EDU221ClassroomManagementPresentation

toc = Under Construction for Fall 2016...see = New Teacher Tool Kit Presentations = = =Project Description= You and your teammate(s) will write a chapter in the class's Classroom Management Textbook and give a lesson to the class to teach your chapter's content. The class will brainstorm a desired "table of contents". . . a list of "everything you wish you knew about classroom management". . . and then divide the topics into meaningful and similarly-sized "chapters." You and your teammate(s) will be assigned a chapter to research, write, and present. You will use scholarly journals, textbooks, credible Internet sites, interviews with education experts, and other valid resources for your research.

=Textbook Chapter=
 * Your team will create a digital textbook of the good information you found. The product file will be in e-book format. Be sure all team members have copies of the final product file and the final project file.
 * Do not duplicate information already presented in any Practicum classes (Beth's field seminars, Dr. Grace's classes, Dr. Theresa's classes). However, you can include new applications or extensions of learnings from Practicum classes (build on or expand on the information).
 * Your sources must include:
 * at least two print sources per teammate (journals, professional publications, textbooks (but not the ones required for any portion of EDU 221) . . . )
 * at least two credible Internet sources per teammate

Your digital textbook chapter will be evaluated using the rubric below: You are required to cite good references for your chapter to meet proficient expectations. In the outstanding category, you are expected to hyperlink to rich resources. These are two different expectations. This hyperlinked wiki page gives some examples to try and help demonstrate the differences.

=Interview= Each team member will interview at least one educational expert that you respect/admire. The interview can be in person, via email, using Skype. . . whatever works for you and your interviewee. Ask questions about his/her experience and advice related to one, several, or all of the topics in your chapter. The results of that interview should be included in your digital textbook chapter and/or your team presentation, if appropriate. It's okay, though, if the results of your interview end up not being in either your textbook or your presentation...sometimes it just doesn't work out. Each team member will fill out the [|Interview Report,] which consists of just a few questions about your interview and how helpful it was or wasn't.

=Presentation/Lesson= After you've written the chapter and interviewed at least one expert, you are now considered content experts on the topics you wrote about. You are going to present a lesson/presentation to the class and teach your colleagues the content. (Somehow, when we teach adults, we call it a presentation and when we teach young adults and children, we call it a lesson....either way, it should be good teaching.) Lessons should be engaging as well as informative. Your lesson presentation should cause your colleagues to think about your topics utilizing higher order thinking skills of synthesis, analysis, and evaluation. Use what you know about effective teaching and learning (W.H.E.R.E.T.O., etc.) to make this good. DO NOT LECTURE!

Do not assume any common experience among your students except what has been previously discussed or covered in this class, Dr. Grace's class or in Beth's seminar.

You must incorporate the use of technology (either by the students and/or by the teachers) into your lesson and you must keep your "students" engaged in the learning. Just having a bunch of entertaining activities may keep folks interested in what you're doing but are they learning the content from your chapter? Substitution or Augmentation usage of technology in your presentation can be good, Modification or Redefinition on SAMR usage is usually even more effective.

Transitions can make or break a lesson. Use this presentation as a time to really look at and think about transitions. A variety of resources related to transitions has been gathered by Dr. Theresa. If you find more, please share.

Because you've written a great chapter on your content, it is expected that you will have students interact with at least some portions of your work as part of the learning.

You should plan 15 to 45 minutes of "homework" that will inform your presentation. It could be that you have them read your chapter (isn't that what you would typically do in your content area class?). The homework could be a formative assessment (either pre or post), a common reading, a video to watch, or anything else you deem appropriate to your topic. Homework can be before or after your presentation. You must give students at least 48 hours notice (so if you assign it as part of your presentation, it can't be due for at least 48 hours). You may communicate the homework to students via whatever format is most appropriate/convenient (FaceBook, email, text message . . . ) but you must also post it on the class wiki at least 48 hours in advance of when it's due as well.

=Expectations for Presentation= Rubric:

Observation Tool:

=Presentation Planning= Your team will need to plan in advance and plan well. You will turn your planning document in as an assignment prior to your presentation.

=Resources=

Differences between good resources and hyperlinked additional resources
You are required to cite good references for your chapter to meet proficient expectations. In the outstanding category, you are expected to hyperlink to rich resources. These are two different expectations. This hyperlinked wiki page gives some examples to try and help demonstrate the differences between good references and rich additional resources.

Levels of Engagement and Technology Usage in your Presentation
Some sample presentation scenarios are presented on the linked wiki page along with some food for thought that could help you design your presentation.

Transitions in your Presentation
Smooth and efficient transitions can make or break a good lesson.

=Standards= For textbook chapter: Maine Common Core Teaching Standards 1, 2, 3, 7, 8, 11.1d, 11.3b, 11.3d, and 11.5d For presentation: Maine Common Core Teaching Standards 1, 2, 3, 7, 8, 10, 11.1d, 11.3b, 11.3c, and 11.5d