ED 200 Week One (Winter 2020) Thursday Class

Hi Everyone,

Welcome to our ED 200 class.

To begin, please take the time to read through the syllabus carefully.

If you are taking this course I presume you are considering becoming a teacher. The more you know about teaching, schooling, educating, students, learning, etc., etc., etc., the better teacher you will eventually be. Learn everything you can. The time you put in now will pay off. Your expertise and knowledge will show in the classroom and in the schools in which you teach. People will want to be close to you just to hear you talk and give advice. You will be thought of as an educational guru, and people will travel from far and wide just to be in your presence. Okay, maybe I am stretching the truth here a bit, but there is a grain of truth in what I say.

As you learn, ensure that you are learning in such a way that you are shaping your own future. Take it upon yourself to learn and remember. Learn in such a way that you begin to mold yourself into a future master teacher. Nobody can do that for you. You have to do that for yourself. When students take classes just to pass a test, soon forgetting what they learned, they have wasted their own time. Don’t let that happen to you. You won’t want that to happen to your students when you become a teacher. Convince yourself of the value of knowledge, and when you are a teacher, you will help convince your own students of that as well.

 

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Part I

Reading One InTASC

InTASC Introduction

This week, let’s consider the first part of the InTasc document

1. Learner development. The teacher understands how students learn and how they develop. Teachers apply this understanding to each student in the context of the student’s cognitive, linguistic, social, emotional, and physical abilities, because they understand that students’ abilities differ. Teachers respect these student differences and leverage differences to allow all students to reach their full potential, focusing on and drawing out their individual strengths. Teachers actively take responsibility for their students’ growth and development, receiving input from and collaborating with families, colleagues, and other professionals. (Matthew Lynch)

Questions:

InTasc seems to be concerned with student development as it seemingly relates to student abilities. What is an ability? What is required to have an ability? Is a cognitive ability different than a physical ability? The previous paragraph also states that teachers respect student differences. What is a ‘student difference’ in terms of ability? What is meant by leveraging differences to allow students to reach their full potential? What type of a classroom environment might be necessary to ensure student differences are taken into account and then leveraged so that each student can reach his or her ‘full potential’? What is “full potential” anyway?

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Part II

Reading Two

TheEarlyCatastrophe

 

The Early Catastrophe

Please Define

planned intervention
cumulative vocabulary growth
developmental trajectory
longitudinal study
socioeconomic status (SES)
correlations
outcome measures
checked and coded
vocabulary growth curve
utterance to be transcribed
the rate of vocabulary growth at age 3 was strongly associated with scores at age 9-10
extrapolate
cumulative experience
intractable
neurologically
cortical development
magnitude of differences

Submission 1

Please submit your definitions to me at the beginning of next Thursday’s class. Thanks.

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Vocabulary development chart

Using Numbers or Excel, create a spreadsheet that demonstrates the projected language development of three different SES groups over a twelve year period. Your spreadsheet must also include a chart that visually represents the differences between the three groups. When you make your chart, do not use the same numbers I used for my chart.

To simplify your calculations create a formula that, for year two, adds 10% to year one. Then use the fill down command to automatically input the formula in each subsequent cell.

Submission 2

**** Please print your spreadsheet and submit it to me at the beginning of next class. Thanks.

Want some step-by-step instructions? Click Here 🙂

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Dispositions

The following video clip talks about Educator Disposition Assessment.

Below the video you will find a form to fill out to see where you rate yourself in terms of dispositions. Please work the the video and the form.

 

 

 

EDA – WOU Educator Disposition Form

Submission 3

When you are finished rating yourself, please write up a short summary to me describing where you place yourself in each category. Tell me your strengths in terms of the stated dispositions and tell me the areas you will work on to ensure you meet the required standards.

**** Please print off your Disposition Summary and give it to me at the beginning of our next class.