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WELCOME TO ED. 353/354

Common DISCUSSION BOARD

SHARED INQUIRY

*1*Make ONE entry on the Discussion Board each week, or participate in a SHARED INQUIRY Team, related to your course work.

Field Experience at the ALL School, Woodland and Claremont St.:
1. Be sure you have a CORI on file with Worcester State's Ed. Department.
2. Fill out a "Pre-Practicum Request" form you get from the Education Office (G228), and turn it in to Ms. Nancy Jo Caplan, Director of Field Work, also in G228.
3. Check back at the office within a week to see that your placement has been confirmed.

Field Ex. for ED 353/4

*1*Page of Helps for 353/4 Field Experience

This is a distance learning course of subject-specific course work. Required links in the courses and for the Certification Competencies listed below are marked with *1*. At regular intervals, you will be asked to share findings from web work and field experience on your discussion board.

For those of you preparing to teach English, Social Studies/History, Math, Sciences, Spanish, P.E./Health, or Middle School, you will concentrate your work on a subject specific online course. For this, click on the appropriate subject specific on line course below:

    Be sure your work includes these Certification sites, not covered in your individual course:

    Competency VII: Professionalism. The effective teacher:

    a) understands his or her *1*legal and moral responsibilities;
    c) understands the impact of *1*societal problems that can affect student learning negatively and uses appropriate strategies to address such issues.

  1. Teaching & Learning Social Studies More Effectively,

  2. Teaching & Learning English More Effectively,

  3. Teaching & Learning Math More Effectively,

  4. Teaching & Learning Sciences More Effectively

  5. Teaching Spanish More Effectively

  6. Teaching & Learning Health More Effectively

  7. Teaching Phys.Ed. More Effectively

  8. Creating More Effective Middle Schools

  9. Learning To Teach While Teaching

Try to treat links as "buried-treasure sites" and mine the further links to find the rewards in store for you. Resist impulses to rush through sites unreflectively. Those not coming under the subject-specific areas are to see me.

ARE STUDENTS CHANGING?

Marshall McLuhan said, "We shape our tools; thereafter, our tools shape us." Have video and computer games, e-mail and cell phones, MTV and the Internet re-shaped student learning styles? Two articles suggesting such shaping has taken place are

DIGITAL LEARNING: Why Tommorow's Schools Must Learn To Let Go of the Past

and *1*TWITCH SPEED: Reaching Younger Workers Who think Differently.


FOR COMPETENCIES BELOW NOT SURE OF OR NOT COVERED IN YOUR COURSE, YOU MUST FIND AND PRINT RELEVANT SITES FROM:

USING THE INTERNET TO DEVELOP THE COMMON TEACHING COMPETENCIES

You can access this page from any Web-connected computer, any place, any time. It demonstrates numerous pathways to address the 7 Standards and each of the Common Teaching Competencies that are used to assess your Practicum teaching, your Program Portfolio, and which form the basis for Teacher Certification. Use these links to anticipate and begin to explore EFFECTIVE TEACHING.

The Common Teaching Competencies

Dept. of Ed. Regulations 603 CMR 7.11 (1)(a).

Competency I: Subject Matter Knowledge. The effective middle/secondary school teacher demonstrates knowledge of:

a) the subject matter of middle/secondary school education, including literature and the language arts, mathematics, science, social studies, the arts, health and physical education

{Based on the Massachusetts Curriculum Frameworks}

b) the physical, social emotional, intellectual and moral development of adolescents, both with and without special needs;
c) multidisciplinary structures, teaming and interdisciplinary planning;
d) *1*the relationships among the disciplines taught in the middle/secondary school.

Competency II: Communication Skills. The effective teacher:

a) communicates sensitively with language appropriate to students' ages, levels of development, gender, race, and ethnic, linguistic and socioeconomic backgrounds, as well as individual learning styles and needs;
b) interacts with students, families, and colleagues.

Competency III: Instructional Practice. The effective teacher:

a) understands typical and atypical human development and is familiar with principles of curriculum and instruction, including strategies for integrating special education students into regular classroom settings and developing and implementing individualized Educational Plans (IEPs);
b) teaches through diverse modes, including new technologies, reading and language arts as appropriate to age, learning style and developmental stage of the learner;
c) makes curricular content relevant to the experiences of students from diverse racial, socioeconomic, linguistic and cultural backgrounds;
d) organizes and manages a classroom to support the growth and learning of diverse students;
e) uses methods that develop students' academic and social skills;
f) works effectively with families and community sources.

Competency IV: Evaluation. The effective teacher:

a) designs and uses various evaluative procedures to assess student learning;
b) evaluates his or her own teaching behavior, and uses the results to improve student learning.

Competency V: Problem Solving. The effective teacher:

a) thinks critically about teaching and learning;
b) fosters students' creative and analytical thinking skills.

Competency VI: Equity. The effective teacher:

a) deals equitably and responsibly with all learners;
b) understands the impact of western and non-western civilizations on contemporary American culture and uses this knowledge to develop appropriate strategies.

Competency VII: Professionalism. The effective teacher:

a) understands his or her *1*legal and moral responsibilities;
b) learns from experience and supervision;
c) understands the impact of *1*societal problems that can affect student learning negatively and uses appropriate strategies to address such issues.

CHAD OSBORNE
ozpk@earthlink.net

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