Curriculum & Instructional Strategies Session 4 Education is not the filling of a pail but the lighting of a fire. William Butler Yeats Write your reflections in your Idea Cookbook, and we’ll discuss it when everyone is finished.

Beginning Class Items AnnouncementsAnnouncements Book shareBook share Article shareArticle share General thoughts or commentsGeneral thoughts or comments Anyone change any personal information?Anyone change any personal information? Anyone have a job to report?Anyone have a job to report?

Beginning Class Items Articles “Dad Faults Teacher for Showing Pirated Film” “KIPP Student Attrition Patterns Eyed” “Proof Positive” “Schools Have No Handle on $7 Billion Cost of Teacher Turnover, Study Finds” ‘Classroom Crackdowns” “Rethinking Merit Pay”

A high school teacher’s classes include students from different cultural backgrounds. The teacher notes that relations among diverse student groups are sometimes tense and include occasional verbal conflict. The teacher can best respond to the observed tensions by using which of the following approaches? A.Reinforce student recognition of the benefits of cooperation by setting up a system in which some members of the class receive meaningful rewards for exhibiting positive behavior during specified periods of time. B.Use a seating chart that separates students from different groups, and organize group work to accommodate students’ preferences regarding peers with whom they would like to work. C.Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines D.Implement a grading system in which student attitudes toward peers are as important as performance on classroom projects and assessments in determining students’ course grades.

A high school teacher’s classes include students from different cultural backgrounds. The teacher notes that relations among diverse student groups are sometimes tense and include occasional verbal conflict. The teacher can best respond to the observed tensions by using which of the following approaches? A.Reinforce student recognition of the benefits of cooperation by setting up a system in which some members of the class receive meaningful rewards for exhibiting positive behavior during specified periods of time. B.Use a seating chart that separates students from different groups, and organize group work to accommodate students’ preferences regarding peers with whom they would like to work. C.Work with students to create a set of clearly defined guidelines for behavior and interactions in the classroom, and insist that all students consistently adhere to the guidelines D.Implement a grading system in which student attitudes toward peers are as important as performance on classroom projects and assessments in determining students’ course grades.

A high school teacher is planning to have his students prepare multimedia presentations. The teacher wants to ensure that the presentations are substantive and that students do not focus exclusively on the design of their presentations. The teacher could address this issue most effectively by taking which of the following steps before students begin work on their presentations? A.prompting students to work simultaneously on both the content and the design of their presentations B.requiring students to submit a rough outline of the design and content of their proposed presentation C.working with students to develop a rubric that defines the relative importance of content and design features D.creating a list of unit-related topics from which students must select the subject of their presentation

A high school teacher is planning to have his students prepare multimedia presentations. The teacher wants to ensure that the presentations are substantive and that students do not focus exclusively on the design of their presentations. The teacher could address this issue most effectively by taking which of the following steps before students begin work on their presentations? A.prompting students to work simultaneously on both the content and the design of their presentations B.requiring students to submit a rough outline of the design and content of their proposed presentation C.working with students to develop a rubric that defines the relative importance of content and design features D.creating a list of unit-related topics from which students must select the subject of their presentation

Errors in Perception, Judgment, and Reaction (pp ) Three groups Assign a section for each group Complete answers Share with class Curriculum & Instructional Strategies Session 4

Types of Assessments Formative vs. Summative Traditional vs. Authentic Norm vs. Criterion Referenced Curriculum & Instructional Strategies Session 4

The Essential Nine Binder (pp ) Kronowitz (pp ) Curriculum & Instructional Strategies Session 4

What strategies could you embed in your mini teach? What strategies are you most comfortable and confident using? How will you use any of the strategies you have read or learned in this section? Curriculum & Instructional Strategies Session 4

TEKS Examine your TEKS Decided what you are going to focus on during your mini- teach Work toward identifying the Enduring Understanding (pp , Binder) Curriculum & Instructional Strategies Session 4

Building Curiosity Binder (pp ) Curriculum & Instructional Strategies Session 4

Hooks Get in content groups Social StudiesSocial Studies MathMath ScienceScience Etc.Etc. Curriculum & Instructional Strategies Session 4 Discuss ideas for hooks beyond the mini teach and more applicable to your classroomDiscuss ideas for hooks beyond the mini teach and more applicable to your classroom Come up with a list to share with the classCome up with a list to share with the class

Let’s discuss some of the questions you asked in various tickets (Classroom Management and Curriculum). Curriculum & Instructional Strategies Session 3

“Student Teacher Talks…” (p. 207) Discussion Curriculum & Instructional Strategies Sessions 1 & 2