- Graded
Component
- Program Organization,
Instructional Repertoire, and Classroom Management
Instructors: John Mazurek
& Barrie Bennett (guest presenter)
Key areas within these topics
include:
- Cooperative Learning (TRIBES
training, Johnsons model, and Kagans
structures)
- Lesson Design (Madeline
Hunters model)
- Active Participation (framing
questions; Blooms taxonomy, etc.)
- Motivation
- Graphic Organizers (Buzans
mind mapping, Novaks concept mapping, etc.)
- Responses to
Misbehaviour
- Rubrics
- Portfolios
- Unit Planning
Course Assignments Relating to This
Component:
Lesson
First Semester
- This is a shared assignment of
TES and your Psychological Foundations course. During the first
practicum, design a lesson using Madeline Hunters Lesson
Design format. Incorporate ideas relating to active participation
and motivation, as well as any other ideas from this course,
Psychological Foundations, and other courses which interest you.
Your plan should clearly show how these ideas inform your
judicious selection of instructional processes. Teach the lesson.
Afterwards, write a three-page reflection, focusing on your
organization and management of the lesson, and your use of
instructional skills and processes, and how you addressed
psychological issues: What went well? What didnt and why?
What would you do differently if you had a chance to reteach the
lesson? Devise a rubric for your work, score it and submit it with
your lesson plan. (Note: the rubric will have three parts: one
part dealing with instruction (i.e., TES issues), a second part
dealing with the psychological dimensions of your lesson, and a
third dealing with the reflection itself. The first part will be
provided for you in class and you will receive criteria to assist
you in constructing the second and third parts.) This assignment
relates to all five of the Ontario College of Teachers
Standards of Practice. You may choose to do the lesson
portion of the assignment with a candidate-colleague who is
teaching in the same school as you.
- Due date: Tuesday,
December 5
- 10% of your final grade
for the Teacher Education Seminar. (See the
Psychological
Foundations
syllabus for details concerning the weighting of the assignment
in that course.)
Unit
Plan
Design a unit of study for
your second practicum. Focus the unit around a particular topic,
theme or question that is congruent with learning expectations of
the Ontario Curriculum for your grade level, as well as with the
long-range plans of your associate teacher and the particular
interests and needs of your students. If feasible, integrate
learning opportunities for two or more subject areas. Prepare an
outline (maximum of seven pages) which includes:
- A list of the key learning
expectations to be met in the target subject area(s)
- A brief description of the
organizing framework (e.g., a set of key learning questions; or,
Multiple Intelligences) which you used to guide your selection of
lessons and activities
- A brief description of several
key lessons and/or activities and how they relate to both the
targeted curriculum expectations and your organizing
framework
- A brief description of several
specific methods that you will use to assess students
learning: before, during, and at the conclusion of the unit. What
evidence will you have that the targeted learning expectations are
being met?
- A list of 5 significant ways that
the unit has been tailored to meet the particular interests and
needs of your students
- An overall sequence and estimated
timeline for the unit
- A list of key
resources
- Evidence that you have
collaborated with your associate in designing the unit plan
Devise a rubric for your work,
score it, and submit it with a copy of your unit outline. This
assignment directly relates to three of the Ontario College of
Teachers Standards of Practice: Professional Knowledge,
Teaching Practice, and Leadership and Community.
- Due date: You will share
your outline in class on Thurs., February
8.
- Submit a copy of your
work and your scored rubric on February 9.
- 10% of your final grade
for the Teacher Education Seminar.
Lesson
Second Semester
This is a shared assignment
of TES and your Psychological Foundations course. Design, teach
and reflect on a lesson you taught during the second practicum.
The reflection should focus on your instructional decisions and
technique as well as the psychological dimensions of your lesson:
What went well? What would you do differently if you had the
chance to reteach the lesson? Your mark is determined by:
- The effectiveness of your lesson
in providing meaningful opportunities for student collaboration
and reflection
- The clarity with which your
lesson weaves academic and social/emotional learning
- The precision of your
lessons objectives and the care with which opportunities are
provided for students to meet those objectives.
- The clarity and precision of your
integration of Cooperative Learning and Lesson Design
- The extent to which your
reflection demonstrates a deep understanding of how different
instructional processes are integrated and the effect that has on
teaching and learning.
Devise a three-part rubric for
your work (as described in the First Semester assignment), score
it, and submit it with your lesson plan and reflection. This
assignment directly relates to four of the Ontario College of
Teachers Standards of Practice: Commitment to Students and
Learning, Professional Knowledge, Teaching Practice, and Ongoing
Professional Learning.
- Due date: Monday, April
2
- 15% of your final grade
for the Teacher Education Seminar. (See the
Psychological
Foundations
syllabus for details concerning the weighting of the assignment
in that course.)
Concept
Map
- In teams of 3, create a Concept
Map to synthesize this years work in program organization,
instructional repertoire, classroom management, and psychological
foundations. How do cognitive and social/emotional domains
overlap, interconnect and drive effective teaching decisions and
practices? This assignment relates to all five of the Ontario
College of Teachers Standards of Practice.
- This assignment will be
done in class on Friday, Apr. 6.
- 10% of your final grade
for the Teacher Education Seminar.
-
Course Assignments Relating
to All TES Components (Including "Pass/Fail"
Components):
For details, please refer to the
descriptions of these assignments on our website or in the East
Option Registration Day package.
Professional
Participation
15% of your final
grade for TES.
Portfolio
- 30% of your final grade
for TES.
Reflective
Journal
10% of
your final grade for TES.
Note that other work in
"Pass/Fail" components, while not part of your overall percentage
mark, must be completed successfully in order to pass this
course.