EDSS 541

Reading Response # 16


Read all the ITUs from both cohorts. USe the provide rubric to guide your feedback. Make sure your feedback addresses Tasks 1-17 for each ITU. 
RR16: Provide feedback to each team:
PRAISE: Identify what the curriculum authors did well.
QUESTIONS: DESCRIBE what questions came up when you read their curriculum.
POLISH: ARTICULATE specific suggestions for polishing the curriculum.

Reading Reflection 13-15: 
 
Read: The Co-Teaching Resources.
RR13: IDENTIFY what co-teaching approaches were modeled this week.
RR14: DESCRIBE the co-teaching approaches you will use in you ITU (Task 5).
RR15: DESCRIBE in your lesson plans who, what when, how and why in reagards to the co-teaching approaches (Task 7)

Reading Response # 12


Read former ITU Model Projects in first cougar courses module.
IDENTIFY what you can use from the model assignments and then complete task 7-17. PROVIDE an electronic draft of your ITU to both cohorts.
http://missionhillsitu.weebly.com/index.html

After looking at different the ITUs samples I found several things that I might use and/or incorporate in our ITU.  I like the way Orange Glen's ITU broke down the overview of the unit; it was very specific, something I would like to incorporate into our ITU.  Also, Mt. Carmel's had a space for student courses and offered programs, again, this is something I would look up to incorporate into ITU.
I must say that before I looked at these various examples of different ITU, I did not have a clear idea of what we were supposed to do; now, having gone through them I think I have a place to start the project.

Reading Response # 11


Read Differentiation Readings, Partially Completed Strategy Matrix and Strategy Matrix PPT. See below for electronic reading.
RR11: Complete the Strategy Matrix.

 

Reading Response # 10


Read your team member's ITU Cover Sheet Drafts (Task 2).
RR10: Revise your team's Task 2: ITU Cover Sheet. Make sure you use the ITU assignment template and PPT to guide your work.
http://missionhillsitu.weebly.com/theme.html

Reading Response # 9


Locate and read information about your school site (School webpage, School Report Card, School Newspaper, School Handbook (Rules), Parent & Teacher Association Materials...).
RR9: Begin your ethnographic research on your school site to complete your ethnography for EDSS 530 and to complete Task 3 for the ITU.
Community
http://www.smusd.org
Mission Hills High school is located in San Marcos, California, and is approximately 10 minutes from California State University, San Marcos. It is one of the newest high schools in San Diego, and was opened in August, 2004 to accommodate the growing population of San Marcos. Because the school is so close to the college, Mission Hills and the community have a great relationship that encourages students to attend the university.
School
The mission statement of Mission Hills High School is to provide exceptional learning experiences, with high expectations in a supportive environment, in order to meet the academic and social needs of our diverse community. The teaching philosophy is guided by the core values of the school, which include experiential learning, personal growth, ethical behavior, and individual responsibility.
The principal is new to the school this year, but was Principal at the middle school feeder, Woodland Park, for a number of years. NAME?
The school has a strong reputation for high achievement. The school boasts the highest student achievement level of any demographically diverse high school in San Diego County. In 2011, Mission Hills was named a California Distinguished school. Additionally, the school has many unique programs. They include a  Fire Technology Academy, Culinary Arts Academy , Criminal Justice Academy and  Health Academy, which are vocational tracks for students. One of the other strong programs on campus is a class called PLUS (Peer Leaders Uniting Students). This group strives to make all students feel connected to our school, which would include the student body, the faculty, and the staff through running "forums" for students to share their ideas, hopes, fears, dreams, and problems with other students who are going through similar situations.
On this link you will find some of the activities that Mission Hills High School sponsors:
ADD MORE !!!

reading Response # 8


List ideas and resources you can use for your Service Learning and ITU (Task 11)
How will students provide service to the community within this unit?
How is this related to the ITU theme
Who are the people, places and things that are essential for organizing this service learning?
Address the key components outlined in Kayes 2004/11 book, The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action.
What does a “healthy diet” mean to you?  
How is wellness defined in your culture?  
How does nutrition relate to overall health?  
What are some of the factors that influence our food choices?
Resources and ideas: 
*  SMUSD health fair
*   Websites:
*   Spanish...
National Heart and Blood Institute
Activity;  Portion Distortion Interactive quiz.
*  How to read a food label (Spanish/English)
http://www.oldwayspt.org/cómo-leer-la-etiqueta-en-los-alimentos
*  These are some of the some of the community activities that Mission Hills High School sponsors.
  http://www.smusd.org/domain/1550

Reading Response # 7


Identify the key elements and process for Service Learning.
            According to, Cathryn Berger Caye, author of. A Complete Guide to Service Learning,  “Service Learning can be defined in part by what it does for your students.  When Service Learning is used in a structured way that connects classroom content, literature, and skills to community needs, students will:
v    Apply academic, social, and personal skills to improve the community.
v    Make decisions that have real, not hypothetical, results.
v    Grow as individuals, gain respect for peers, and increase civic participation.
v    Experience success no matter their ability level.
v    Gain a deeper understanding of themselves, their community and society.
v    Develop as leaders who take initiative, solve problems, work as team, and demonstrate their abilities while and though helping others.
The process of service learning; the essential and interdependent five stages of successful service learning:
v    Investigation
v    Preparation and planning
v    Action
v    Reflection
v    Demonstration

Reading Response # 6


Watch 2 videos on Youtube: Vision of Students in the 21st Century7 Vision of Teachers in the 21st Century
Reading Reflection:
While watching these videos I could not help but feel a bit intimidated about the important role technology plays in this 21st Century.  Our students are all too familiar about video games, television, computers, blogs Ipods, email, text, IM, etc.  In some instances, like mine, technology is something I have been learning, so you might say it is something fairly new to me.  I'm very excited for the opportunities that technology offers me to incorporate it into my teaching practices.  I know many of my students are visual learners and with the use of technology you can be sure that their learning abilities will only get better. I will use technology to help them learn, create, analyze, apply and THINK.  
As a future educator I will adapt and utilize technology to accommodate the diversity of my learners.  I am a 21st century teacher and learner.
CREATE a Personal Learning Network (PLN).
Gmail account
Twitter
Blog
Grouply

Reading Response # 5

 
As a school team, IDENTIFY a theme for your ITU and SHARE ideas and a draft for a Cover Sheet with your ITU team. 
ITU Team: PE, Biology, and Spanish
Theme: Wellness:  Nutrition, Health and Culture
 

Reading Response # 4


RR4: IDENTIFY what tasks you would be well skilled at leading and contributing to for the ITU assignment.
I’m interested in various tasks but it does not mean I’m skilled at these tasks, but I will contribute to the ITU assignment.
Task 5. Overview of Activities
a. Student-Centered Activities
            May be discipline or interdisciplinary specific.
b. Major Teaching Strategies used 
c. Manner in which students are organized in these
    activities (direct teaching, cooperative learning, dyads, independent study etc.)
d. Specific Resources (People, Places and Things) 
e. Description of how Technology will be integrated in the ITU
f.  Art Component
g. Social Justice and Equity addressed in content, process & product (remember Focus On)
h. Service Learning Component
*Highlight with headings above for easy review.*
Task 7. Task 7: Unit Calendar
& Lessons
Task 9: Art Component
Task 10: Social Justice & Equity
Task 11: Service Learning
Task 12: Student Descriptions 
1. Whole Class Strengths & Needs
 a. Number of students in class
 b. Demographic Information: Ethnicity, Gender, Free and reduced lunch, ELL, Bilingual, IEP, 504, Gifted
 c. Developmental Needs: Readiness, Interests, Learning Profiles (learning styles/dispositions), Affective-Management Strategies & Classroom Learning Environment
   Task 12: Student Descriptions Cont. 
2. Five Individual Students Identity Information
 a. Name (What is the students name?)
 b. Level/Label (What is the level of your English Learner? Or What category does the student qualify for special education services? 13 IDEA categories or 504)
 c. Student Information (Describe student’s grade level, developmental readiness, interests/talents, learning profile, culture, language, SES, family, affect …) 

 

Reading Response # 3


READ Roberts, P. & Kellough, R. (2004). A complete guide to integrated thematic units. Upper Saddle River, NJ: Pearson. 
RR 3: MAKE a list or highlight models & resources to share with your ITU team. Bring hard copy to next class meeting. 
A complete Guide to Integrated Thematic Units   NEED BOOK!!

 Reading response # 2

Activities 7.1 (BKB) Ch. 7 1.
 Your team must decide which sources you will consult prior to selecting an appropriate theme.

 Use this checklist to guide your discussion.

 These are some of the sources we would be utilizing on our ITU:
 World languages standards and/or frameworks for a particular subject. Local curriculum guides and documents. Student textbooks and teacher’s guides for adopted textbooks. Student’s interest and questions. Resources on the Internet.

 2. Working individually brainstorm as many word and phrase associations about the theme from your own discipline as possible and construct a visual web. Wellness: health, nutrition and culture

 3. Share and discuss both the product and process your team used as you developed the initial pieces of the ITU. We got together and started sharing some ideas and deciding what would be the best way to communicate and keep in touch throughout this project. We decided that we would get together
whenever our schedules allowed us to do so. We also have a Google doc to update and add our work. 

Activity 7.2 The next step in this process is to develop your skills in identifying essential questions and in selecting specific resources related to your emerging ITU. Use the ideas you developed in step 2. 

What influences your food choices?
Why do we choose to eat the foods that we do?
What are some of the factors that influence your food choices?
Does culture has anything to with do with your food choices?

 

Reading Response # 1

As a future educator I was required to read and respond to a variety of topics. Reading Reflection 1:

READ the "Focus On" Research-Based Teaching Practices.

The NEA’s Focus On: Closing the Achievement Gap is a group of studies that analyzes 6 different groups in American schools; Within these studies are different strategies to guide us as teachers on how to help and support our students so they can succeed.
1. Asian/Pacific islanders. One of the things I need to do as a future educator is to make sure that I, as well as the rest of my students develop a sense of cultural competency. We need to educate ourselves about the diverse and linguistic backgrounds of ALL students. Also, we need to make a more inclusive curriculum and make the students part of it by teaching them how to examine the gaps and perspectives of what they are learning.

2. African Americans. One thing: make sure I practice the same teaching standards with ALL my students as well as to have the same high expectations for ALL.

3. Latinos/as. The challenging curriculum as well as the academic expectations is not different than that of Asians/Pacific Islanders, African Americans, latinos, LGBTQ, Native Americans, or Girls. This is the reason I would not expect any less of latino/as students. One thing I would make sure of is that whatever I'm teaching them I would always relate it to their real-life experiences. Most of all I would challenge them the same way I would challenge any other of student.

4. LGBTQ. When I read about the LGBTQ there were two words that caught my attention: safe and support. these are two aspects that I would take seriously in my classroom. Students need to know that they are protected, that they are safe and supported in any aspect of their personal life.

5. Native Americans. Again, here the topic of educating and creating culturally and diverse students. One aspect I'm really interested and love the idea is that of making an effort to preserve their native language and build literacy. As a bilingual educator I know the importance of maintaining your L1; I learned that it is easier to learn a second language when you have a complete control of your first language (L1).

6. Girls: Treat ALL students EQUALLY. Use inclusive language, do not make a difference. Regarding of their gender, they all are STUDENTS. Over all, I found many instructional strategies that I would use in my ITU.

By combining the student's cultural diversity and their participation on a community service learning project would only make them better person and more educated students.

No comments:

Post a Comment