IdeasEDU101

> http://teachereducation.umf.maine.edu > • creativity > • humor > • organization > • knows the curriculum > • uses student work samples to measure whether or not students are learning the targets- doesn't move on until students understand concepts > • thinks outside the box > • recognizes all students learn in different ways and is prepared to present information in different ways > • strong work ethic > • works and communicates well with others > • asks for help > • confident in themselves > • available for students and parents > • Takes on responsibilities in the school- committees, etc > • Volunteers to go the extra mile > • wants students to succeed > • understands technology and uses it as part of instruction > • room displays shows student work > • builds relationships with students and parents
 * CFA activity
 * teach about TK20: We have added an online set of directions for TK20. Please send your students to the web site:
 * need to add more logical/mathematical activities or alternatives for math & science type people
 * Kevin Lind is VP of SEAM and will gladly talk about SEAM to 101 (or find a rep)
 * use googlechat instead of skype for skypebuddies
 * Use join.me on a day (just to demonstrate it) when I'm going to go back and forth between a lot of pages
 * The Brian Nolan idea . . . consider putting assignments on a Google calendar that students can sync to their own calendar. Use this page from National Middle School Association? Possibly do it at beginning of semester as part of mentoring training. http://www.nmsa.org/publications/webexclusive/assessment/tabid/1120/default.aspx
 * give a choice of turning in philosophy paper OR notebook on one day and the other on the next (if don't do the following:)
 * Everyone turns in their notebook in class at the same time. Cancel a class and set up appointments for students to "interview" with me and I grade their notebook while they wait (like student teacher portfolios). It would take approximately 20 minutes per person so need 7 hours for 1 section of 21 students (14 hours for 2 sections).
 * do a formal survey (maybe even on get to know you cards) of students' experiences more than 50 miles from their HS (live, work, visit, travel, . . . ) or maybe what's the farthest you've ever been?
 * add anti-bullying to attitudinal expectations? no sarcasm? after the humor class activity (which needs to be different from 221's humor class activity)?
 * do something with the 'contextual factors analysis' on MBMS that you got from LeAnne and share it with 101 kids before they go mentor"--both Tiana/Lance and I will do it at the beginning of the semester as part of mentor training
 * introduce Google Docs and use it on synthesis activity for chapter 2
 * create cards with questions for discussion to give to groups who finish early on chapter 2 or chapter 3 activities
 * change mentoring grade to be based on # of weeks and not hours--once a week for all weeks possible; missed one week; missed two weeks; etc. and students need to notify school and mentee or teacher if not attending; create Blackboard columns for mentoring components--survey, log, thoughtfulness of log entries, # of mentoring times based on # of weeks
 * beef up the professional organization wiki process . . . make a WebQuest!!!
 * have philosophy paper due after chapter 7 (before 13 and 14) so that there's time to get them done earlier before their notebook; 1st day check for rubric completed (and in 2nd quarter check for attachment of 1st quarter paper); In 2nd quarter, incorporate Tiana's group edit as homework but not in-class work
 * the list from Brian Miller's (spring 2011) mom of things she (a school principal) looks for in an applicant:
 * • flexibility