EDUB 3100: Principles and Processes Fall 2017

UNIVERSITY OF MANITOBADepartment of Curriculum, Teaching, and Learning

EDUB 3100: Section A15Principles and Processes of Teaching (3 credits)

Congratulations! Welcome to this new adventure of becoming a teacher. It is my joy to think in new ways about teaching and learning with you. In this course, we will strive to KNOW our SELVES (as teachers and learners), KNOW our STUFF (the what, how, and why of teaching), and KNOW our STUDENTS (who are our diverse Senior Years students and how do we meet their unique needs and motivate them to become their best selves).

COURSE DETAILSCLC Class Times & Days of the Week 8:30-10:20 Wednesdays & Fridays

Class Location Room 366Course Website http://principlesandprocesses.weebly.com

INSTRUCTOR CONTACT INFORMATION Instructor’s Name Dr. Jennifer WattPreferred Form of Address I like to be called by my first name: Jen or Jennifer.Office Location 230K

Come in the main doors marked 230, go past a desk area that is usually empty. I am the second door to end on the right-hand side.

Office Hours Wednesdays: 10:30-1:30 Fridays: 12:30-2:30I would love to meet you to talk through any ideas, questions, or concerns. If the times offered here do not work, please email me and we can work out a mutually agreeable time. I am also willing to talk through issues on the phone if that is helpful.

Contact Phone Number (204) 474-7210 or (204) 470-4090Email Jennifer.Watt@umanitoba.ca

All email communication must conform to the Communicating with Students university policy.

Contact Email is the most direct way to contact me.

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EDUB 3100: Principles and Processes Fall 2017

COURSE DESCRIPTIONPrinciples and Processes of Teaching is a required first year course for all Senior Years teacher candidates. It is a general curriculum and instruction course designed to illuminate the connections between theory and practice and offers a practical approach to teaching and learning processes regardless of subject area specialty. Teacher candidates will critically consider perspectives on the qualities of an effective senior years learning environment and recognize the elements at work. This course will provide the novice teacher with the fundamentals of teaching and introduce a repertoire of strategies and approaches that accommodate multiple modes of learning.

COURSE GOALSI have listed below some of the initial goals that have inspired the design of this course: To develop classroom applicable teaching strategies designed to facilitate student learning

progress in a senior years’ school environment To become acquainted with the fundamentals of teaching and have opportunities to apply a

repertoire of strategies that accommodates multiple modes of learning To recognize the qualities of an effective senior years learning environment and recognize

the fluid interactions involved with classroom dynamics To share colleagues’ challenges and develop a personal understanding of senior years

education including the opinions and suggestions of commentators/researchers detailed in course readings

To identify the importance of an appropriate classroom environment and what is to be learned that is meaningful and applicable both in the classroom and beyond

To demonstrate understanding of learning processes and how to facilitate learning To explore the role of the teacher in relation to student learning and begin to develop a

personal pedagogical identity

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EDUB 3100: Principles and Processes Fall 2017

REQUIRED READINGS / RESOURCES

Silver, H.F., Strong, R.W., & Perini, M.J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: ASCD.

I hope you will find this textbook practical, interesting, and a resource you can use throughout your teacher education and the beginning of your teaching career. I have ordered textbooks into the U of M Bookstore, but please feel free to order a copy in another way.

Class Website: http://principlesandprocesses.weebly.comOur other central “text” for the course will be the website, which already contains many resources and links, but will continue to develop and grow with our class experiences. A list of weekly “readings” (in quotation marks because readings may also include video resources, visual pieces, sound-bites, etc.) will be available on the course website or linked to library sources. In order to get a wider range of perspectives, chapters or parts of chapters from a variety of different textbooks will be offered as supplemental weekly readings. Please take the time to access the website often. This is intended to be an interactive space and I will often post new resources, invite your responses, or leave announcements in this space.

SUGGESTED RESOURCESBYOD: Bring Your Own DeviceThere is a growing trend in junior and senior high schools to embrace a BYOD or Bring Your Own Device focus in classrooms where lap tops, iPods, iPads, cell phones, etc. are encouraged to become part of the formal learning experience in a way that adds to the learning and is on-task. We will embrace this trend in this class, but we will do so consciously and critically. I believe it is very important to be present and mindful in a learning environment. We need to ask: In what ways do digital devices enhance our learning experiences and in what ways do they distract us from being fully present to one another and the issues we are discussing? We will be using digital devices, online resources, social media, photography, etc. as part of our learning experiences, but I expect this to be done respectfully and responsibly with the priority always given to developing healthy and caring relationships with others present in our learning community.

USING COPYRIGHTED MATERIALSPlease respect copyright. We will use copyrighted content in this course. I have ensured that the content I use is appropriately acknowledged and is copied in accordance with copyright laws and University guidelines. Copyrighted works, including those created by me, are made available for private study and research and must not be distributed in any format without permission. Do not upload copyrighted works to a learning management system (such as UM Learn), or any website, unless an exception to the Copyright Act applies or written permission has been confirmed. For more information, see the University’s Copyright Office website at http://umanitoba.ca/copyright/ or contact um_copyright@umanitoba.ca.

RECORDING CLASS LECTURESDr. Jennifer Watt and the University of Manitoba hold copyright over the course materials, presentations and lectures, which form part of this course.  Without permission by Dr. Watt, no audio or video recording of lectures or presentations is allowed in any format, openly or surreptitiously, in whole or in part. Course materials (both paper and digital) are for the participant’s private study and research.

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EXPECTATIONS FOR THIS COURSEI am very excited about teaching this course and getting to know each of you. I have put a lot of consideration into designing this course so that it will hopefully feel engaging, challenging, practical, theoretical, and motivating for you. It is my goal that you will look forward to coming to this class! I want you to think about concepts after class is over, talk about ideas with colleagues, friends, and family members, and discover new things about yourself. I intend to come to classes as fully prepared, energized, supportive, mindful, compassionate, ready to listen and take risks, and willing to learn from diverse perspectives as possible.

However, I am also human, so I make lots of mistakes. I sometimes feel vulnerable and I often feel discomfort when I’m teaching and learning. I don’t get things right all the time and I don’t expect my students to either. I expect that mistakes (and even potential misunderstandings) will happen for all of us, but I feel these moments offer us opportunities to learn, grow, and become more resilient and compassionate. Vulnerability, discomfort, mindfulness, and compassion are expected, welcomed, and actively practised by all of us here. We will become a community of kindness and courage.

Since I come to class as ready as I can be, I expect you to extend the same respect and courtesy. You are adult learners, so I trust you to know how to best prepare for the readings and activities in class. If you are struggling with how to be prepared, fully present, or how to balance commitments in other courses or areas of your life, please come talk to me. I expect that you will strive to be the student you would like to have in your own class and the professional, caring colleague you look forward to working with in teaching contexts. You can do so by:

Establishing a positive and friendly rapport with colleagues and your instructor. Attending all classes punctually. Being present and in the moment. Accepting constructive suggestions and supervision for professional growth. Listening for understanding and asking questions for clarification. Taking risks and showing leadership when participating in class activities. Demonstrating flexibility and adaptability. Bringing your sense of humour and friendly disposition into the classroom. Showing sensitivity and empathy to the needs and feelings of others. Engaging in self-reflection to improve teaching and learning.

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CLASS COMMUNICATIONThe University requires all students to activate an official University email account.  For full details of the Electronic Communication with Students please visit: http://umanitoba.ca/admin/governance/media/Electronic_Communication_with_Students_Policy_-_2014_06_05.pdf Please note that all communication between myself and you as a student must comply with the electronic communication with student policy: (http://umanitoba.ca/admin/governance/governing_documents/community/electronic_communication_with_students_policy.html). You are required to obtain and use your U of M email account for all communication between yourself and the university.

ATTENDANCE POLICYThe regular and complete attendance of education students in all courses is expected and will be monitored. In cases involving exceptional (i.e., medical or compassionate) circumstances, an instructor may consider your absence excused, but only if you have communicated directly with that instructor. Any other absences will be considered unexcused. Please note that an instructor may initiate procedures to debar a student from attending classes and from final examinations where unexcused absences exceed three (3) hours of scheduled classes in any three-credit hour course or the equivalent in one or two credit hour courses.

COURSE SCHEDULEWe each bring a unique and valued voice to this learning community. We will attempt to thread our individual and collective questions and experiences throughout this course. We aim to attend to the important “teachable” moments that emerge—so there may be some changes to what is proposed below in order to engage in responsive pedagogy.

DATE CLASS EXPERIENCE PRE-CLASS PREPARATION

ASSIGNMENTS DUE

WEEK 1. GETTING TO KNOW ONE ANOTHER AND OURSELVESWed. Sept. 13

Introductions to each other and the course.

Please get familiar with the class website—watch some videos, make sure you can download the supplemental readings, etc.

Fri. Sept. 15

Centres of Discovery:Learners and LearningTeachers and TeachingSchools and ClassroomsCurriculum & Subject MatterCulture, Society & History

WEEK 2. DIGGING IN AND GETTING STARTEDWed. Sept. 20

Timeline Workshop: Time to think, talk, write, and create

Please complete time line graphic organizer (this will be given to you during the first class).

Fri. LIBRARY: Kyle Feenstra, Faculty If there is remaining time in

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Sept. 22 of Education librarian will be leading you through a workshop and giving you a tour of the Education Collection.

class after your library tour, you are welcome to work on your timeline more.

WEEK 3. LEARNING STRATEGIES: Puzzling Out the OptionsWed. Sept. 27

Jigsaw 1: Style Jigsaws Read your assigned section and prepare notes in the graphic organizer provided. Be prepared to succinctly teach your strategy to your group members.

Teaching and Learning Timeline DUE

Fri. Sept. 29

Jigsaw 2: Learning About Other Strategy Styles

Be prepared to teach other group members about your strategy style.

Strategies Jigsaws DUE

WEEK 4. PLANNNG: Putting the Pieces Together to See the Big PictureWed. Oct. 4

Big Picture to Small Detail PlanningWorking with Curriculum Documents

Supplemental ReadingSection 6: “Control Class Time” from Thompson, J. G. (2013). The first-year teacher’s survival guide: Ready-to-use strategies, tools, and activities for meeting the challenges of each school day. San Francisco, CA: Jossey-Bass.

Fri. Oct. 6

Lesson planning workshopLesson sequences and larger unit plans

Come with a draft of a lesson plan prepared.

WEEK 5. DYNAMIC LEARNING COMMUNITIESWed. Oct. 11

Motivating Learners & Maintaining Boundaries

Be prepared to go outside for most or all of today’s class.

Supplemental ReadingsChapter 6: “Discipline is Not a Dirty Word” & Chapter 10: “Top Twelve Motivational Strategies” from Johnson, L. (2011). Teaching outside the box: How to grab students by their brains. San Francisco, CA: Jossey-Bass.

Lesson Plans DUE

Fri. Oct. 13

Creating Classrooms Where Learning is Valued

Supplemental Readings Chapter 7: “Who is the Variable?” from Whitiaker, T. (2012). What great teachers do differently: 17 things that matter most. Abingdon, Oxon: Routledge. “Creating a Place Where Thinking is Valued, Visible, and Actively Promoted” from Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and Independence for all learners.

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San Francisco, CA: Jossey-Bass.

WEEK 6. AMAZING ADOLESCENT LEARNERSWed. Oct. 18*No Friday Class: SAGE

Thinking About Our Diverse Adolescent Learners

WEEK 7. BUILDING PROFESSIONAL RELATIONSHIPSMon. Oct. 23

Classroom Community Project Workshop

Wed. Oct. 25

Collaborating with Parents Supplemental Readings Chapter 10 “Be the Filter” from Whitiaker, T. (2012). What great teachers do differently: 17 things that matter most. Abingdon, Oxon: Routledge.“Collaborate with Others in Your School and Community” from Thompson, J. G. (2013). The first-year teacher’s survival guide: Ready-to-use strategies, tools, and activities for meeting the challenges of each school day. San Francisco, CA: Jossey-Bass.

Fri. Oct. 27

Sharing Circle for Classroom Community Projects

Come prepared to briefly share something from your project (3-5 minutes each).

Classroom Community Projects DUE

WEEK 8. CREATING WELLBEINGWed. Nov. 1

Sharing Circle (if needed)Sustaining Ourselves

Do at least one mindful act of self-compassion before Nov.3

Fri. Nov. 3

Self-care Workshop

WEEK 9. PREPARING FOR PRACTICUM AND CELEBRATING OUR COMMUNITYWed. Nov. 8

Ready, Set, Go: Preparing for Practicum

Come prepared with any questions or concerns about practicum.

Fri. Nov. 10

Celebration of LearningFood? Fun?

COURSE ASSESSMENT METHODS

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I do my very best to return graded assignments within 1-2 weeks after the deadline. If unforeseen circumstances arise, I will do my best to let you know when you can expect feedback returned to you.

DUE DATES ASSESSMENT TOOL VALUE OF FINAL GRADE

Sept. 27* Teaching and Learning Narrative Timeline 30%

Sept. 29*Oct. 11*

Learning Strategies Jigsaw & Lesson Plan DevelopmentLearning Strategies JigsawsLesson Plan Development

35%10%25%

Oct. 27* Designing Classroom Communities 35%*IF YOU HAVE MANY ASSIGNMENTS FROM OTHER CLASSES DUE ON THE SAME DATE, WE CAN NEGOTIATE SOME FLEXIBILITY TO MEET YOUR LEARNING NEEDS.

GRADINGFaculty of Education Grading Framework*

Letter G Grade

Percentage Range

Grade Point

Description of Level of Achievement

A+ 95 and above

4.5 Exceptional Exhibits a level of understanding of the concepts of the assignment that is exceptionally sophisticated and nuanced. The ideas are exceptionally well developed and effectively communicated.

A 90-94 4.0 Excellent Demonstrates an excellent understanding of the concepts of the assignment. The ideas are very well developed and communicated.

B+ 85-89 3.5 Very good Meets all assignment expectations and even exceeds expectations in one or two areas. The assignment demonstrates a very good understanding of the concepts of the assignment. The ideas are quite well developed and communicated.

B 80-84 3.0 Good Meets all assignment expectations and demonstrates a solid understanding of the concepts of the assignment. Ideas are well developed and communicated, though there are features of the assignment that would benefit from a little more research, theoretical, or pedagogical work.

C+ 75-79 2.5 Satisfactory Meets most of the specified requirements but is weak in one or more areas. Demonstrates a satisfactory level of understanding of the concepts of the assignment. The ideas need more research, theory, or pedagogical knowledge and/or the communication of ideas needs to be more effective.

C 70-74 2.0 Adequate Adequately meets most of the specified requirements and demonstrates a minimally adequate, though less than satisfactory, understanding of the concepts of the assignment. The piece would be strengthened with further research, theory, and pedagogical knowledge and ideas and with more effective communication of ideas.

D 60-69 1.0 Unacceptable While an effort to meet the assignment

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requirements is noted, the assignment demonstrates a less than adequate understanding f the concepts of the assignment. Significantly more research, theoretical, and pedagogical understanding is necessary as well as more effective communication of ideas.

F Below 60 0 Failure Does not even marginally meet the assignment requirements or demonstrate a marginal understanding of the key concepts of the assignment.

P Pass n/a Pass

*The passing grade for courses in B.Ed. and PBDE programs is “C”. The passing grade for M.Ed and Ph.D. programs is C+.

Learning Adventures: ASSIGNMENT DESCRIPTIONS

The assignments in this course have been designed as learning adventures. Like most good adventures, you will have some choice, some challenges, and some time to play, explore, and gain new perspectives. These learning adventures are truly about learning. The process of learning is far more important than any myth we may hold about a “perfect” end product. Please come talk to me if you have any concerns, questions, or creative ideas that are provoked by these assignments. Let’s make sure these assignments equip and empower you to begin your teaching journey. . . and remember the journey is often more cherished than the end destination.

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1. Teaching and Learning Narrative Timelines 30% DUE: Sept. 22Rationale You have decided you want to be a teacher (or have some role in the world that requires an Education degree). How did you get here? What are your significant moments as a learner that shape what you believe about education and influence who you want to be (or do not want to be) when you become a teacher? What made you decide to apply to the Faculty? What kind of teacher do you hope you will be? What do you want to accomplish in your career? The purpose of this assignment is to explore our stories so we can better understand what we believe about teaching and learning and begin to critically explore why we might carry our current assumptions and beliefs about education. Knowing where we have come from helps us better understand what we stand for in the present and who we want to become in the future.

Expectations You will work individually on these projects, but we will have time during class to talk to peers, generate ideas, and seek new understandings. On the first day of class, you will be given a graphic organizer to prepare your final timeline. This graphic organizer will also be available on the class website and UM Learn. You can use this to scaffold the assignment, generate ideas, and document your stories. On the Sept. 20th of class, we will use part of our time together in a workshop environment where we can talk about our ideas and create our timelines. Long papers for creating your timelines, markers, glue, scissors, old magazines, and other craft materials will be available in class on Sept. 20th to help you create your project. Feel free to bring in your favourite crafty or stationery supplies or photographs and personal artifacts. Your final timelines will need to include the following:

Five significant learning moments. Since this is a timeline project, those events will likely be arranged in a chronological order (however, if you have a brilliant, alternative way to organize your stories, please feel free to experiment. You can talk to me about your ideas as you go). These significant learning moments can take place in formal or informal learning environments at any point in your life. You might choose to tell a story about your most loved (or most despised) teacher or coach (please use pseudonyms). You might focus on significant turning point moments in your educational path. You might talk about moments when you learned something about who you are as a learner and/or a person. You might be able to easily think of far more than five, but part of this process is deciding which ones are most significant to you right now as you begin your teaching career. You will need to find a way (or multiple ways) to represent or tell about these moments. Your readers should be able to have a strong sense of what that moment was, what it means to you, and why it might matter to you as a teacher. You can write short stories (1/2 – 1 p. for each event), write main ideas in bullet points, draw pictures, add photographs or artifacts, make comics, etc. Please know that creativity is encouraged and welcome in all assignments in this course. Be playful with this, dig deep, and celebrate your unique and brave path to who you are today and where you want to be in the future. Although you are invited to make these aesthetically pleasing, remember that the content of the stories—the depth of your thinking, your ability to

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make connections, and your willingness to learn from your own life experiences—is what really matters in this assignment. You are encouraged to handwrite or print this assignment. It does not need to be typed.

Your story about why you applied to the Faculty of Education / why you want to be a teacher. This part of the timeline will represent you in the present moment. Why are you here? Why did you want to be a teacher? What excites you about teaching? What scares you? What are your questions about teaching and learning? Again, represent or tell about yourself in the present time.

Three things you hope to accomplish in your future career as an educator. It is here you can imagine and dream of who you would like to become as a teacher. What are three goals, or three moments you can imagine having in your teaching career? Where can you imagine yourself working? Can you imagine going on to graduate studies, taking an administrative or counseling role, coach at a provincial level, contribute to a professional learning community, make a difference in a young person’s life? Write about these moments.

Five adjectives that describe who you and/or who you hope to be as a teacher. You can place these words wherever you feel they best fit the timeline—maybe they describe who you were, who you are now, or who you are hoping to become (or a combination of all).

Assessment Criteria A detailed rubric will be provided on the website and discussed in class. Please note that these assignments might make an interesting and informative addition to a professional portfolio that you should be compiling for job interviews in Year 2 of your program. Please also note that we may be sharing/displaying these timelines as part of our shared learning experiences. If you have significant moments that you want to share with me, but not with a wider public audience, we can discuss ways to make this more private.

2. Learning Strategies Jigsaw & Lesson Plan Development 35% Learning Strategies Jigsaws 10% DUE: Sept. 29

Lesson Plan Development 25% DUE: Oct. 13Rationale Learning how to plan for meaningful learning encounters is an important and complex process for new (and established) teachers. What are our options for activating our students’ prior knowledge, co-creating engaging learning experiences, sharing new information, and allowing time for students to explore, discover, and integrate knowledge? Using a jigsaw strategy, this assignment will give an overview of possible strategies available for teachers to integrate into their lessons. Then you will have the chance to practice developing a lesson plan in which you will receive both peer and instructor feedback.

Expectations You will work both individually and in small groups for this project. There are two parts to this assignment. Class time will be given to develop both parts of the assignment.

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Part 1: Learning Strategies Jigsaw. We will read and explore the textbook for this course through a jigsaw process. This strategy allows us to break down a “big picture” idea into component parts and then invites students to teach each other about their “piece” of the puzzle. Jigsaw 1 Getting to Know One Strategy Style. On the first day of class, you will be assigned a reading from the textbook. Everyone will be responsible for reading the introduction to one section of the textbook [Mastery Teaching Strategies; Understanding Teaching Strategies; Self-Expressive Teaching Strategies; Interpersonal Teaching Strategies; Integrating Four-Style Strategies] and one specific strategy from within that strategy style. You will also be responsible for writing some short notes about your reading on a graphic organizer that will be provided. You need to be prepared to explain your reading in a succinct way (5-10 min.) to 3 – 4 small group members. Your other group members will take notes from your explanation. By the end of your jigsaw time in your Strategy Style groups, you should have a good sense of when and how to use this strategy style. This jigsaw will take place on Sept. 27.

Jigsaw 2: Getting to Know Other Strategy Styles. You will notice on your assigned readings that you will also be given an assigned number. The numbers will help us break out into our next groups for sharing our learning. Once again, you will become the “expert” in your area of readings. After your discussion with others in your same-style group the day before, you will now feel more equipped to teach others about how and when your style of strategies may be used. You will have a new graphic organizer for this jigsaw in which you will need to come prepared to share about your section of the textbook and record what others tell you about their section of the textbook. This jigsaw will take place on Sept. 29. At the end of class on Sept. 29, please hand in your two graphic organizers from the jigsaw learning classes. I expect these will be hand-written, jot notes—a documentation of your learning, not a polished assignment. You will be given credit for the reading, thinking, talking, and shared learning that these represent. If you work more efficiently on a computer and have been typing your notes, please email me your notes after class.

Part 2: Detailed Lesson Plan. For this part of the assignment, you will need to develop a lesson plan for a content area of your choice.

Please use this as an opportunity to integrate what you are learning in your “Cluster” course or other Curriculum and Instruction courses. OR, whenever possible, please use this as an opportunity to prepare for your practicum teaching.

You will be provided with a possible template you can use for developing your lesson, but please only use it if it works for you. There are lots of different templates available (do a quick internet search for lesson plan templates). There are also some templates available in your practicum guide (available on the Faculty of Education website). Choose or create something that works for you.

We will be going over key aspects of planning for the big picture and planning for details in class.

Your lesson plan should include at least one of the learning strategies in the text book. You do not have to use the strategy that you were assigned to be an “expert” in, but rather feel free to choose a strategy that you want to try or you think will work best with the content you want to teach.

In terms of how detailed your lesson should be, I encourage you to think about creating a plan that a substitute teacher or your cooperating teacher could teach from and follow along with your vision for the lesson. This is as an assignment which gives you practice in thinking through the details. You won’t always plan with this much detail, especially as you gain experience, but learning to think through the details now as someone new to the process can be extremely beneficial.

We will go through a peer response process. In small groups, you will have the opportunity to tell your colleagues about your vision for the lesson and listen to their ideas.

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You will then read and offer constructive feedback on at least two lesson pans and you will have at least two peers read and offer you feedback on your lesson.

Please hand in both the early draft of your lesson plan (including the feedback you received from peers) and your revised version.

The lesson plan will be worth 25% of your grade and due on Oct. 11, 2017.

Assessment Criteria A detailed rubric for all parts of this assignment will be available on the course website and will be discussed with the whole class.

3. Designing Classroom Communities 35% DUE: Oct. 27Rationale Creating a positive classroom environment and building a dynamic learning community is an active, reflective, and practical design process. When we see ourselves as educational designers, we are empowered to think ahead, pose and solve problems, ground ourselves in our own and others’ theories and philosophies about teaching and learning, respond rather than react, and create plans that work for ourselves and our students. At the start of the design process, teachers (even new teachers with very little to no experience with a classroom or students of their own) need to ask themselves important and, sometimes difficult, questions: What kind of classroom community do I hope to create? What kind of environment do I believe encourages learning? What expectations do I have for my students and for myself? What are the procedures I need my students to follow? What are the procedures and policies of the school and/or division that I need to know and follow? How do I get organized so that my classroom time and energy can stay focused on learning? What is my plan if students disrupt, disengage, or disrespect themselves or others? What are my back-up plans if the first (or first twenty) plan(s) do not work? This assignment is designed to give you time and space to begin asking yourself these questions and designing some practical tools and ideas for creating positive learning environments and building peaceful classroom communities.

Expectations Work by yourself or in self-selected groups of 2-4 colleagues from our class. Some class time will be provided to think and plan for this assignment individually or with your team. Using your readings from this class and/or any research/resources you require beyond the class readings, your task is to dig deeper into areas of classroom management and community building. Begin by exploring your big essential questions about the kind of classroom community you want to develop. You may want to start with the questions listed above. Please note that if you are working in a group, you will likely each have very individual and different responses to the questions. It is okay if your group is completely on the same page or if your group has wildly different ideas—both can be generative for developing your own stance.

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This assignment gives you the opportunity to explore what puzzles you about classroom management and community building. There are all sorts of ways of doing this! I have listed some options below, but please feel free to come up with your own. You are not expected to do all of these, but rather to pick one or two that best meets your needs at this time. If you are working in a small group, perhaps different group members will try different tasks/projects and then you will bring together your resources. Or, perhaps each group member will try the same task and then you will compare and contrast the different approaches to the same task. Please check in with me to talk through your plan for your project before you begin—this way you can make sure the scope of your project is achievable and that you are setting yourselves up for success.

Design your ideal classroom / lab / music room / art room / gym. Explain why it is ideal and show how it illustrates your teaching/learning philosophy

Articulate your expectations of your students and how you will share these expectations with them.

Create procedures for classroom management (beginning and ending class, handing in assignments, bathroom breaks, walking to other areas of the school, catching students up with missed work, substitute plans etc.)

Research your practicum schools’ behaviour policies and support services and/or your co-operating teachers’ existing procedures. How might you use or adapt these resources?

Write a letter to parents introducing yourself and sharing your approach to teaching and expectations for learning and behaviour.

Create a case study (or series of case studies) of potential issues that might arise when working with Senior Years students. Write your possible options for responding to the situations.

Research a variety of classroom management approaches and strategies. Respond to what parts of the approach you think you agree or disagree with and how you might adapt it to fit your philosophy and/or context.

Collect and create relationship and community building activities and strategies. Put together a set of resources that will help you be able to get to know your students and build community in ways that promote the learning in your content area.

All projects need to conclude with a meta-cognition (thinking about thinking) or reflection on learning section. In a half to full page, each group member needs to describe what s/he learned about classroom management and community building by participating in the process, what questions may have emerged throughout the process, and any interesting discoveries about the inquiry process.

Assessment Criteria A detailed rubric for all parts of this assignment will be available on the course website and will be discussed with the whole class. We will share our projects in a Sharing Circle on Oct. 27 / Nov. 1.

ASSIGNMENT SUBMISSION, EXTENSION, AND LATE SUBMISSION POLICYNotes on Submitting Assignments:

If you have any questions about the expectations or evaluation criteria, please feel welcome to talk to me, email me, or arrange to meet with me. I want you to feel like you know what you are doing and that you are set up for success.

Lengths are suggested and act as a guideline; unless otherwise indicated, they should be interpreted as a minimum length.

Please feel free to talk to me or email me works-in-progress—your assignments as they are developing. I am happy to give you some feedback. This way the assignment fully supports your learning.

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Final submissions should be submitted as a hard copy rather than a digital file, unless otherwise indicated or arranged. Please submit during class.

Always keep a copy of each assignment you submit. Unclaimed assignments become property of the Faculty and will eventually be shredded.

Late Assignments and Extensions:Assignment due dates are indicated in the schedule of classes and in the assignment description sections of this syllabus and are also found on the class website. Please make every effort to submit your work by the due date—it will help you keep on track for this course, manage the workload with other courses, and prepare you to meet the many time management issues that are part of teaching. However, I appreciate that you are adult learners with many other obligations and that work, life, health, and compassionate issues can arise very suddenly and unexpectedly. For this reason, any reasonable request for an extension will be granted. In the event that you need more time in order to do your best work, please contact me by email or chat to me after class. Unless there is an immediate emergency, all requests for extensions should be requested before the due date. Assignments handed in after the due date without an agreed upon extension will be subjected to late penalties of 5% per day. If circumstances arise that you need an extension after the last day of classes, please let me know as soon as possible. These extensions are more difficult and require the completion of departmental forms.

ACADEMIC WRITING AND REFERENCING STYLETeacher candidates are required to use the APA style guide (Publication Manual of the American Psychological Association, 6th ed., 2010) for all in-text citations and reference lists in their assignments. The basic elements of APA are explained on the U of M library website. Choose the “Subject Guides” tab on the main Libraries page, then choose “Education” and look for the “Writing and Citing” tab. In addition, helpful information about academic writing and APA requirements can be found at Purdue University’s Online Writing Lab (OWL) at https://owl.english.purdue.edu If you have questions that are not addressed in these resources, you are welcome to email me or ask me questions in person and/or to consult my copy of the APA manual. APA may not be necessary for all of the assignments in this course, but will definitely be needed for citing references and academic papers.

ACADEMIC SUPPORTS AND SERVICESWriting and Learning Support The Academic Learning Centre (ALC) offers services that may be helpful to you throughout your academic program. Through the ALC, you can meet with a learning specialist to discuss concerns such as time management, learning strategies, and test-taking strategies. The ALC also offers peer supported study groups called Supplemental Instruction (SI) for certain courses that students have typically found difficult. In these study groups, students have opportunities to ask questions, compare notes, discuss content, solve practice problems, and develop new study strategies in a group-learning format.

You can also meet one-to-one with a writing tutor who can give you feedback at any stage of the writing process, whether you are just beginning to work on a written assignment or already have a draft. If you are interested in meeting with a writing tutor, reserve your appointment two to three days in advance of the time you would like to meet. Also, plan to meet with a writing tutor a few days before your paper is due so that you have time to work with the tutor’s feedback.

These Academic Learning Centre services are free for U of M students. For more information, please visit the Academic Learning Centre website at: http://umanitoba.ca/student/academiclearning/ You

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can also contact the Academic Learning Centre by calling 204-480-1481 or by visiting 201 Tier Building.

University of Manitoba Libraries (UML)As the primary contact for all research needs, your liaison librarian can play a vital role when completing academic papers and assignments.  Liaisons can answer questions about managing citations, or locating appropriate resources, and will address any other concerns you may have, regarding the research process.  Liaisons can be contacted by email or phone, and are also available to meet with you in-person.  A complete list of liaison librarians can be found by subject: http://bit.ly/WcEbA1 or name: http://bit.ly/1tJ0bB4.  In addition, general library assistance is provided in person at 19 University Libraries, located on both the Fort Garry and Bannatyne campuses, as well as in many Winnipeg hospitals. For a listing of all libraries, please consult the following: http://bit.ly/1sXe6RA. When working remotely, students can also receive help online, via the Ask-a-Librarian chat found on the Libraries’ homepage:www.umanitoba.ca/libraries. Kevin Feenstra is the Library liaison for Education. If you need assistance with a research project or any questions related to Curriculum Guides or course material, his contact number is 474-9977.

STUDENT ACCESSIBILITY SERVICESIf you are a student with a disability, please contact SAS for academic accommodation supports and services such as note-taking, interpreting, assistive technology and exam accommodations.  Students who have, or think they may have, a disability (e.g. mental illness, learning, medical, hearing, injury-related, visual) are invited to contact SAS to arrange a confidential consultation. Student Accessibility Services http://umanitoba.ca/student/saa/accessibility/   520 University Centre204 474 7423Student_accessibility@umanitoba.ca

HEALTH AND WELLBEING SUPPORT SERVICESFor 24/7 mental health support, contact the Mobile Crisis Service at 204-940-1781.

Student Counselling CentreContact SCC if you are concerned about any aspect of your mental health, including anxiety, stress, or depression, or for help with relationships or other life concerns. SCC offers crisis services as well as individual, couple, and group counselling. Student Counselling Centre: http://umanitoba.ca/student/counselling/index.html474 University Centre or S207 Medical Services(204) 474-8592

Student Support Case ManagementContact the Student Support Case Management team if you are concerned about yourself or another student and don’t know where to turn. SSCM helps connect students with on and off campus resources, provides safety planning, and offers other supports, including consultation, educational workshops, and referral to the STATIS threat assessment team.Student Support Intake Assistant http://umanitoba.ca/student/case-manager/index.html520 University Centre(204) 474-7423

University Health ServiceContact UHS for any medical concerns, including mental health problems. UHS offers a full range of medical services to students, including psychiatric consultation. University Health Service http://umanitoba.ca/student/health/

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104 University Centre, Fort Garry Campus(204) 474-8411 (Business hours or after hours/urgent calls)

Health and WellnessContact our Health and Wellness Educator if you are interested in information on a broad range of health topics, including physical and mental health concerns, alcohol and substance use harms, and sexual assault.Health and Wellness Educator http://umanitoba.ca/student/health-wellness/welcome.htmlKatie.Kutryk@umanitoba.ca469 University Centre(204) 295-9032

Live Well @ UofMFor comprehensive information about the full range of health and wellness resources available on campus, visit the Live Well @ UofM site:http://umanitoba.ca/student/livewell/index.html

YOUR RIGHTS AND RESPONSIBILITIES As a student of the University of Manitoba you have rights and responsibilities. It is important for you to know what you can expect from the University as a student and to understand what the University expects from you. Become familiar with the policies and procedures of the University and the regulations that are specific to your faculty, college or school.

The Academic Calendar http://umanitoba.ca/student/records/academiccalendar.html is one important source of information. View the sections University Policies and Procedures and General Academic Regulations.

While all of the information contained in these two sections is important, the following information is highlighted.

If you have questions about your grades, talk to your instructor. There is a process for term work and final grade appeals. Note that you have the right to access your final examination scripts. See the Registrar’s Office website for more information including appeal deadline dates and the appeal form http://umanitoba.ca/registrar/

You are expected to view the General Academic Regulation section within the Academic Calendar and specifically read the Academic Integrity regulation. Consult the course syllabus or ask your instructor for additional information about demonstrating academic integrity in your academic work. Visit the Academic Integrity Site for tools and support http://umanitoba.ca/academicintegrity/ View the Student Academic Misconduct procedure for more information.

The University is committed to a respectful work and learning environment. You have the right to be treated with respect and you are expected conduct yourself in an appropriate respectful manner. Policies governing behavior include the:Respectful Work and Learning Environmenthttp://umanitoba.ca/admin/governance/governing_documents/community/230.html Student Discipline http://umanitoba.ca/admin/governance/governing_documents/students/student_discipline.html and, Violent or Threatening Behaviour http://umanitoba.ca/admin/governance/governing_documents/community/669.html

If you experience Sexual Assault or know a member of the University community who has, it is important to know there is a policy that provides information about the supports available to those who disclose and outlines a process for reporting. The Sexual Assault policy may be found at: http://umanitoba.ca/admin/governance/governing_documents/community/230.html More information

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and resources can be found by reviewing the Sexual Assault site http://umanitoba.ca/student/sexual-assault/

For information about rights and responsibilities regarding Intellectual Property view the policy http://umanitoba.ca/admin/governance/media/Intellectual_Property_Policy_-_2013_10_01.pdfFor information on regulations that are specific to your academic program, read the section in the Academic Calendar and on the respective faculty/college/school web site http://umanitoba.ca/faculties/Contact an Academic Advisor within our faculty/college or school for questions about your academic program and regulations http://umanitoba.ca/academic-advisors/Student AdvocacyContact Student Advocacy if you want to know more about your rights and responsibilities as a student, have questions about policies and procedures, and/or want support in dealing with academic or discipline concerns. http://umanitoba.ca/student/advocacy/520 University Centre 204 474 7423student_advocacy@umanitoba.ca

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