LanceY1


 * 1) Portfolio presentations: what are they, when are they, require students to attend (go as part of class when class is in afternoon). I put a paper copy of last semester's schedule in your box if that helps (or it might overwhelm, in which case toss it)
 * 2)  about the philosophy paper concept; key assessment; TK20. on top of that, it needs to be revisited--new prompts? one about diversity? match up with SED 125 prompts? We agreed we would both do a philosophy "statement" which is shorter and more concise. I put copies of the prompts used in the past in our two classes, you're going to help think of new prompt(s) as needed, especially 1 related to diversity.
 * 3) [|Diversity Conference] ([|Symposium] in spring)--require attendance with alternate assignment if it's not on a class day; here's my assignment for Symposium and here's the one for Diversity Conference. They look very similar but that's okay because they always happen in different semesters, so no one student will ever do both assignments. You have my permission to use as much or as little (or none) of these as you'd like.
 * 4) mentoring--you've Pauline, soon you'll meet Jan. They do a fabulous job at orientation, we don't have to do much at all. I will run off the copies of the handbook and the walking directions. Everything I have related to mentoring is on the wiki page linked (click on "mentoring" at the beginning of this section 4) including my "alternative project," a copy of the handbook (which I will update with your info and send to both you and Pauline and Jan for final proofing), links to the district and school Web sites, and much more.
 * 5) Here's the only digital versions of the IRB application and informed consent forms that I have (it's the copies where I made edits and sent them back to Tiana) so we have a starting place: [[file:IRB mentor projectTLO.doc]] [[file:Informed Consent UMFTLO.docx]]
 * 6) I will make new Google Docs for mentor logs and put them here:
 * 7) Section 1 log (link for students to fill out an entry)
 * 8) Section 2 log (link for students to fill out an entry)
 * 9) Section 1 log--link where you can go read their entries
 * 10) Section 2 log--link where you can go read their entries
 * 11) Here are the current surveys, hopefully you can look them over and we can update them/improve them with fewer questions/ better questions/ new questions
 * 12) [|mid-semester (end of first quarter) survey]
 * 13) [|post (end of second quarter) survey]
 * 14) Contextual Factors Analysis--what is it; how can we make it relevant to our students--what could the assignment look like? something at the beginning and end--research your high school's district and compare to MMBS at beginning of semester, reflect on how it did or could have helped inform your teaching at end? make reflection part of the survey? I will work on designing this and getting back to you. I'm very excited to include this in both of our classes at the beginning of the semester (and some kind of reflective follow up at the end of the semester?)

Still to talk about at some point:
 * 1) 221 classroom management / behavior management is in 361? when students create table of contents for their CM textbook maybe you and I can look it over and you tell me what's going to be covered in 361? (third week of semester)

__What do I cover in EDU 101?__ __Here's the link to the syllabus__ I use the text: //[|The Joy of Teaching]// by Gene Hall, Linda Quinn, and Donna Gollnick. I can't cover it all, so the chapters the students are assigned are below and the link leads to the assignment that corresponds with each one. On the assignment page where it says "Posting title" you will see the name of the chapter. Between the two (the name of the chapter and the assignment description), you'll probably get a good feel for what is covered. The essential questions for my course are:
 * 1) Chapter 1
 * 2) Chapter 2
 * 3) Chapter 3
 * 4) Chapter 4
 * 5) Chapter 5
 * 6) Chapter 6
 * 7) Chapter 7
 * 8) Chapter 13
 * 9) Chapter 14
 * How do I become a teacher?
 * How can I be successful at UMF?
 * How can diversity in the classroom help me be a better teacher?
 * Which theories and historical influences should most impact the schools we'd like to have?
 * How do I start thinking like a teacher (instead of as a student)?