Welcome to MIT!

Education is not the filling of a pail, but the lighting of a fire.

William Butler Yeats - Irish poet, dramatist and writer

Welcome to MIT!

TEED 510 – Fall 2013

About the Instructors

Charisse Pitre Cowan, Ph.D. Loyola Hall Room 315 Office Hours by Appointment (206) 296-5773 office; cowan@

seattleu.edu

Mark Roddy, Ph.D. Loyola Hall Room 310 Office Hours by Appointment (206) 296-5765 office;

mroddy@seattleu.edu

Why Teach?

In groups of 3 answer the following:

“Why do you want to become a teacher?”

A Peek Inside Schools…….

Think about whether any of your reasons for teaching are reflected in the following school clips.

Overview of the Day

Course Introduction and Rationale

Group Building

Education for the 21st Century

Why MIT/why this program?

Consider each of the position statements on how to best educate/prepare teachers (an ongoing education debate).Part I. Select 1 position that represents your own thinking; stand by that position.

Part II. Stay tuned; directions to follow.

MIT Organizing Theme

The MIT Program is built on a conceptual framework, which states that a teacher is an ethical, knowledgeable and reflective decision-maker who can teach all students to function effectively in a global and pluralistic society.

Program Design

Integrative and sequential Major themes: social

responsibility, personalization, community, equity, and reflection

Faculty model collaborative learning, research-based strategies, and variety in instructional delivery

Guiding beliefs and assumptions

Enjoy Break!

TEED 510 – Overview/Syllabus

Introductory course/seminar providing the prospective teacher with a foundation for understanding schools and schooling within American society. SyllabusThemes for the week (overview)

Group Building Activity

Winter Survival ExerciseTask OverviewIntroductionGroup Roles (1 Observer)

Lunch……

Enjoy Lunch!

Welcome Back!

Afternoon at a glance:

Survival exercise closure

Introductions to the group (6 today)

Future of Education

Your turn to share….

Introductions

Survival Activity (con’t)

Stuff you have:

1. Cigarette lighter2. Ball of steel wool3. Extra shirt and pants4. Family-size chocolate bar5. Can of shortening6. Flashlight7. Rope8. Newspaper

More stuff:

9. .45 caliber pistol10. Knife11. Compress kit12. Ski poles13. Quart of whiskey14. Sectional air map made of plastic15. Compass

Survival Effectiveness Scoring 35 or less: Excellent job—all survive!

36-50: All survive but with severe frostbite

51-65: Outlook is bleak

66 and above: Abandon all hope

Survival Exercise Closure

Training of Civil Air Patrol

Ranking of survival items – experienced survival training expert, U.S. Army and wilderness survival training programs

Rationale

Group process; observer reflections

Survival Exercise Objectives

To share ideas as a group;

To encourage others to share ideas;

To listen carefully to each other;

To increase awareness of group skills;

To evaluate your functioning as a group.

Do you see some connections to teaching learning?

Future of Education

Teaching in a Global Context

Group Discussion

Emergent themes from Nobelity video

Connection to Partnership for 21st Century Skills readingGeneral responses/reactions to “21st Century Skills” reading and video clip

Ideas challenged? extended? re-affirmed?

Think back to the video….What did we see that

connects to change?

Wrap Up

Comments, reflection, feedback Tomorrow— Technology & Culture of

Schools Readings to review:

Wagner, T. Making the Grade, Ch. 1 “How has the world changed for children?”

Edutopia Technology Article

Assignment due: One page reflection paper connecting Wagner’s Ch.1 to Nobelity video

Welcome!

“A teacher affects eternity; he can never tell, where his influence stops.”

-Henry Brooks Adams, American writer, 1838-1918

Welcome! Overview of the Day:

Morning: “Technology and School” Jim Dunnigan,Seattle Public Schools

Afternoon: Culture of Schools: What Makes a Good School?

MIT Grad Panel

Technology in Schools Guest Speaker

Welcome Jim Dunnigan – MIT grad and School Tech Guy Extraordinaire!

Enjoy Lunch!

Culture of Schools

Reflect on what Wagner wrote as you view the video clip. In what ways do ideas in the video intersect with Wagner?

Integrating Ways of Knowing

Group reflection (discussion in fours):

1. Consider the video and Wagner’s discussion of “How the world has changed for children (Ch.1).” Issues raised? Your thoughts,

reaction, response to these issues?

2. Create a graphic representation of at least one important idea discussed in group.

Wrap-Up, Notes, Reminders

Review of the last two days; reflection in pairs — What stood out as helpful? What did you learn? Suggestions?

Readings to Review for Wednesday: “The Silenced Dialogue”- DelpitNational Survey Climate – GLSEN“How to interrupt oppressive…” –

McClintock“A Different Mirror” - Takaki

Welcome MIT Grads!

Welcome!

Today: Cultural Context of Schooling

Multiculturalism in School

Overview of the Day

Guest Speaker – Dr. Nina Valerio, Associate Professor, MIT Program

(Lunch) Multicultural Book Exchange

Storytelling – “Personal Knowledge”

Welcome Dr. Valerio!

Enjoy Lunch!

Multicultural “Book Exchange”

Part I. Sharing in Same Book Groups (25 min)

1. Select a facilitator and timekeeper2. Share quotes or segments of the

book that were most meaningful3. Discuss major message(s) of the

book.4. Discuss connections the book might

have for your future role as teachers.

Book Exchange (con’t)

Part II. Re-group with people who read different books (25 min)

Share from each book your original group’s consensus on questions 3 & 4. Major message/s Connections to future roles as

teachers

Enjoy Break!

Ways of Knowing: Exploring “Personal Knowledge”

Telling Your Own Story (small group activity)

Share a story from your life about a significant experience you had relating to multiculturalism, diversity, or in which you were a member of a dominant culture and it had a significant meaning.

1. Reflect individually (5 minutes)2. Share in small groups

Day 3 Wrap-Up

Review of the day individually: What are you feeling right now? Highlights from today? Feedback on 3X5 cards

Tomorrow (Exceptionality, Equity, School Reform): 1 page letter to the editor (case for change &

action/s) Readings to review:

Making the Grade - Wagner “Profoundly Multicultural Questions” –

Nieto Learning Disabilities and Life Stories (select

chs.) “Funding Gap” – Education Trust

Welcome!

Today:

Exceptionality and Special Needs

Equity of School Finance/Making the Grade

Overview

MORNING--- Program Overview/Schedule for Year Break Individual Response---Life

Stories/Exceptionalities Discussion - exceptionalities

readings

(Lunch)

AFTERNOON----“Unequal Education” in Public

Education, KozolIndependent opportunity/group

Break---

“Inspired and Inspiring” Teachers

Exploring Exceptionalities

Part I. Creative, individual response to exceptionalities readings (40 minutes)

Graphic representation Poem Collection of symbols Others

Part II. Group discussion of “creative works” related to ideas, concepts, and future teaching applications(!!) from readings. What was important from the readings?

Talking Points (Rodis)

Impact of diagnosed learning differences on psychological, emotional, social (pervasive sense of incompetence).

Diagnostic labels—liberating or stigmatizing?

Nature of supports needed for individuals with learning differences (during different life-periods)?

Acceptance of the different ways groups of learners tend to think--how important? Classroom/school levels?

Individuals with diagnosed learning disabilities and those without diagnosable learning difficulties?

Protection from past personal failure impacting one’s future sense of self.

“It is as outrageous that a child who has a learning disability would not have other arenas for the intense experience of personal mastery and accomplishment as it would be to deprive a good reader who is a poor athlete from the arena of language arts.”

Enjoy Lunch!

Independent Reflection

Free-write exerciseDevelop a short written response to the inequalities video; link to any ideas that you can recall from Wagner’s Making the Grade.

Share/exchange ideas in today’s groups

End of Day 4 Tasks

Readings for Tomorrow:For review —Epstein and Salinas Parental Involvement Article

New reading —510 section of Field Handbook

1 page reflection/position paper (agree-disagree with Epstein’s ideas, see instructions)

Welcome and Happy Friday!

“We are strongest as persons when we know who we are and operate from our strengths.”

Isabel Briggs Myers

Today: Learning Styles/MBTIPreparing for the Field Experience

Field Experience

Welcome John Green!General information

PlacementsLogistics

Field Experience

Assignments

Information

Questions?

End of Week 1 Tasks

Assignment Information Feedback form Arts retreat Course Readings - Evaluation Forms

Course Closure Course Feedback/Evaluations ENJOY a well-deserved weekend!

Think about a “hope” for your future students

Share “chain of hopes” (word link)

Course Evaluations Have a restful weekend! We’ll

see you in the schools!