January+Content

Week One Reflections
In February, I wrote: Near the end of this week, I will ask you to complete a reflection form like the one attached and to return the reflection to me via email. You can build your other reflections in your e-portfolio.

Lesson Plan Templates
For Lesson Plans, you can use one your AT has chosen or use one of the following: TIPS or the MATCH template (one we studied with TIPS lessons) Posing Powerful Questions (one John Rodger used in his lesson)

I started visits today, Wed Feb 24. Awesome to see you in your schools!
I'll be in touch about dates by early next week. Please check emails regularly because sometimes I set up an afternoon visit then find out you are not teaching that class yet - so I need to re-schedule. Sometimes I have to phone to get the times straight. MaryLou

The form above is the one I need from DI, MS, JY. Mary Lou

** Start Writing Today. **
You need at least:
 * 10 reflections
 * 8 lesson plans

There are some reflective prompts defined in the assignment. You can make up some of your own although it is always good to start with the same one now and then. Patterns emerge. e-portfolio Personal teaching Portfolio Near the end of this week, I am going to send each of you an email and ask you to complete information forms so I can start planning visits. In addition, I will ask you to complete a reflection form like the one attached and to return both the reflection and the info sheet to me via email. You can build your other reflections in your e-portfolio.

==

==

Your assignment **is to read and process the sample chart in the document below showing Success Criteria articulated for students in a life skills course.**
Then, examine one row of a similar table that I have completed for a specific expectation from a Grade 9 Academic course. My work is in the word document ON PAGE 2. You need to:
 * Identify 3 specific expectations from any Ontario mathematics course Grades 7-12.
 * Paste them into a table like mine and complete the right hand side by stating, in student voice, the success criteria for students to demonstrate achievement of that expectation.
 * send it to MaryLou via email by Thursday Feb 3. This date has passed but you still need to do it.

So how was Day 1?
Anthony L: It was great. I actually like my AT's schedule where we only teach the first 3 periods ALL IN THE SAME ROOM then we have lunch and finally prep. We are teaching grade 9 academic ESL (only 10 people), grade 10 academic (around 25 people), and grade 11 university Functions (around 30 people). I actually enjoy working with the grade 11's as they are very mature and very serious about the course. The grade 10, as I discussed with my AT, needs a bit more time to get to know them as they are very talkative in class. The grade 9 ESL are VERY quiet and it was hard for me to get their know their names but I guess time will tell. The people in the department were very friendly where we get to share resources and discuss the best ways to help students learn.

MLK: Good news and yes, nice schedule.

Good Morning This media snowstorm does not look dangerous in my neighbourhood ;-) However, enjoy your day!
= There are 5 things you need to do today. =

1. Please list here any questions you have about practicum, discipline, any school issues you anticipate.
//Click on EDIT put cursor where you want to start typing and go. Click on Save and you are done.// MLK: **Questions**? I will respond starting at 10:00 am

MDP: MLK in blue

A – Recommendations towards attire? Dress semi-formally. You can always adapt after a week or so of observing others. B – How early should we arrive? At least 30 min before - but talk with your associate and complete the form I gave a few weeks ago stating assumptions about when and where to meet through out the school day. C – How late should we stay? At least 30 min or until your associate is done or until you have "signed off" with your associate for the day. D – Should we join in with extra-curriculars? Absolutely, if you have time and inclination. But do not take on too much E – Good ideas for ‘first words’ upon walking into/standing up in front of a class? Friendly hello, conversation about Norms (which we were going to do together today) - maybe something personal about yourself (but not sketchy) - maybe something about how and when you want them to approach you for support F – Should we base our lessons more on resources that we bring in, or resources that are already present? Depends on AT. Probably mostly on r esources that are already present - sometimes yours as long as it fits the expectations. G - Unit I don't understand this one.

Anthony: Are we allow to teach more than 1 lesson on the first week? MLK You should not be expecting to teach in week 1 and even in week 2 - maybe 2 classes - same prep. Use the expectations chart to guide your work. THE EXPECTATION SHEET I ASKED YOU TO GIVE TO THE AT YESTERDAY SAYS THE FOLLOWING: During the first week, TCs should have the opportunity to: 􏰀 Observe the class. 􏰀 Observe the Associate Teacher (AT) teaching. 􏰀 Identify class/school routines and classroom management strategies. 􏰀 Get to know student names. 􏰀 Plan with the AT for upcoming lessons. 􏰀 Discuss with the AT how to become involved in the school community. 􏰀 Complete the AT/TC Communication Form provided in Forms and Resources (including expectations during practicum). 􏰀 __Plan and teach a lesson(s) towards the end of the week__.

Tanvi: PPT for today: There is a form on slide #17 about ATS' AND TCS' time-table. Is there a printable copy of the form or we just send the required info via email? THAT slide 17 is a copy of a document I will send you in week 2 and ask you to complete. I will send a MSword copy and you return it to me. I will attach one here but you cannot complete it for a few weeks. MaryLou

Mariya: i can't open the power point for today :(. Also, thanks for outlining the dress code norms, but what if after a week we see that teachers are accustomed to wearing jeans (that happens in many schools), what should we do? Can any jeans be worn to the practicum at all? (of cause I don't mean ripped ones, but maybe classic black ones?) thanksa lot MLK When in Rome ... however, if your AT does not wear jeans perhaps you should not. Make sure it is the MAJORITY of staff you are observing. )There may be some rebels.) Mariya: i can't open the power point for today  MLK Try again. Many people were trying to access it at the same time. Which PPT (short one Snowday work? or longer one 11- IntSrMath 020211?)

Anthony: Let's say the students are criticizing your AT for his/her teaching style to you. What is the best way to react in that situation? Neutrally. Do not take sides. Maybe comment on how we all have different preferences and that while you are teaching the class you will do your best to help the student learn. It may be appropriate to suggest that through the years s/he will meet lots of people that may not be favourites but success depends on self efficacy.

//Go to the Who's Here? page - see bottom of navigation bar on left under Search.// //Click on EDIT put cursor where you want to start typing and go. Click on Save and you are done.//
 * 2. ALSO ** //- add your cell number on the Who's Here? page - a number I can use to reach you if I end up in a snow bank on my way to see you during Practicum.//

**4. Your assignment today** is to read and process the sample chart in PPT below showing Success Criteria articulated for students in a life skills course.


Then, examine one row of a similar table that I have completed for a specific expectation from a Grade 9 Academic course. My work is in the word document ON PAGE 2. You need to:
 * Identify 3 specific expectations from any Ontario mathematics course Grades 7-12.
 * Paste them into a table like mine and complete the right hand side by stating, in student voice, the success criteria for students to demonstrate achievement of that expectation.
 * send it to MaryLou via email by Thursday Feb 3.
 * Have a GREAT practicum experience.
 * Fill in other forms MaryLou sends you during practicum and return ASA

Instructional Strategies for Teachers of Mathematics
If you need some ideas about running your lesson in a different way, check out this resource. There are ideas here for assessment //for// learning and //as// learning.

Wed Feb 2, 2011 PPT for snow day


**Snow?**

I will start to respond to questions you have posted starting at 10:00.
We'll meet via WIKI by 10:00 or so in the morning.

** At the EDUGAINS website, follow information under the AER tab. **
** http://www.edugains.ca/newsite/aer2/ ** ** See materials on the new Growing Success page (see left hand menu under search) **

**Please bring your Growing Success documents in paper or electronic form.** Also, we will be using the readings due on Jan 20 about math education in Japan so make sure you've read these and bring some along to class.

Anthony added this to our dialogue page the other day (2011.01.27) Anthony L: I was reading through some science blogs today and I came across this video about mathematics education by Dan Meyer: [] **Attached slides from Thursday with some integers, algebra operation questions too.**

**Thursday Jan 27 1:00-4:00 we are at FE Rm 309 and 24** to finish Microteaching

__I will aslo teach some addition and subtraction of whole numbers, integers, fractions, ...__

Wednesday Jan 26 9:30-12:30 we are at FE Rm 309
for Microteaching

A neat website
http://vihart.com/doodling/

**Monday Jan 24 Gizmoes**
1. Secondary Folder e-version: http://issuu.com/explorelearning/docs/gizmofolder

__ 2. Elementary Folder e-version: http://issuu.com/explorelearning/docs/esgizmofolder __ __ 3. Video Tutorial: http://www.explorelearning.com/ontario __

__ Following our workshop, please take a few minutes to complete the survey. Your feedback is very valuable. Please access the evaluation at: www.explorelearning.com/surveycanada __ __ Stephen Lippa, OCT __ __ ExploreLearning Project Manager __ __ Voice: 647 232 7998 1 866 882 4141 x263 __ __ Fax: 905 702 8475 __ __ Email: slippa@explorelearning.com __ __ Skype: sblippa Twitter: stephenlippa __

Thursday Jan 20 from class 6 we meet in 252 Bloor St W 3rd Floor Ed Commons a Lab but I do not know the number.
e-Portfolio people will present for 30 min - 60 min and we will continue class there.

__ Plan to work on your micro-teaching lesson plans. __

Invitation from MaryLou later Saturday night...
I will make a new page called **Dialogue**__... (see in Navigation bar on left)

Please pose questions on the page and I will visit the wiki regularly to respond to them. I would hope that all of you would also visit regularly to comment on the ideas or respond to questions of others. I would like us to be a learning community. We can talk about how we will assess participation or NOT. If you have questions or comments about things I may have said that you want to discuss more fully, say so. You can ask about interesting units of study or maybe how expectations "go together" or are grouped for instruction. Ask about or comment on educational issues that arise in the media and /or in your lives.

Garth Sundem uses equations to make decision...
I heard this mathematician speak on CBC radio DNTO Sat Jan 8 afternoon http://garthsundem.com/ Interesting ideas.

REFLECTION
I know I said about 300 words but not knowing wat that emans for each of you I want to change the criteria to what you can write and reasonably edit in 30 min. For those of you who are done and spent more tha 30 min on the reflection - please write your time on the top of the paper.

For Monday Jan 10 … (about 300 words or what you can write and reasonably edit in 30 min ) A. Describe 2 ideas about changes needed in mathematics education. (Pick quotes from any of the 4 articles.) B. Make inferences about how the changes impact teaching and student learning of mathematics.

Ball, D., Hill, H., and Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade and how can we decide? //American Educator//, pp. 14-17, 20-22, 43-46. Cohen, D. & Ball, D. (2001). Making change: Instruction and its improvement. //Phi Delta Kappan//. pp. 73-77. Battista, M. (1999). The mathematical miseducation of America’s youth. //Phi Delta Kappan//. Wilms, W. (2003). Altering the structure and culture of American public schools. //Phi Delta Kappan//

Please see announcements page
**Welcome to Your Our OISE EU 422 WIKI space**

= **If this is your first visit to the WIKI, please do the following:** = Record your name and some details at the wiki page "Who's Here?" Find the page "Who's Here?" at the bottom of the Navigation list to the left.

This page is used to keep track of files uploaded on our wikispace.

**Getting to Know You**

Please complete the form by Wed Jan 5 and hand in or email to MaryLou Kestell marylou.kestell@utoronto.ca = [|Introducing Myself.doc] =