Welcome to MIT!

1. Welcome to MIT! Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats - Irish poet, dramatist and writer

2. Welcome to MIT! TEED 510 – Fall 2013

3. About the Instructors CharissePitre Cowan, Ph.D. Loyola Hall Room 315 Office Hours by Appointment (206) 296-5773 office; cowan@seattleu.edu Mark Roddy, Ph.D. Loyola Hall Room 310 Office Hours by Appointment (206) 296-5765 office; mroddy@seattleu.edu

4. Why Teach? • In groups of 3 answer the following: “Why do you want to become a teacher?”

5. A Peek Inside Schools……. • Think about whether any of your reasons for teaching are reflected in the following school clips.

6. Overview of the Day • Course Introduction and Rationale • Group Building • Education for the 21st Century

7. Why MIT/why this program? • Consider each of the position statements on how to best educate/prepare teachers (an ongoing education debate). Part I. Select 1 position that represents your own thinking; stand by that position. Part II. Stay tuned; directions to follow.

8. MIT Organizing Theme The MIT Program is built on a conceptual framework, which states that a teacher is an ethical, knowledgeable and reflective decision-maker who can teach all students to function effectively in a global and pluralistic society.

9. Program Design • Integrative and sequential • Major themes: social responsibility, personalization, community, equity, and reflection • Faculty model collaborative learning, research-based strategies, and variety in instructional delivery • Guiding beliefs and assumptions

10. Enjoy Break!

11. TEED 510 – Overview/Syllabus • Introductory course/seminar providing the prospective teacher with a foundation for understanding schools and schooling within American society. • Syllabus • Themes for the week (overview)

12. Group Building Activity • Winter Survival Exercise • Task Overview • Introduction • Group Roles (1 Observer)

13. Lunch…… • Enjoy Lunch!

14. Welcome Back! • Afternoon at a glance: • Survival exercise closure • Introductions to the group (6 today) • Future of Education

15. Your turn to share…. • Introductions

16. Survival Activity (con’t)

17. Stuff you have: 1. Cigarette lighter 2. Ball of steel wool 3. Extra shirt and pants 4. Family-size chocolate bar 5. Can of shortening 6. Flashlight 7. Rope 8. Newspaper

18. More stuff: 9. .45 caliber pistol 10. Knife 11. Compress kit 12. Ski poles 13. Quart of whiskey 14. Sectional air map made of plastic 15. Compass

19. Survival Effectiveness Scoring • 35 or less: Excellent job—all survive! • 36-50: All survive but with severe frostbite • 51-65: Outlook is bleak • 66 and above: Abandon all hope

20. Survival Exercise Closure • Training of Civil Air Patrol • Ranking of survival items – experienced survival training expert, U.S. Army and wilderness survival training programs • Rationale • Group process; observer reflections

21. Survival Exercise Objectives To share ideas as a group; To encourage others to share ideas; To listen carefully to each other; To increase awareness of group skills; To evaluate your functioning as a group. Do you see some connections to teaching learning?

22. Future of Education • Teaching in a Global Context

23. Group Discussion • Emergent themes from Nobelity video • Connection to Partnership for 21st Century Skills reading • General responses/reactions to “21st Century Skills” reading and video clip • Ideas challenged? extended? re-affirmed?

24. Think back to the video…. • What did we see that connects to change?

25. Wrap Up • Comments, reflection, feedback • Tomorrow— Technology & Culture of Schools • Readings to review: • Wagner, T. Making the Grade, Ch. 1 “How has the world changed for children?” • Edutopia Technology Article Assignment due: One page reflection paper connecting Wagner’s Ch.1 to Nobelity video

26. Welcome! “A teacher affects eternity; he can never tell, where his influence stops.” -Henry Brooks Adams, American writer, 1838-1918

27. Welcome! Overview of the Day: Morning: “Technology and School” Jim Dunnigan,Seattle Public Schools Afternoon: Culture of Schools: What Makes a Good School? MIT Grad Panel

28. Technology in Schools Guest Speaker Welcome Jim Dunnigan – MIT grad and School Tech Guy Extraordinaire!

30. Enjoy Lunch!

31. Culture of Schools • Reflect on what Wagner wrote as you view the video clip. • In what ways do ideas in the video intersect with Wagner?

32. Integrating Ways of Knowing • Group reflection (discussion in fours): 1. Consider the video and Wagner’s discussion of “How the world has changed for children (Ch.1).” • Issues raised? Your thoughts, reaction, response to these issues? 2. Create a graphic representation of at least one important idea discussed in group.

33. Wrap-Up, Notes, Reminders • Review of the last two days; reflection in pairs — What stood out as helpful? What did you learn? Suggestions? • Readings to Review for Wednesday: “The Silenced Dialogue”- Delpit National Survey Climate – GLSEN “How to interrupt oppressive…” – McClintock “A Different Mirror” - Takaki

34. Welcome MIT Grads!

35. Welcome! Today: Cultural Context of Schooling Multiculturalism in School

36. Overview of the Day • Guest Speaker – Dr. Nina Valerio, Associate Professor, MIT Program (Lunch) • Multicultural Book Exchange • Storytelling – “Personal Knowledge”

37. Welcome Dr. Valerio!

38. Enjoy Lunch!

39. Multicultural “Book Exchange” Part I. Sharing in Same Book Groups (25 min) • Select a facilitator and timekeeper • Share quotes or segments of the book that were most meaningful • Discuss major message(s) of the book. • Discuss connections the book might have for your future role as teachers.

40. Book Exchange (con’t) • Part II. Re-group with people who read different books (25 min) • Share from each book your original group’s consensus on questions 3 & 4. • Major message/s • Connections to future roles as teachers

41. Enjoy Break!

42. Ways of Knowing: Exploring “Personal Knowledge” Telling Your Own Story (small group activity) • Share a story from your life about a significant experience you had relating to multiculturalism, diversity, or in which you were a member of a dominant culture and it had a significant meaning. 1. Reflect individually (5 minutes) 2. Share in small groups

43. Day 3 Wrap-Up • Review of the day individually: • What are you feeling right now? • Highlights from today? • Feedback on 3X5 cards • Tomorrow (Exceptionality, Equity, School Reform): • 1 page letter to the editor (case for change & action/s) • Readings to review: • Making the Grade - Wagner • “Profoundly Multicultural Questions” – Nieto • Learning Disabilities and Life Stories (select chs.) • “Funding Gap” – Education Trust

44. Welcome! Today: Exceptionality and Special Needs Equity of School Finance/Making the Grade

45. Overview MORNING--- • Program Overview/Schedule for Year • Break • Individual Response---Life Stories/Exceptionalities • Discussion - exceptionalities readings (Lunch)

46. AFTERNOON---- “Unequal Education” in Public Education, Kozol Independent opportunity/group Break--- “Inspired and Inspiring” Teachers

47. Exploring Exceptionalities • Part I. Creative, individual response to exceptionalities readings (40 minutes) • Graphic representation • Poem • Collection of symbols • Others • Part II. Group discussion of “creative works” related to ideas, concepts, and future teaching applications(!!) from readings. • What was important from the readings?

48. Talking Points (Rodis) • Impact of diagnosed learning differences on psychological, emotional, social (pervasive sense of incompetence). • Diagnostic labels—liberating or stigmatizing? • Nature of supports needed for individuals with learning differences (during different life-periods)?

49. Acceptance of the different ways groups of learners tend to think--how important? Classroom/school levels? • Individuals with diagnosed learning disabilities and those without diagnosable learning difficulties? • Protection from past personal failure impacting one’s future sense of self.

50. “It is as outrageous that a child who has a learning disability would not have other arenas for the intense experience of personal mastery and accomplishment as it would be to deprive a good reader who is a poor athlete from the arena of language arts.”