EDUC+524-2013

 Rutherford, Paula. //Why Didn’t I Learn This in College? Teaching & Learning in the 21st Century. Second Edition//, Alexandria, Virginia: Just ASK Publications, 2009**.** New books will include a CD ROM of teaching resources. **// Assignment: //** **Use Post-Its or paper bookmarks to highlight ten ideas that you think will apply to your first few months of teaching. What result for you as a teacher will doing these ten things produce?**

Prensky, Marc. //Teaching Digital Natives: Partnering for Real Learning//. Thousand Oaks, CA: Corwin, 2010. **// Assignment: //**** While reading, pick one idea from each chapter that your parent(s) or family members would find new and surprising. Find two ideas inside each chapter that //you// find new and or surprising. Take notes to help you explain these differences. **

Lemov, D. //Teach Like a Champion: 49 Techniques that Put Students on the Path to College.// CA: Jossey-Bass. 2010. **// Assignment: //**** Choosing one strategy from each chapter, describe your memories of the person using the strategy by answering these questions: **
 * Do you recall anyone who you would call a ‘teacher’ using some or all of the techniques written about in Lemov’s book? **
 * Who were these teachers and at what level did they teach, elementary, middle, high school or all three? **
 * How did the students in the class respond? **
 * If you were a student of this teacher, how did you respond and or feel about these types of strategies? **

Read the books in any order you’d like. Most online booksellers offer reduced rates. Please be sure to check the publication dates before you purchase these books. As you read the three texts, take notes and be ready to discuss the big take-away ideas you find most helpful, interesting and puzzling. We will talk about these ideas during the//TB2F// Orientation and continue to explore these during the first few weeks of the //TB2F// courses.

The reading notes will be submitted as homework and returned to you so you can to refer to them during orientation and throughout the year. You will also be posting your notes on tk-20, the University’s online teacher license recordkeeping system, so you may want to type them. These are notes and you may use an informal writing style, including bulleted lists.


 * ** Summer TB2F Independent Activity **
 * PART II ** : **Exploring and Building Your Identity as a New Teacher**
 * Reflect and Write 500 words **
 * Due: Orientation Week, and Beyond **
 * Independent Education 715 Class 5 ** ||

Social Identity Paper In the Social Identity Assignment, share to the level that you think will be of interest and significance to your class. Be thoughtful about how vulnerable you want to make yourself. Your paper should be approximately 500 words.

As a step towards understanding the impact that race, ethnicity, class, gender, etc. have on the school experience; this paper is designed to help you explore your own sense of social identity. Social forces such as gender, social class, ethnicity, religion, etc. become aspects of individual social identities. Describe the historical development of your own sense of identity. For example, you might address ethnic background, social class, gender identity, religious identity, etc. In your description, include how your family, school, work, and social and religious experiences have contributed to the development of that identity.


 * ** Summer TB2F Independent Activity **
 * PART III ** : **Teacher Interview**
 * Interview a Teacher and Write 500 Word Profile **
 * Due: Orientation Week **
 * Independent Education 715 Class 6 ** ||

Teacher Interview: “What brought you to teaching?" Interview that teacher you know by phone or in person for a meaningful period of time (1/2 hour is suggested).

1. Note that the question is not “why did you want to be a teacher?” although that can certainly be a question asked in the interview. “Why” is often an ineffective question with which to begin an interview. By presuming a simple, linear approach it can push a participant to oversimplify past experiences. What is needed for an interview is not an analysis, but a description of events, over years, leading to a decision. Substituting “how” for “why” seems to work better. 2. Make sure that your partner understands the nature of the interview and that those aspects of it will be shared in class. 3. Take notes on what the person is saying to you (or tape record the interview and take working notes). Try to capture the essence and detail of what the teacher is saying in his or her own words. 4. Construct a report on the interview in the first person voice of the teacher. This can be done if you have paid attention to number 3 above. Review your notes and underline those parts of the interview that are of compelling interest to you. Weave these together into a narrative that you will read to the class, in the words of the teacher. You should be able to read the paper in approximately five minutes. 5. The material you select for your report must be fair to the larger interview and must be consistent with the dignity of your partner. After you have written the report, it is best if you let the teacher you interviewed read it before you share it with the class--that way they can edit any parts out if they decide not to share certain information.

Share to the level that you think will be of interest and significance to our class. Be thoughtful about how vulnerable you want to make your peer teacher. Your paper should be approximately 500 typed words. Do not use your peer teacher's name or their school name. Please use //pseudonyms// instead.


 * ** Summer TB2F Independent Activity **
 * PART IV ** : **Investigating Community**
 * Readings **
 * Due: Week of September 2nd, 2013 **
 * Independent Education 715 Class 7 and 8 ** ||

Explore the variety of Internet websites and articles below. **Once you have read all of the resources, write about one or more experiences that you had in “school” that mirrored or mimicked one or more of the themes discussed in the resources.**

Students Experience Greater Learning for the Greater Good (with audio slideshow) from Edutopia []

Rita Pierson: Every Kid Needs A Champion from TED Talks []

New York Harbor School []

Benefits of Student Participation in Community Service from the University of Michigan []

Actions Speak Louder Than Words, Celia Oyler (first chapter free on Amazon) []


 * ** Explore the following 21st Century Resources ** ||

** Once you have read all of the resources listed below, write about one or more experiences that you had in “school” that mirrored or mimicked one or more of the themes discussed in the resources. **

From Chalkboards to Tablets: The Digital Conversion of the K-12 Classroom: Speak up 2012 National Findings K-12 Educators and Parents April 2013 []

Clay Shirky: How social media can make history: []

** When textbooks were the next big, evil thing, **** Kevin Hartnett, Boston.com ** The “MOOC revolution” in higher education— the advent of massive online open courses—is causing massive anxiety in American universities, where professors are worried about the consequences of computers replacing campuses as places where people learn. Two hundred years ago, higher education faced a different distance-learning technology, one as cutting-edge as MOOCs, that also augured a revolution in the way we think about knowledge. “A textbook is something anyone can read no matter who they are or where they’re from. It allows education to occur on a global, universal scale,” says Hansun Hsiung, a fourth-year graduate student at Harvard University who studies the rise and spread of textbooks in late-18th-century Europe and Japan. Today it might seem that there’s nothing more boring or conventional than textbooks, but 200 years ago they were a radical idea. Find the link below: []