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class 1 introduction


2013 cohort
               photo cards
first-name last-name
name you wish to be addressed by
 5! model
of teaching
5 parts of teaching
• seeing and connecting with kids
• building the environment
• enacting the curriculum
• instructing
• assessing (you and the kids)
4 things that teachers teach (and
  learners learn)
• knowledge
• skills
• attitudes
• values
3 goals of teaching
• engaging
   – hearts
   – minds
   – bodies
2 views of teaching
• the visible
   – what the student and the observer
• the invisible
   – the planning, preparation, thinking,
     wondering, worrying, searching,
     thinking, researching, reading, re-
     planning, discussion and on and on that
     form the base for the visible aspects
     of teaching
1 measure of good teaching
• students’ (and your) learning
262 themes
• culture
• seeing—yourself and others
• respect
• fitness: moral, intellectual, physical
• learning
• development
• the role of error, mistakes, and failure in
  learning and development
• attending to what you can control (and
  letting go of what you cannot control)
 surviving and
thriving in 420
• 420/421 a challenging sequence
  – decide now to work and learn
  – keep the complaining under control
     • allot 5 minutes to venting, then get
       over it and get on with it
  – if you work hard and struggle to get
    the most out of the next 2 semesters,
    we will support you in any way you need
• accept the fact that you are wet-behind-
  the-ears, barely beginning novices with
  everything to learn, and start from there
   – if you work your butts off for the next
     3 semesters and for your first 5-7
     years as a teacher, then you will start to
     become a good, masterful, expert
• the courses that challenge you the most
  now, that you find the most difficult now,
  will be the ones you most appreciate in the
  years to come—and vice versa
top tips
• read website, syllabi etc. most carefully
• follow format directions exactly
• do not fall behind—construct a schedule
  and maintain it
• read and work ahead
• make connections—everything you do for
  the next two semesters is part of a whole
• do the readings carefully and take good
  notes—reading and highlighting and then
  rereading and re-highlighting not effective
  way to learn
• active, verbal, daily participation required
   – think out loud
   – make connections
   – express confusion, bewilderment, lack of
     understanding etc
   – ask people to extend what they’ve said
   – respectfully challenge what is being said
   – apply what is said to your life
   – involve others in the discussion
   – speaking only when you “have something
     to say” an excuse
• get to know the mentors
• get to know me (and my office hours)
• get to know each other—everyone
   – use the listserv
   – make it a point to interact with everyone
• help each other
   – share resources
   – be watchful and aware of each other
leading good 30-minute discussions
• roles: taskmaster & timekeeper
• begin with a thoughtful, informative title
• list 3 big ideas that your discussion will focus on
• lead a discussion—do not make a presentation
• leading a good discussion requires having had one
  —extend the discussion you had
• move beyond what you think to critically
  questioning what you think
• use your personal experience to develop
  understanding, but go beyond those experiences
• explore different perspectives (remember that
  any issue has many more than 2 sides).
• your agreeing or disagreeing with writer not
  helpful—getting under those agreements and
  disagreements is
   – agree, disagree, like, & dislike restricted
• celebrate confusion, lack of understanding etc.
  —work to make sense of the confusion etc
• construct plan (including a copy for me)—with
  roles title, & exact time specified for each
  part (timekeeper keep track)
• keep people on task—rein in tangents; keep
  discussion close to the text (taskmaster).
• get everyone involved (involvement is not
  voluntary)—call on people
• good to have a balance of small group and large
  group discussion
• do not ask vague questions like, "Well, what do
  you guys think about this?"
• do not be restricted by earlier groups; do not
  hesitate to build on or borrow from earlier
• the readings have authors, e.g., Bill Ayers,
  Jennifer Wolfe, Catherine Lewis, Louise Derman
  -Sparks—refer to them by name, not by “they”—
  first names fine
group-meeting reports
• 15-minute discussion (outside class) in
  groups of 3 cohort members about some
  aspect of 420
• time spent complaining or venting does not
  count toward 15 minutes
• in segment 1, include all 16 in cohort in your
  discussion groups
• report on 3x5 index card—one per group
• turn into me in my office before class
• 2 explicit connections: labeled 1 & 2
• fill out chart before you leave class
• make the discussion useful to your
  learning and development
• resist the temptation to reach agreement
  or resolution
   – real learning begins in conflict and
     confusion, not in agreement
   – open the conversations; don’t close them
   – try out new perspectives—what if we
     look at it a different way?
   – get a little discombobulated and
(name, name, name)                            week 1 01/19/12
                                     café paradiso 12-12:15pm
  description of the discussion
   – must be done before you enter the Armory for class Monday
   – connections: make (and number) at least 2 connections between
     some aspects of 420 and your lives; briefly describe each
   – turn into me in my office before class
   – follow format exactly
   – one card per group
• due mondays beginning 1/30
• can be done in groups (2 or 3)
• due across semester until 3 without
  writing errors
• 1 page minimum
• 3 drafts: spew, working, final (2 copies of
• can (and should) overlap with other
• use to make sense of your experiences
         (name[s])                        paper 1
         pick one or more topics, discussions, events
         etc. in 420 that got you thinking and
         explore it (them) in writing
          – make connections across 420 and your
             lives as preservice teachers.
papers    – include 3 drafts: spew, working, final
             (2) (spew does not have to be word
          – attend meticulously to writing
             guidelines on website
          – 12 pt, double-spaced throughout (no
             extra spacing), 1” margins all sides,
             ragged right
          – minimum 1 page
• spew draft: “spew” some ideas down on
  paper—things you’re thinking about and
  what you are thinking about them. no
  order, no format, just thoughts on paper
• working draft: organize your ideas—
  concentrate on the substance not the
• final draft: put in final form—attending
  carefully to the writing rules. write simply,
  directly, concisely.
Paley book reports
• read, this semester, 2 books by Vivian
  Paley (list on website)
• learn to think about teaching from
  someone who has spent her life thinking
  about her own and others’ teaching
• come to class on 2/01 and 3/16 prepared
  to discuss
   – something you learned about teaching
   – something you learned about kids
         (name[s])                   (book title)
          –   comments, thoughts, reactions—
              have a conversation with Paley
          –   not a book report—do not repeat
              book title in text
          –   make connections to 420 and your
 Paley        lives as preservice teachers
report    –   bullets acceptable
          –   include 3 drafts: spew, working,
              final (2)
          –   attend meticulously to writing
              guidelines on website
          –   12 pt, double-spaced throughout, 1”
              margins all sides, ragged right
          –   minimum 3/4 page of text
• take-home, done on computer
• groups of 3 (groups will be assigned)
• you may use
   – hand-written or word-processed (by you)
   – lecture slides
   – the 420 website
• you may not use
   – books, supplemental readings, handouts,
   xeroxed or scanned copies, or notes
   produced by someone not in your group
• example will be on website
a brief intro to daniel
• born 01/05/45, Helena, Montana
• parents, Jack (UIUC alumnus) and Marie, have
  both passed on
• 4 siblings: Ann Marie (Bowling Green, OH), John
  (Cleveland, OH), Michele (Cavite, Philippines),
  and Michael (Harrisonburg, VA)
• 2 children: Buck (Jackrin Jaime), 18, taking gap
  year before civil engineering at UIUC; Scooter
  (Anata Marie), 25, Peace Corps, 2 years high
  school teaching, 3rd year working on Malaria and
  HIV prevention programs in Mozambique, Africa
• preschool, kindergarten, and childcare teacher
  for 13 years—Chicago’s west side, San Diego, and
  San Francisco
• M.A. San Francisco State; Ph.D Wisconsin
• at UIUC since January 1990

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