EdSe 4501 Schedule: subject to change as semester develops
Week 1 | Week 4 | Week 8 | Week 12 | Week 16
Week 1: January 20-23
Wednesday
- Topic
- Welcome and introductions
- Questions
- What will the world ask of our students?
- How will students become ready for these demands?
- Activities
- Think, pair, share
- in response to above questions
- to introduce peer to class
- Assigned
- Please read syllabus, schedule, projects, course grades (for syllabus quiz)
Friday
- Topic:
- Welcome and introductions continued
- Syllabus, schedule, assignment quiz
1. What essential questions will this course help you answer?
2. What learning activities will this course offer?
3. How many projects, and of what nature, when due?
4. What are attendance expectations?
5. How are grades earned?
6. What can you do to get additional support?
7. What and where are Dan's office hours?
8. What would you like to know more about in regard to our syllabus, schedule, or otherwise?
- Questions:
- What will our role as educators be?
- What will we seek to understand?
- Questions/curiosities/interests regarding course materials, processes, etc
- Activities
- Assigned
- Please read motivation project and Zull (Chapters 1 and 4) for Monday
- Please summarize chapter 4 in 100 words
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Week 2: January 26-30
Unit 1: Motivation
- Essential question: Why do people do what they do?
Monday
- Reading:
- Zull (2002) introduction and motivation (Chapters 1 and 4)
- Activities
- Zull chapter 4 in 100, 50, 25 words
- Concept mapping motivation via Zull
- Assigned
- Please read motivation project description (due week 3)
- Please read and summarize as scheduled for Wednesday
Wednesday
- Readings:
- Activities
- Maslow in 100, 50, 25 words
- Concept mapping motivation via Maslow
- Assigned
- Please read and summarize as scheduled for for Friday
Friday (class will not meet due to professional day; please work on items below alone or in study groups)
- Readings:
- Kohn (1999) on motivation (handout)
- Activities
- Kohn in 100, 50, 25 words
- Concept mapping motivation via Kohn
- Assigned
- Please read and summarize for Monday
- Draft concept mapping of relationships between motivation literature (in response to question: why do people do what they do?)
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Week 3: February 2-6
Unit 1: Motivation
- Essential question: Why do people do what they do?
Monday
- Readings:
- Activities
- Yerkes-Dodson in 100, 50, 25 words
- Concept mapping motivation via Yerkes-Dodson
- Synthesizing concept maps on motivation
- Yerkes-Dodson scenarios
- Assigned
- Motivation project due week 3
- Please read and summarize for Wednesday
Wednesday
- Readings:
- Activities
- Csíkszentmihályi in 100, 50, 25 words
- Concept mapping motivation via Csíkszentmihályi
- Synthesizing concept maps on motivation
- Assigned
Friday
- Due
- Activities
- Considering the "frinky" science of cognition and motivation
- Comparing concept maps and projects
- Creating synthesized human concept map of motivation
- Assigned
- Please read and summarize for Monday
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Week 4: February 9-13
Unit 2: Community resources and relationships
- Essential question: How do communities affect student learning?
Monday
- Reading:
- Activities
- Verbal summary of readings via audio file
- Role play: Q and A with authors
- Assigned
- Please read and summarize for Wednesday
Wednesday
- Readings:
- Rigoni (2002) on communities affecting learning (handout)
- Zull (2002) chapter 7
- Activities
- Verbal summary of readings via audio file
- Role play: Q and A with authors
- Assigned
- Please read and summarize for Friday
Friday
- Readings:
- Activities
- Verbal summary of readings via audio file
- Role play: Q and A with authors, researchers, and students
- Assigned
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Week 5: February 16-20
Unit 2: Community resources and relationships
- Essential question: How do communities affect student learning?
Monday
- Reading:
- Activities
- Relationship verbal summary via audio file
- Role play: Q and A with author
- Assigned
Wednesday
- Readings:
- Reviewing all unit 2 readings and summaries
- Activities
- Pulling these together
- Role play: Q and A with author
- Assigned
Friday
- Readings:
- Activities
- Present your group's project 2 to class
- Link these to class site (Moodle wiki, Google Notebook)
- Role play students, communities, and relationships via case studies
- Assigned
- Please read and summarize for Monday
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Week 6: February 23-27
Unit 3: Learning Domains--Emotional, Affective, Moral, and Socio-Emotional Intelligence
- Essential question: What makes people smart (and not so smart)?
Monday
- Reading:
- Zull (2002) chapters 5 and 12 on affect and emotion in intelligence
- Activities
- Blogging: what does this make you think of in terms of your role as a teacher?
- Fish bowl: how well do lesson plans scaffold this development?
- Assigned
- Please read and summarize for Wednesday
Wednesday
- Readings:
- Activities
- Blogging: what does this make you think of in terms of your role as a teacher?
- Fish bowl: how well do lesson plans scaffold this development?
- Assigned
- Please read and summarize for Friday
Friday
- Readings:
- Activities
- Blogging: what does this make you think of in terms of your role as a teacher?
- Fish bowl: how well do lesson plans scaffold this development?
- Assigned
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Week 7: March 2-6
Unit 3: Learning Domains--Cognitive
- Essential question: What makes people smart (and not so smart)?
Monday
- Reading:
- Zull (2002) chapters 6,9,10 on cognition
- Activities
- Jigsaw: perspectives on the cognitive dimensions of smart (and not so smart) behavior
- Assigned
- Please read and summarize for Wednesday
Wednesday
- Reading:
- Activities
- Jigsaw: perspectives on the cognitive dimensions of smart (and not so smart) behavior
- Assigned
- Please read and summarize for Friday
Friday
- Reading:
- Activities
- Jigsaw: perspectives on the cognitive dimensions of smart (and not so smart) behavior
- Assigned
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Week 8: March 9-13
Unit 3: Learning Domains--Psychomotor
- Essential question: What makes people smart (and not so smart)?
Monday
- Reading:
- Zull (2002) chapter 11 on the motor cortex
- Activities
- Perspective taking exercise/debate: how effectively are lessons scaffolding this development?
- Various lesson plans distributed
- Assigned
- Please read and summarize for Wednesday
Wednesday
- Reading:
- Activities
- Perspective taking exercise/debate: how effectively are lessons scaffolding this development?
- Various lesson plans distributed
- Assigned
- Please read and prepare for Friday
Friday
- Reading:
- Lesson plans (yours and others')
- Activities
- Jigsaw: top shelf examples of backward designed scaffolding of all three domains
- Assigned
Critical Incident Questionnaire (modified) link here
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Week 9: March 23-27
Apprenticeship in schools
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Week 10: March 30-April 3
Apprenticeship in schools
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Week 11: April 6-10
Unit 4: Differentiated Learning
- Essential question: How can different people learn different things at the same time?
Monday
- Reading
- Zull (2002) chapters 2, 3, and 8 and Kolb (1984) on learning cycles, differentiation
- Activities
- Debate: how effectively are lessons scaffolding this development?
- Assigned
- Please read and summarize for Wednesday
Wednesday
- Reading
- Activities
- Debate: how effectively are lessons scaffolding this development?
- Assigned
- Please read and prepare for Friday
Friday
- Reading
- Activities
- Jigsaw: top shelf examples of backward designed scaffolding of all three domains
- Assigned
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Week 12: April 13-17
Apprenticeship in schools
Unit 4: Differentiated Learning
- Essential question: How can different people learn different things at the same time?
Monday
- Reading
- Activities
- Assigned
- Please read and summarize
Wednesday
Friday
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Week 13: April 20-24
Apprenticeship in schools
Friday
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Week 14: April 27-May 1
Unit 5: Inquiry
- Essential question: How can students learn to learn?
Monday
- Reading
- Gardner (2007) Five Minds For the Future (video links)
- Activities
- T-Chart reflection on how minds for the future can be fostered
- Assigned
Wednesday
- Reading
- Activities
- T-Chart reflection on how desirable habits of mind can be fostered
- Assigned
- Please begin your inquiry project interviews
Friday
- Reading
- Activities
- T-Chart reflection on how minds for the future can be fostered
- Assigned
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Week 15: May 4-8
Unit 6: Summation
- Essential question: How does it all fit together in support of student success?
Monday
- Assigned
- Reading
- Summative project description
- Activities
- Evaluating summative projects
- Assigned
- Summative project due at final exam meeting
Wednesday
- Activities
- Evaluating summative projects
Friday
- Activities
- Evaluating summative projects
- Assigned
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Week 16: Finals week
See schedule
- Section 1: Thursday, May 14 8-9:55 am
- Section 2: Monday, May 11 8-9:55 am
Summative project due and to be reviewed during final exam period
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Week 1 | Week 4 | Week 8 | Week 12 | Week 16 IMPORTANT:
I
INVITE ANY OF YOU WHO HAVE ANY DISABILITY, EITHER PERMANENT OR
TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR
ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN
ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE
PARTICIPATION. |
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