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C&I 373: Elementary & Middle School Teaching Practicum III (2015) |
Course Overview & Syllabus
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Practicum III serves as an extension to Practicum I, as students switch from middle school to elementary school settings (or vice versa). During this semester, they continue to grow as teachers and build experience for student teaching. Supervisors will observe two lessons taught by each practicum student and design and lead weekly seminars focused on topics such as classroom management, community engagement, preparation for mandated examinations, and critical reflection and discussion around student experiences at their practicum sites.
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Course highlights
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Thinking Outside the Box: Language Scaffolds for Competitive Cheerleading
After multiple workshop sessions on language scaffolds, we still seemed to struggle to really conceptualize how and why to apply these to practice. Taking a completely different approach to the material, I designed a simulation to show how language scaffolds work by providing students with first hand experience utilizing a discourse completely unfamiliar to them--the world of MHSAA competitive cheer. This material allowed students to see the important role that vocabulary, syntax, and discourse scaffolds can play, as well as the importance of providing students with opportunities to construct understandings and apply them in authentic context during guided practice. Finally, we were able to connect student performance on a follow-up cheerleading assessment based on the types of scaffolds they were differentially provided with. Not only did this simulation help to reinforce the concepts in a meaningful way, but we sure had a lot of fun (or at least I did) working through cheerleading stunts. Go Blue! Or I mean Badgers! |
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Attending Teachology: Shifting Mindsets
This spring workshop built on the skills from Teachology 101, as students worked through peer mentorship sessions to engage in creative redesign of lessons that would make content or pedagogical shifts (though typically both) utilizing technology. Students then explored technology tools to determine which would be most useful for their instructional goals and spent time bringing their designs to life.
This spring workshop built on the skills from Teachology 101, as students worked through peer mentorship sessions to engage in creative redesign of lessons that would make content or pedagogical shifts (though typically both) utilizing technology. Students then explored technology tools to determine which would be most useful for their instructional goals and spent time bringing their designs to life.
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