DIRECTIONS FOR THE THREE REQUIRED WRITTEN ASSIGNMENTS
On the following pages, please find detailed descriptions of each of the three required written assignments for FETE 301/302. Due dates for these assignments may be found specifically in your course syllabus and/or on the caucus for your section. Due dates are also suggested in the timeline found in this section. Any questions about these assignments should be directed to your FETE facilitator. Please review all of the directions, as well as the rubric for each assignment.
REFLECTION ON TEACHER-STUDENT INTERACTION
Assignment #1 is designed to help you learn and apply each type of reflection by describing and reflecting upon information from The Interaction Observation Form. Before you write your report, please follow these steps:
1. Read the enclosed short article on “Teacher Expectations.”
2. Plan to observe your teacher for 30-40 minutes when he/she is teaching a whole-group or group work.
3. Follow the directions on the attached Interaction Observation Form to record who is called on, praised, and corrected during the 30-40 minute lesson. You may code the various interactions (questioning, praising, behavior intervention, etc.) on the form. Avoid recording comments on the form.
4. When the teacher is asking questions, pay attention to two things:
After your observation, write a “Reflection Report” that includes the following three sections:
A. Pure Description: Summarize what you observed.
B. Technical Reflection: Was a teaching techniques or strategy used as intended?
1. Was the teacher using “wait time?” Wait time is pausing 3 or more seconds (depending on the level of the question) after asking the question and before calling on a student to respond. This wait time allows many students to prepare an answer before any student is called on.
C. Critical Reflection: Includes an analysis of care, equity, and democracy.
1. Was any group of students (for example, girls or boys or minority students) receiving more or less attention from the teacher?
Please include in your written report:
A. Completed Interaction Observation Form
B. Reflection Report divided into the 3 sections described above.
C. Your observation notes are optional for Assignment #1.
D. Please staple all pages together. Please proofread for grammar, usage, and mechanics.
FIELD EXPERIENCE NOTES
Assignment #1: REFLECTION ON TEACHER-STUDENT INTERACTION
Please take notes each time you visit your classroom. You do not need to hand in these notes with your assignment, but it is critical that you record the events occurring in your classroom so that you will have enough information to write your report. Please keep notes for each of the 3 assignments. For Assignment #3 these notes must be turned in with your assignment.
Date/Time Topic/Concept Being Taught Activities/Reflections
REFLECTION ON TEACHER-STUDENT INTERACITON
ITEM EXCELLENT ACCEPTABLE UNACCEPTABLE
Interaction Form
Completed Form
Completed Form
Form Incomplete/Missing
Description/Narrative
Detailed description of information summary: which students had most or least opportunity to respond, positive and negative feedback, level of questions asked.
Description includes some info. On which students had most or least opportunity to respond, positive and negative feedback, level of questions.
Description incomplete, vague or missing.
Technical Reflection
Detailed summary of teaching strategy used as intended with reflection on effect on student participation and level of involvement.
Description of teaching strategy used with reflection on effect of student involvement.
Description incomplete, vague, or missing; description present but student participation information is missing.
Critical Reflection
Detailed summary of patterns used by teacher calling on students, reflection on if some students had greater opportunity to learn due to the pattern(s), whether teacher may be communicating that they are more (or less) worthy of learning than others.
Comments on patterns used by teacher calling on students, if some students had greater opportunity to learn, and whether teacher may be communicating that some students are more (or less) worthy of learning than others.
Summary and/or reflection incomplete, vague, or missing.
Grammar, Usage and Mechanics (G.U.M.)
Report is typed using correct g.u.m. consistently. Report is submitted on time.
Presence of few g.u.m. inaccuracies, mistakes. Report is submitted on time.
Presence of several g.u.m. mistakes. Report is late, or not submitted.
Assignment #2 Directions
Reflection On A Learning Community
The second assignment includes an exploration of the 3 different modes of reflection that your first assignment required: pure description, technical reflection and critical reflection. As you have been participating in your caucus, and as you have completed your first written assignment, you have been developing an understanding of these 3 different levels of reflection. Realizing that the technical and the critical reflective processes are very close and sometimes seem to overlap, please go back to the essential comments regarding recognized research-based teaching-learning techniques and strategies. In the critical reflective comments, please focus on the response to diversity, justice, and democratic practices you observe. Your report should include the following sections:
Pure description is defined as information without interpretation or judgment; you are just describing what you saw and heard in your classroom. Keen observation skills and detailed notes will help you collect the data you need for assignment #2. You will use these notes as you write the next two sections of your report. Include the following items in Part A of Assignment #2 for your report.
1. Draw a map of the classroom. Include the physical layout of the room, furniture, resources, as well as the bulletin board material, classroom displays, etc.
2. Describe the classroom’s rules or code of conduct. If these are not apparent in the classroom, ask the teacher what the rules/code of conduct are.
3. Describe the classroom routines or procedures that save time and keep the teaching-learning process organized.
Include as much detail as possible so that you will have specific examples to support your opinion as you reflect on the physical and social/economic environment of the learning community in Parts B & C.
Part B: Technical Reflection on the Learning Community
Technical reflection is an evaluation of the events in the classroom in terms of educational research theory and best teaching practices (these are being presented in your curriculum and assessment co-requisite courses). On this level, we are consistently asking ourselves if student learning is being maximized by the teaching-learning strategies being used. In your report, please thoroughly examine 2 of the 4 aspects listed below. For each of the 2 aspects, use specific examples or evidence to support your interpretation.
Select 2 of the following 4 aspects to analyze fully. Use the questions to guide your reflection.
1. Classroom Management
Are student expectations and procedures clearly defined and communicated to the students?
Is acceptable student behavior in large group activities taught?
Is acceptable student behavior in small group activities taught?
Are disruptive students and/or behavior problems addressed systematically?
How are transitions managed in this classroom?
How do the management strategies used in this classroom impact student learning?
2. Curricular Planning
Are lessons planned in a meaningful way to positively impact student achievement?
Are academic expectations for students realistically high?
Is content organized around key ideas?
Are there intermediate and long-range objectives established for students?
Is curricular planning based upon student needs and district benchmarks?
Is there evidence of mastery of subject matter knowledge by the teacher?
Is there a wide variety of instructional strategies planned?
Do the strategies accommodate varied learning styles and multiple intelligences?
In what ways is curriculum differentiated for individual needs?
3. Implementation of Lessons and Assessments
Are higher order thinking skills being developed?
Are various methods of assessment being used?
Are opportunities provided for active student involvement?
Are activities used to determine students’ prior knowledge?
Are developmentally appropriate materials available?
Are students provided with useful feedback?
Are spontaneous learning situations capitalized upon?
What evidence do you see of adaptations made in response to on-going assessment?
Is the use of allotted class time maximized for the highest level of student achievement?
How does the teacher balance planned vs. spontaneous activities?
4. Use of Technology
Is technology used effectively to assist in teaching-learning?
Are students involved in using technology?
Is technology used to expedite management tasks?
Again, these questions are suggestions only. Please support your opinions with specific examples from your observation notes as you write your technical reflection. Be sure to include at least 3 specific examples for each aspect you are examining.
Part C: Critical Reflection on the Learning Community
Critical reflection is much deeper than technical reflection. Think about what could improve student achievement for ALL children and the development of citizens. When we reflect critically, we ask ourselves: “What are we really teaching the students about living in a multicultural, pluralistic society? Are we demonstrating that we value democracy and the core values that our country is based upon? Are we responding to the diversity of the classroom, the school, and the community at large? Are we really considering individual learning needs and styles in the learning community of our classroom? Are we demonstrating that we value each child in this community and that his/her learning is paramount?”
In each of the 2 aspects of the learning community that you analyze critically, please support your comments with specific examples. Include a minimum of 3 specific examples for each of the 2 aspects that you critically reflect upon in this section of your report.
In this section of your report, please examine 2 of the following 3 aspects of your learning community from this critical perspective. Questions you may respond to include, but are not limited to:
1. Classroom Climate
Does the classroom have a caring, nurturing climate? How can you tell?
Are students listened to thoughtfully?
Are students appropriately and meaningfully responded to?
Is interpersonal skill development valued, modeled and taught?
Are opportunities provided to develop self-management skills
2. Diversity
How are student characteristics such as background (social, economic, academic and ethnic)
considered in this classroom?
Are diverse backgrounds, beliefs, and values addressed?
How are aspects of the classroom, students, school, district, and community considered in planning?
Is diversity celebrated?
How does instruction meet group and individual learning needs?
Are teaching materials used that reflect our diverse society?
Are opportunities to include the family and community in student learning apparent?
Are opportunities provided to develop a classroom community where all students are valued?
3. Democratic Practices
How does the classroom model democratic practices?
Are student opinions considered in the teaching-learning activities?
Are models of respect for all people encouraged?
Is responsibility for professional decisions accepted?
Are professional ethics including academic honesty and confidentiality adhered to?
Are professional relationships of collegiality valued?
Is enthusiasm toward teaching demonstrated?
How are students prepared for active participation in a democracy through nurturing critical thinking, creative thinking and problem solving?
In each of the 2 aspects of the learning community that you analyze critically, please support your comments with specific examples. Be sure to include a minimum of 3 specific examples for each of the 2 aspects you critically reflect upon in your report.
FORMAT OF WRITTEN REPORT: ASSIGNMENT #2
REFLECTION ON A LEARNING COMMUNITY
Please include in your report:
Part A:
Drawing of the Map of the Physical layout of the Classroom
Description or list of classroom rules/code of conduct
Description of classroom procedures
Part B:
Written Technical Reflection
Part C:
Written Critical Reflection
On the following page, please find the suggested note page.
Please review the grading rubric for Assignment #2 and assess your report so that you are turning in your best work possible.
FIELD EXPERIENCE NOTES
Assignment #2: REFLECTION OF A LEARNING COMMUNITY
Please take notes each time you visit your classroom. You do not need to hand in these notes with Assignment #2, but it is critical that you record the events occurring in your classroom so that you will have enough information to write your report. Please keep notes for each of the 3 assignments. (For Assignment #3 these notes must be turned in with your report).
Date/Time Topic/Concept Being Taught Activities/Reflections
GRADING RUBRIC FOR ASSIGNMENT #2:
REFLECTION ON A LEARNING COMMUNITY
ITEM
EXCELLENT
ACCEPTABLE
UNACCEPTABLE
PART A
Drawing of map of classroom, list of rules, classroom procedures
Clear, detailed map showing physical layout, resources, bulletin boards, etc. List and description of rules and procedures detailed with how, when, and why used
Clear map with some detail, list and description of rules and procedures limited or vague
No map or no detail,
No rules or procedures
Written Technical Reflection
At least 2 aspects of learning community thoroughly examined with 3 specific examples for support. Comments focus on research-based or best practices
At least 2 aspects examined with 3 specific examples to support technical comments
None or only 1 aspect examined with no examples
PART
Written Critical Reflection
At least 2 aspects of learning community thoroughly examined with 3 specific examples for support. Comments focus on research-based or best practices. Comments focus on ethical, democratic, diversity aspects
At least 2 aspects examined with 3 specific examples to support critical comments. Some focus on research-based or best practices and on ethical, democratic, diversity aspects
None or 1 aspect examined with no examples
Grammar, Usage, Mechanics (G.U.M.)
GUM correct, with few mistakes only, nearly typed and timely submission
Some mistakes, neatly typed and timely submission
Several mistakes, late submission
ASSIGNMENT #3 DIRECTIONS
REFLECTIVE ANALYSIS OF STUDENT LEARNING
Assignment #3 also requires you to use the 3 different levels of reflective thinking: pure observation, technical reflection, and critical reflection. As noted in the introductory material and in the FETE 301/302 Timeline, this assignment requires you to do some preparation at the beginning of your field experience, even though the written report is not due until near the end of your pre-student teaching. In this assignment, you will complete a reflective analysis on 8-10 weeks of working with the learner whom you and your cooperating teacher identified. You may not use this student’s real name anywhere in this report.
1.Ask your cooperating teacher to identify a student who needs extra assistance during your first visit(s) to your pre-students teaching classroom. He/she should be a student who is struggling with learning, but making some progress.
2.Establish a schedule that will allow you to observe and work with the student once per week for at least 8-10 weeks.
3. At the elementary level, a minimum of 20-30 minutes should be allotted for each session. This is part of the 1.5 - 2 hours you are completing each week in your field experience. You may be re-teaching something your cooperating teacher has taught, and/or you may be designing your own activities to help the student achieve the learning objectives. You are encouraged to use varied teaching strategies to engage the student.
At the secondary level, it is not necessary to work individually with the student during every class session. For some class sessions, you may observe the student during whole-class instruction and then assist him/her during individual work. During group work, you can listen in and observe the student.
4. Document each date and time you work with or observe your student on the Field Experience
Notes Form. These notes are to be turned in with your written report.
5. Include 3 samples of student work that shows progress over time.
E
PART A: INITIAL DESCRIPTION OF STUDENT AND LEARNING GOALS
The goal of this part of the assignment is to learn as much as you can about the student by talking to both the teacher and the student. The purpose of the initial contact is to establish rapport with the student by:
· introducing yourself and telling the student a little about yourself
· explaining to the student why you are there and perhaps asking his/her help as you prepare to become a teacher
· asking the student about his/her interests (both academic and other)
Gather the following information by either talking to the student or asking him/her to write out the answers on a survey that you design. Also, gather information on these questions from the teacher. Your observations may also provide additional insights.
Please include the following information in hour written report:
Student’s fictional name: _________________________
· What are the student’s interests (subject matter, projects, and activities outside of school)?
· What are the student’s perceived strengths (things he/she does well) and weaknesses (things he/she does not do well) as a learner?
· How does the student learn best? What environment is most conducive to learning?
· What are the student’s perceptions of the subject you are working with?
· What are the student’s perceptions of school?
· What else is going on in the student’s life that may impact his/her learning?
· What does the teacher want you to help the student with? Select 1-2 areas (skills or objectives) that you hope to see improve during the next 2 months. You will collect examples of the student’s assignments, projects or assessments related to 1 or 2 of these areas.
The goal of this section is to gather information during the semester to help understand how the student learns. You will begin by using the information from the initial description to plan how you will assist the student and analyze the nature of his/her learning. When you interact with the student, be sure to appeal to his/her interests and build on his/her strengths.
NOTE: During the semester, be sure to collect at least 5 samples of this student’s work (assignments, assessments, reports, etc.), preferably related to the area (objective or skill) you are hoping to see improve. You will use this work in Part C as evidence of how the student has (or has not) made progress during the semester.
WEEKLY NOTES REQUIRED. In these notes, comment on such items as:
· What you worked on today with the student. If you observed only, describe and explain what you saw and heard.
· In what area(s) is the student struggling? Why do you think this area is difficult for him/her?
· In what area(s) is the student participating and improving? Why do you think he/she is improving?
· What did you learn about the student today? (e.g., learning style, how he/she approaches a task or expresses frustration or persistence.)
· What did you learn about yourself today?
Select 3 examples of the student’s work in the learning area (objective or skill) that you have been working on with the student. Arrange them in chronological order and examine them along with your journal entries. Answer the following question:
Analysis of 3 student work samples:
· In what area(s) were you hoping to see an improvement in the student’s learning?
· What improvements have you seen? What is still a challenge for the student? Attach 3 work samples and refer to specific aspects of them to illustrate the changes you have seen.
· How has the student responded to your attention? What attitudinal changes have you seen in the student during your time with him/her?
· After working with this student, what insights do you have about the teaching and learning process? Include insights about the student, your own way of working with the student, the instruction in the classroom, and how students learn in this area (skill or objective).
· How does the classroom environment (e.g., the teacher, the students, or the instruction) impact this particular student’s learning? What might help this student improve?
· What were you attitudes towards this project and toward the student? How have your attitudes changed or stayed the same?
ASSIGNMENT #3
REFLECTIVE ANALYSIS OF STUDENT LEARNING
Please include in your report:
Part A: Initial Description of Student and Learning Goals
Part B: Understanding the Learner: Weekly Notes
Part C: Technical and Critical Analysis of Student Learning (Include 3 Samples of Student Work)
Please review the grading rubric and assess your report so that you will be turning in your best work.
Assignment #3: REFLECTIVE ANALYSIS OF STUDENT LEARNING
Please take notes each time you work with your student. You are required to include these notes for Assignment #3. Duplicate this sheet as needed.
Date/Time Topic/Concepts Taught, Comments regarding student difficulties and
What we did today (e.g., improvements, as well as what you learned
Activity) about the student and yourself. (See questions
In Part B of directions.
REFLECTIVE ANALYSIS OF STUDENT LEARNING
ITEM
EXCELLENT
ACCEPTABLE
UNACCEPTABLE
Description of Student Learning Goals
Specific goals related
Student’s needs
Specific goals
Goals vague or missing
Understanding the Learner
Reflective Analysis
Specific and relevant analysis of many factors which may be impacting student
Some analysis of factors which may be impacting student learning
Broad generalizations of stereotypes about the student
Few insights into what makes the student “tick”
Student Work Samples
Three or more student work samples on topic being taught
Three work samples or samples of different content
No student work included
Field Experience Notes
Detailed notes of each visit
Some notes for each visit
Incomplete notes or notes of some visits missing
Grammar, Usage, and Mechanics (G.U.M.)
Report is typed using correct g.u.m. consistently. Report is submitted on time
Presence of few g.u.m. inaccuracies, mistakes
Report is submitted on time
Presence of several g.u.m. mistakes, Report is late, or not submitted