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Informationen zum Autor By Colleen Gilrane and Kristin Rearden Klappentext This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next day's evaluation rubric. Zusammenfassung This book describes a successful approach to preservice teacher education that is designed to help prospective teachers develop the habits of mind for teaching for deeper understanding, even as their lived experiences as novice teachers conspire to encourage them to study for the test of the next day’s evaluation rubric. Inhaltsverzeichnis PRELUDE:THE CURRENT STATE OF U. S. TEACHER EVALUATIONSituating Preservice Teacher Education in the ChaosPART I:THE UNDERGRADUATE PRE-INTERNSHIP MINOR Colleen P. GilraneCHAPTER 1:OVERVIEWThe Spring Block: Practicum and Teaching MethodsPlanning the New and Improved Spring BlockGetting Feedback and Fine-TuningDid the Four Essential Questions Fit the Rubrics?Course DesignImplementing the PlanCourse OrganizationModels of Effective Teaching (2 weeks)Who Are My Students? What Do I Want Them to Learn? (2 weeks)Assessment: What Would Count as a Good Job? (2 weeks)What Resources Are Available to Me? How Do I Organize Them to Support Learning? (3 weeks)Designing Your Learning Plans (5 weeks of Workshop Time)Final Evaluation Conferences CHAPTER 2:QUESTION #1: WHO ARE MY STUDENTS?Who Are My Students: Candidates as Colleen's KidsWhat Do My Candidates Care About?What Kinds of Help Do My Candidates Need?Classroom/Course StructuresSpecific StrategiesResponses My Candidates Need From MeHow Do My Candidates Want/Need to Assessed? To Be Taught?Who Are My Students: Candidates Watching Their KidsAddressing Diversity in our Friday ClassesConferences Addressing Diversity During Workshop TimeClass Session Addressing Diversity as a Stand-Alone TopicWho Are My Students: What Did Candidates Learn?List of Readings Used for Diversity Class SessionCHAPTER 3:QUESTION #2: WHAT DO I WANT THEM TO LEARN?Specific Supports for Thinking About ContentClass Session Addressing Content as a Stand-Alone TopicThe Understanding by Design FrameworkWhat Do I Want Them to Learn: What Did Candidates Learn?Connecting Students to ContentThe Process of Identifying Content Worth LearningThe Importance of Depth Over CoverageCHAPTER 4:QUESTION #3: WHAT WOULD COUNT AS EVIDENCE OF LEARNING?Learning About Assessment by Being AssessedFormative Assessment of My CandidatesSummative Assessment of My CandidatesGrades for the Friday portion of 422Friday Class Sessions Devoted to Assessment as a Stand-Alone TopicPerformance AssessmentFormative AssessmentDesigning Assessments for Learning PlansWhat Would Count As Evidence: What Did Candidates Learn?Assessment Beyond Worksheets and TestsBringing a Critical Lens to Current PracticeBringing Student Experiences to Bear on Designing Assessments as TeachersCHAPTER 5:QUESTION #4: HOW DO I GET THERE?Selecting Instructional MaterialsSelecting Personnel Resources and Instructional StrategiesMaking Decisions About Time, Space, Environment, and Pulling It All TogetherHow Do I Get There: What Did Candidates Learn?Expanded Awareness of ResourcesTime as a ResourcePersonnel as ResourcesINTERLUDE: VOICES OF CANDIDATESCHAPTER 6:HANNAH'S REFLECTIONHannah LouderbackTransitioning to InternshipFirst Year Teaching After InternshipTeaching Science: Erosion UnitTeaching Math: Problems with Missing or Extra InformationFinal ReflectionsCHAPTER 7:JESSICA'S REFLECTIONJessica Covington"Understanding" Across Differing Teaching ContextsUsing Knowledge of Students to Set Goals and Evaluate LearningSetting Learning GoalsEvaluating LearningWhat Worked for Me: The W.H.E.R.E.T.O. StrategyWhereHookEquipRethink and Revise...
