Cohort

Doctoral Students: Tobias Irish, Matt Campbell Dr. Rebekah Elliott Paula Dungjen Jeff Gunn Dr. Larry Flick Dr. Nam Hwa Kang Dr. Ron Gray Carole Banka

 Three tracks: K-12 education College-level education Free-choice learning  Who else is here? Other master’s students Doctoral students  Transition to College of Education  Other opportunities?

 Faculty instructors  University supervisors (fall and spring)  Cooperating teachers (CT) (fall and spring)  Master’s advisor  Me (Program Coordinator)

 General administration of the program  Liaison with College of Education, TSPC, and ODE  Coordinator of work samples  Supervisor of supervisors  Faculty wrangler  Teacher!

 Specific questions relating to the overall program  Issues with CTs, fellow students, supervisors, or faculty  Personal issues that might or have affected your work within the program  Questions about program or endorsement details  Teaching help: Another voice and resources  Etc.

 Summer practicum  September experience  Fall term (part-time student teaching)  Winter term  Spring term (full-time student teaching)

Introduce the framework for what will be examined in greater detail throughout the year and your professional career. Begin to become comfortable in the role of teacher. Examine the essential features of basic lesson planning and instructional techniques. Create a community of learners from which to draw throughout the year and beyond. Begin to engage with the theoretical underpinnings of teaching in terms of learning theory.

 Full-time in Fall practicum site starting first day back for teachers Albany – August 29 th Philomath – August 30 th Corvallis – August 31 st  Ends at beginning of Fall term (9/26)  Observe, get to know teachers and students, determine work sample topic and schedule, gather data for work sample, etc.

 You are on a listserve:  A Google calendar: kg%40group.calendar.google.com&ctz=America/Los_Angeles  A cohort blog:  Program handbook

 Main orientation and opportunity to meet faculty will happen at the beginning of the Fall term.

 Step #1 – on your own, answer the following question in a bulleted list: What do you know about teaching science/math?  Step #2 – In groups of 3, take 10 minutes to discuss your list. Anything in common? Different?

 Importance of understanding the structure of a discipline  “ The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer... If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible ” (p.12)

Learning Theory  How Students Learn Classroom Instruction  General Instructional Routines  Content-Specific Instructional Routines  Educational Technology  Inquiry  Literacy Strategies Assessment  Formative  Summative  Performance Working with Diverse Populations  Differentiation of Instruction  ELL, Special Education, TAG, etc.  Cultural Diversity  Funds of Knowledge Classroom Management  Creating Community  Management Strategies Instructional Planning  Unit Planning  Lesson Planning Professionalism  Reflection  Collaboration  Professional Communities