UTeach Step 1- Class #6

1. UTeach Step 1- Class #6 Welcome and Logistics Please sign in Pick up your name card & (as necessary, a computer) Logistics Packing Materials Practice Teaching Homework: Final Draft Due TONIGHT to Mentor Teacher and Dr. F AND Eugenie via email Teach 1 Reflection DUE: Sunday 3/3/2012 by 11:59 PM (Posted to Bb electronically)

2. Logistics Teach 1 next week Packing (Next slide) Practice Teaching (today in class) email FINAL plan to Mentor Teacher and CC Brian and Eugenie CONFIRM day, date, and time of your teach in the email Do NOT arrive late unless you call ahead. No call? No entry. No guarantee of reschedule. Check in AND Check out of the school Attendance/tardy penalty is in effect Teach 1 Reflection DUE Sunday 3/4/2012 by 11:59 PM (unless lesson is rescheduled) Packing Practice Teach

3. Packing Check in and Check out of “Bin” Pink Tag required Store your materials in the workroom Copy Code found on UTeach Inventory Station 3: At your table BE NICE, BE FRIENDLY, BE ORGANIZED! Primary responsibility: Prepare & Teach the first 15 minutes of your lesson. Secondary responsibility: Pack & Check-out bins Need Materials? – give Brian a YELLOW Materials Needed sheet

4. Label on Bin (REQUIRED INFO) Teach 1 F5 1) Last Name, First Name, EID 2) Last Name, First Name, EID Teach DATE: 2/27/2012 Teach DAY: MONDAY Teach TIME: 8:00-9:00 School: BLANTON Mentor Teacher: Valderrama UTS 101: Step 1: FORTNEY 58340 Thursday 2:00-3:30 F5 • Please: • Give your Mentor Teacher • a feedback form for each person who is teaching. • Do not arrive late! • Do not run long! • (Watch your time) • Grade & Return the assessment BEFORE you leave! • HAVE FUN!

5. Materials Check in/Check out (Like a library) Need Materials? Give Brian a YELLOW sheet today Please do not include common items Pencils/paper etc. We have this and you need to bring everything for your lesson. Management Think: How do I EFFICIENTLY distribute/collect/clean up materials Minimize instructional time wasted

6. Safety Appropriate Clothing No Jeans/low necklines Dresses: Below the knee, please Common sense safety with children No glassware No food (must be preapproved) No “sharps” No eating No chemicals unless approved by Dr. F.

7. Requirements of LessonMaking Student Thinking Visible • Required: Name tents-LARGE NAMES • Clear Directions • Probing questions • Draw a diagram • Remain SILENT when necessary • Echo and Reflect • Rephrase the question • Probe unclear responses • Offer counter suggestions (Ginsberg, 1997) Guidelines for Clinical Interviews

8. Team Member Responsibilities Note: ALL group members are required to help plan EVERY lesson.

9. PedagogicalContentKnowledge (PCK) Subject Matter Knowledge (SK) General Pedagogical Knowledge (PK) Contextual Knowledge (CK) Teacher’s task: Selectively draw upon independent knowledge bases of: Subject Matter Knowledge Pedagogical Knowledge Contextual Knowledge (PCK) Knowledge needed for Classroom Teaching “Teaching depends upon the presentation of contentto students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)

10. Pedagogical Knowledge (PK) (Examples) • A Few… • General Pedagogical Tools: • Use of Marker boards • Card Sort • Ex: Place cards in order • “Knowledge Draw” • Ex: Electricity Demo Lesson • Ex: Draw a simple picture of a plant • THEN Add things to it. • Ex: Draw a picture of an ant • Summary Paragraphs • Ex: Electricity Demo Lesson • Two minute write • Think-Pair-Share • Objectives Example: Make this example worse/This one better. • “10 minute assignment” – Place a time restriction on the task. Subject Matter Knowledge (SK) General Pedagogical Knowledge (PK) Contextual Knowledge (CK) (PK) Pedagogical Knowledge needed for Classroom Teaching “Teaching depends upon the presentation of contentto students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)

11. Subject Matter Knowledge (SK) (Examples) Subject Matter Knowledge (SK) General Pedagogical Knowledge (PK) • General Principles: • Know your audience! • Know your content!! • Construct grade-appropriate lessons • Look to Standards and TEKS • Use large, clear, organized diagrams • “Operationalize” your subject matter knowledge • Decide which examples to use • Decide upon appropriate metaphors • Which pictures/images are the simplest • Which pictures/images are appropriate? • Use of scaffolding • (appropriate bite-sized chunks to use that make the lesson attainable for ALL students) Contextual Knowledge (CK) (SK) Subject Matter Knowledge needed for Classroom Teaching “Teaching depends upon the presentation of contentto students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)

12. Contextual Knowledge (CK) (Examples) Subject Matter Knowledge (SK) General Pedagogical Knowledge (PK) • General Principles: • Know your audience! • Know your students!! • Look to Standards and TEKS • Remember, TEKS are MINIMAL standards. • Use large, clear, organized diagrams • “Operationalize” your SK & PK w.r.t. CK • Decide which examples to use (Age Appropriate) • Decide upon appropriate metaphors • Which pictures/images are the simplest • Which pictures/images are appropriate? • Use of scaffolding • (appropriate bite-sized chunks to use that make the lesson attainable for ALL students) Contextual Knowledge (CK) (CK) Knowledge of Context needed for Classroom Teaching “Teaching depends upon the presentation of contentto students in some context using an appropriate form of instruction.” (Gess-Newsome, 1999, p. 11)