines - keep it fairly broad, don't use "don't" language
-4 different levels of misbehaviors

only disrupts self
disrupts others
hurtful (physically or emotionall)
kicked out of class (OSS/ISS)

-Vary how you discipline, but don't go from 0 to 100 right away

-Keep looking for the positive in behaviors - you're going to find what you're looking for
-Define routines!

Choice Theory

atedrick — 2019-02-04 15:00:47 UTC

-behavior in any capacity is communication
-people come before process
Critical Moments
Student Prompted Critical Moments

Listen for the subtext of what is being said
Maintain your relationship with the speaker
Consider who needs to be addressed

Asset vs deficit thinking

-deficit thinking (snoopy, class clown, shy, indecisive, bossy, manipulative, oddball, hesitant, pushy, stubborn, conceited, etc.)
-try to phrase it in a more positive way

Operant Conditioning

reinforce students for doing things well/positively

https://www.funderstanding.com/educators/choice-theory/

Instructional Technology

atedrick — 2019-02-04 15:20:36 UTC

We're not using Instructional Technology just to use it, it needs to add to an assignment/lesson

https://shakeuplearning.com/blog/20-formative-assessment-tools-for-your-classroom/

Classcraft
SmartArt (in Microsoft apps)
viewpure.com
padlet.com
classroom.google.com
get.goreact.com
www.online-stopwatch.com
classroomscreen.com
answergarden.ch
bitly/tinyurl (shorten URLs)

Syllabus Writing

atedrick — 2019-02-08 14:03:58 UTC

Traditional

viewed as contract
harsh
punitive
boring

Contemporary

student centered - not content or teacher centered
communication piece
first impression
sales brochure/motivational speech
engaging
headings are questions
asset language vs deficit language
written in active voice (you vs student)
10 pro tips
appealing layout and formatting
- infographic or menu

https://www.cultofpedagogy.com/course-syllabus-how-to/

Integrating the 4Cs into Your Classroom

atedrick — 2019-02-09 22:34:08 UTC

Communication
-Google sites, Blogger, screencasting (Screenr/Screencast-O-Matic), social media, backchannel, Voxer
Collaboration
-Google docs, Google hangout, Caccoo, Kaizena (Google extension), real time board
Critical Thinking
Project Based Learning, world issues (Google Earth), Bloom's taxonomy (Bloomin Apps), differentiation (Respondo, The Differentiator), Clearly (Google extension)
Creativity
-Animoto, GarageBand (Audacity, TwistedWave), cartoons /comics (PowToon, Make Beliefs Comix), photography (Pixlr, Photoshop)

Netiquette and Digital Citizenship

atedrick — 2019-02-11 14:45:32 UTC

International Society for Technology in Education (ISTE)

Facilitate and inspire student learning and creativity
Design and develop digital age learning experiences and assessments
Model digital age work and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership

Digital Citizenship

Digital citizenship week in October
Help students think critically, behave safely, and participate responsibly online
- Internet safety? Creative copyright? Fake news? Etiquette? Social Media?
- With so many topics on your "to teach" list that go above and beyond the core curriculum, it's essential to have a game plan
How to help getting parents and families on board
- bit.ly/2NPeoMt

Personal/Professional Digital Citizenship

Think about your digital footprint... consider "dropping" your last name, handles, pictures, social media, settings, privacy, etc.
Professional AT. ALL. TIMES.
"Friends" with students/parents?

Active and Cooperative Learning

atedrick — 2019-02-15 14:07:37 UTC

Shared Agreements

our job is more than "to teach" it's to help students learn
teach material, not just cover it
purposeful teaching/best practices
4 Ss
Bloom's Taxonomy verbs
(F)irst (A)ttempt (I)n (L)earning
- fail foward

Traditional Classroom: Teacher - 80%-100%; students - 0%-20%
Contemporary Classroom: Teacher - <25%; Students - >75%

Cooperative learning typically results in:
-higher group and individual achievement
-healthier relationships with peers
-more metacognition
-greater psychological health

Authentic tasks that arouse student curiosity up front, where students can try, fail, receive feedback, and try again, are critical to in-depth learning.

I do --> We do --> You do
You --> Y'all --> We
Think aloud (model how you would might approach a problem)
Remember to review at the end of class

Grouping Ideas
(T)ogether (E)veryone (A)chieves (M)ore
Ideal group size = 4

as we add more students, fewer students engage at one time
twice as good as groups of eight
allows pair work
avoids odd person out
increase variety

Managerial Task: Grouping

your students should very rarely/never see you do managerial tasks
mix and mingle, clock partners, group of the day, name tents
google more ideas
NOT by sex, age, year of birth, physical characteristics (height, eye/hair color, clothing)

Do It Artifact 1

atedrick — 2019-02-17 22:55:38 UTC

I used the app Audacity for this artifact - mainly because I can't get GarageBand on Windows and that is the audio app I already know how to use. I took a project we did in a class I took during the fall of 2017 in which we created poems about ourselves, and I recorded myself reading my poem and added music in the background. This is something that, with some work/learning on my part and extensive explanations/tutorials for students, could be used in an English classroom with a similar poetry unit or any unit that you would want to include speaking skills in.

Do It Artifact 2

atedrick — 2019-02-17 23:10:44 UTC

I used MakeBeliefsComix to make this artifact. I used characters on the website to help show what kind of expectations I have for my students. I think a way that I could do an assignment that was ELA related would be to have students recreate short stories we read in class through making these little comics - it would be creative and help them discern which parts of stories are really the most important as the comics on this website can only have up to 18 parts.

edTPA (2/18)

atedrick — 2019-02-18 15:11:24 UTC

edTPA things to remember:

each prompt is asking something slightly different
read them carefully
- describe - lots of details
- justify - theory and experts, reasons for it, framework/foundation for doing what you're doing
- explain - give step by step process and answer the "why"
framework: purposeful teaching and 4Ss
NEVER copy and paste from one section to another
when it asks specifically about certain groups of students, you still need to respond about the whole group
if you don't know something - GOOGLE IT
BE SPECIFIC... be thorough... be detailed (the scorer isn't from Concordia)
words that have squiggly/dotted lines - hover and it will define (if nothing pops up, try a different browser)

https://www.youtube.com/channel/UCVrhawo0sm20hQSgJxhM6Dg
http://www.passedtpa.com/

Typical Areas of Trouble:

USE URLP (starting from level 1 --> 5)
Supports - differentiation tied to objectives
Academic Language
Assessments
- variety of types
- have to do every day
- has to be different
- feedback needs to be constructive and specific for 3 focus students
- NEEDS to be based on objectives needs to be FORMAL (you have proof)

Teaching Session:

must use instructional technology effectively
must use lesson plan template (in google classroom)
dress professionally
each student will be "someone" on your class list
must do some type of formal assessment - and need to submit for each of your 3 students
instructional alighment (UDL) = national standards/benchmarks --> essential questions --> measurable objectives --> assessment --> lesson content and activities --> technology (everything is based on your objectives)
Record yourself and self assess on GoReact

Big Picture Thinking

concentrate on big ideas - the linchpins that hold the unit together
student-centered: these are written for students, not teachers. In other words, they should not describe what you, as the teacher, are doing
they focus on what students will know and be able to do at the END of the unit
they should not focus on discrete points that students will need to know to be successful in the unit
should include both lower-order and higher-order thinking

Artifact 1 - Peardeck

atedrick — 2019-03-04 22:53:00 UTC

Peardeck - https://www.peardeck.com/
Tutorial - https://www.youtube.com/watch?v=lYmf3usCuJI

Artifact 2 - Canva

atedrick — 2019-03-04 22:53:12 UTC

Canva - https://www.canva.com/
Tutorial - https://www.youtube.com/watch?v=WL-WbHwsbs8

Artifact 3 - QR Code

atedrick — 2019-03-04 23:00:20 UTC

QR Stuff - https://www.qrstuff.com/
Tutorial - https://www.youtube.com/watch?v=dRcEXEHwK-c

Artifact 4 - Flipgrid

atedrick — 2019-03-04 23:01:27 UTC

Flipgrid - https://flipgrid.com/
Tutorial - https://www.youtube.com/watch?v=-aZ523-HHBg

Artifact 5 - Google Form

atedrick — 2019-03-04 23:01:32 UTC

Google Forms - https://www.google.com/forms/about/
Tutorial - https://www.youtube.com/watch?v=LxlfPLPI0wM

Artifact 6 - Audacity

atedrick — 2019-03-04 23:01:42 UTC

Audacity - https://www.audacityteam.org/
Tutorial - https://www.youtube.com/watch?v=aCisC3sHneM

Artifact 7 - Buncee

atedrick — 2019-03-04 23:01:52 UTC

Buncee - https://app.edu.buncee.com/
Tutorial - https://youtu.be/6XuDUwl0sTo

Artifact 8 - Nearpod

atedrick — 2019-03-04 23:01:57 UTC

Nearpod - https://nearpod.com/
Tutorial - https://youtu.be/STzYWOQqQWo

Artifact 9 - Microsoft Word

atedrick — 2019-03-04 23:01:59 UTC

Word - https://www.microsoft.com/en-us/education/products/office/default.aspx
Tutorial - https://support.office.com/en-gb/article/word-for-windows-training-7bcd85e6-2c3d-4c3c-a2a5-5ed8847eae73

Artifact 10 - Padlet

atedrick — 2019-03-04 23:02:08 UTC

Padlet - https://padlet.com/dashboard
Tutorial - https://www.youtube.com/watch?v=UkBnwPqaIjA

Objectives

atedrick — 2019-03-05 00:40:11 UTC

If your lesson plan is a map, the objectives are the destination
Bloom's: Content Knowledge, Psychomotor (skill), Affective (attitude)

TSWBAT...
(Bloom's verb) # (reword/unpack benchmark) (tie to assessment) (benchmark number)
-don't use "know" or "understand"
-you need proof whether your students "learned" what you said you would

Assessments

atedrick — 2019-03-11 13:50:50 UTC

Norm referenced assessments

norm referenced is grading on a curve (most students should get Cs)
- depends on performance of others and can change what the teacher expects students to know; pits students against each other
- doesn't tell you anything about what the students learned in class (best students get best grade, poorest students get lowest grade; not good for classes under 100 students)
- goal for learning is a moving target
Curving isn't always bad
- when comparing top students of high quality
- when comparing mediocre students it doesn't give you much information about their levels of achievement

Criterion referenced assessments
Growth vs. Proficiency

we want both, but ultimately you want students to be proficient

Extra credit - is it a good idea?

purist = inappropriate
- What does it teach students?
- often used frivolously
- is there a way that it could be really helpful if used sporadically?
Optional: extra credit (max of 3% of test points)
- What was something that you learned that wasn't on the test. Must be thorough and fully explain concept to earn full credit
- review from previous exam

Differentiation via Differentiating Rubrics

Differentiating instruction
- changing up input and output for students
- differentiate through activities, assessments,
How can we use rubrics to differentiate?

Assessment Task

atedrick — 2019-03-13 14:09:36 UTC

Quantitative and Qualitative Data

What does it mean to assess data in a quantitative way? (numbers - putting -2 on an assignment)
In a qualitative way? (words - explaining where students missed the 2 points)
Why do we use both? (to help develop critical thinking) What are benefits of assessing in more than one way?

Analyzing Student Learning
-Identify learning objectives measured by assessment you analyze
-Graphic/narrative to summarize learning for the whole class
-Use evidence in 3 student examples and class summary to analyze patterns of learning for the whole class
Feedback to Guide Further Learning
-3 focus students
-identify format in qhich you submitted evidence of feedback
-explain how it addresses their strengths and needs relative to learning objectives (what can they do well, and what are we working towards)
-describe how you will support each of the 3 students to understand or use this feedback
Evidence of Language Understanding and Use
-Options:

Use video clips from task 2 and provide time stamp references for language use
submit an additional video labeled language use of no more than 5 minutes
use the student work samples analyzed and cite language use

-Explain and provide concrete examples for the extent to which your students were able to use or struggled to use the functions, vocab, discourse, and syntax
Using Assessment to Inform Instruction
-describe next steps for instruction for 3 students AND whole class

Clinical Reflections

atedrick — 2019-04-24 13:54:55 UTC

Takeaways:
-inclusive language (gang, folks, y'all, __graders, students, etc.)
-differentiation (paper/pencil vs. online)
-look into paying for tech instead of textbooks (instructional technology should support us, not replace us)
-find fun ways to learn names (spelling test, fun games, etc.)
-assessments don't have to be formal
-504/IEPs - show up to the meetings! Be the one who shares the positive about the student!
-work with the other teachers in your department or in your team

Special Considerations

atedrick — 2019-04-29 13:40:02 UTC

FERPA - Family Educational Rights and Privacy Act
- it's like HIPPA but for school
- illegal to use names in documents like EdTPA
- you are a mandated reporter
- can't share grades/personal information about students
504/IEP
- make a calendar for kids to add important dates to
- family dynamics can be complicated
- have a handful of things that are positive and pick ONE thing to work on with the student
- find strengths and get successes in your class before getting to meetings
- all students need an advocate - teachers should be the #1 advocate
- every miss is an opportunity for a teachable moment
- behavior is communication
Teacher's Union
- You get a lot of money in insurance
- People seem to know who is/isn't a part of the union - the union still negotiates your contract even if you're not a part of it
- Your union works for you daily - negotiating contracts and making your life better
- Benefits:
  - Advocacy & negotiations
  - Helpline assistance
  - Professional development
  - Scholarships & grants
  - Legal assistance
  - Liability insurance
  - Member discounts
Interviewing
- www.edpost.com
- "Tell us about yourself" or "Tell us about what makes you excited for this position" - what makes you different than the other people that applied for this job/how can you help us
  - give facts/things you've looked up about the district/town/community
  - "Hungry, Humble, and Smart"
- Figure out a list of things to tie into your responses to questions
  - Ex: class climate, differentiating instruction, standards-based, instructional technology