Homework.
I have a lot of homework this term. A lot.
For my Teacher as Leader Class:
1. Research assignment on Teacher-Leaders. 5-7 sources. Create a powerpoint for the class about the results of your research.
2. Leadership Project. We have to analyze data to identify a problem in "our school" and then use research to come up with a solution, then we have to plan 10-15 teacher in-services about that solution, and then we have to actually present one of those in-service sessions at "our school". Then we have to write a reflection about the whole thing, and turn everything in.
3. Book Club. Read a book from the list. Talk about the book, and then design an "engaging and creative" presentation and handout about the book for the rest of the class.
4. Conference Proposal. We have to locate a state or national conference in our subject, and submit a proposal for it. If we get accepted, it's our option if we would like to present, but we are required to submit it.
5. Future Teacher Project. We have to *design* a undergraduate teacher education program in our content area for the year 2030, using current research and educated/researched predictions about what would be important. The program must have at least 48 credits (12/semester). At least 10 references.
6. Advanced Competency Portfolio. The prof isn't going to look at this one-- it's peer-reviewed and peer-graded. But, this is developing the portfolio that's required for graduation. She needs to see evidence that we've worked on it.
For my Literacy Development Across Grades class:
1. Initial Vision Statement. Due NEXT WEEK! 3 pages. "Why teach reading?" "What sort of reader do you think is important to develop?" "how can I develop this understanding of literacy within the 'contraints of my school'?" Must cite current research.
2. Book Club. Read book from list, with other students. Complete 2 sub-assignments.
A. 3-page reflection answering a list of specific questions regarding the vision of the teacher(s) in the book.
B. Prepare and present a poster-session about the procedural and declarative knowledge in the book, as well as a critical analysis of content.
3. Video Taped Reading Lessons. I have to submit 4 DVDs of my teaching. First is due next week(!) and should represent how I normally teach reading. The second is due March 18, and will focus on vocabulary. The third is due April 1st, and will focus on comprehension. The fourth is due April 15, and will include discussion techniques. These videos will be watched in class by our peers and then critiqued. We have to take the critique, write a reflection/modification paper for each one, and then submit that to the prof. At the end of the whole class, we have to submit a paper wherein we discuss what modifications we made to our teaching based on the assignment, etc etc.
We also have "quick-write" assignments every time class meets, to "test our procedural knowledge" and we're being included in a research project (without IRB approval) that's 'not part of the course' yet we're using class time to complete surveys conducted by his research assistance.
*sigh* So much work. But... I'm almost done. I just have to keep thinking that. Almost done.
For my Teacher as Leader Class:
1. Research assignment on Teacher-Leaders. 5-7 sources. Create a powerpoint for the class about the results of your research.
2. Leadership Project. We have to analyze data to identify a problem in "our school" and then use research to come up with a solution, then we have to plan 10-15 teacher in-services about that solution, and then we have to actually present one of those in-service sessions at "our school". Then we have to write a reflection about the whole thing, and turn everything in.
3. Book Club. Read a book from the list. Talk about the book, and then design an "engaging and creative" presentation and handout about the book for the rest of the class.
4. Conference Proposal. We have to locate a state or national conference in our subject, and submit a proposal for it. If we get accepted, it's our option if we would like to present, but we are required to submit it.
5. Future Teacher Project. We have to *design* a undergraduate teacher education program in our content area for the year 2030, using current research and educated/researched predictions about what would be important. The program must have at least 48 credits (12/semester). At least 10 references.
6. Advanced Competency Portfolio. The prof isn't going to look at this one-- it's peer-reviewed and peer-graded. But, this is developing the portfolio that's required for graduation. She needs to see evidence that we've worked on it.
For my Literacy Development Across Grades class:
1. Initial Vision Statement. Due NEXT WEEK! 3 pages. "Why teach reading?" "What sort of reader do you think is important to develop?" "how can I develop this understanding of literacy within the 'contraints of my school'?" Must cite current research.
2. Book Club. Read book from list, with other students. Complete 2 sub-assignments.
A. 3-page reflection answering a list of specific questions regarding the vision of the teacher(s) in the book.
B. Prepare and present a poster-session about the procedural and declarative knowledge in the book, as well as a critical analysis of content.
3. Video Taped Reading Lessons. I have to submit 4 DVDs of my teaching. First is due next week(!) and should represent how I normally teach reading. The second is due March 18, and will focus on vocabulary. The third is due April 1st, and will focus on comprehension. The fourth is due April 15, and will include discussion techniques. These videos will be watched in class by our peers and then critiqued. We have to take the critique, write a reflection/modification paper for each one, and then submit that to the prof. At the end of the whole class, we have to submit a paper wherein we discuss what modifications we made to our teaching based on the assignment, etc etc.
We also have "quick-write" assignments every time class meets, to "test our procedural knowledge" and we're being included in a research project (without IRB approval) that's 'not part of the course' yet we're using class time to complete surveys conducted by his research assistance.
*sigh* So much work. But... I'm almost done. I just have to keep thinking that. Almost done.