[This assignment has a weight of 3x; it accounts for 1/4 of your grade in class].
Throughout the semester, we will engage in many small group discussions and a variety other types of learning experiences. While I will lead many, so you will have opportunities to design and lead experiences as well.
The ED503 class is divided into learning circles (LCs) responsible for planning and engaging the whole class in a meaningful learning experience, a lesson (
~45 ~40 minutes) based on the assigned reading(s) for that week. Assigned readings are posted on the course Calendar tab as well as on the Learning Experiences reading tab.
Prior to teaching their first lesson, each LC is required to meet with me (Dr. Shutkin) outside of class for approximately one (1) hour.
Readings have been be assigned from the selection of the eReadings. The schedule for these discussions can be found by following the LC Schedule tab or the under the Calendar tab of the ED503 course website.
This project has three phases, your responsibilities include
- prior to class |
- read and discuss the assigned reading,
- meet and discuss with Dr. Shutkin,
- plan and develop your lesson.
- during class | engage our class in the lesson you developed.
- after class | write a brief essay (~ 750 words) and post it to your blog
- about the assigned reading,
- about the lesson.
Learning Experience (Lx) BlogPost
Learning Experience Blog Post essays are due at midnight on the Friday following your classroom learning experience. (~ 750 words)
Elements to address in your Learning Experience BlogPost in four (4) parts
Following the learning experience (lesson) you taught with your LC, and to earn credit for your work, each LC member writes a first person narrative essay (~750 words, about three (3) pages).
Part I | About the assigned reading discuss (not necessarily in this order):
- How your lived experience connects with or raises questions about a theme(s) that you’ve identified from the reading,
- Main themes developed by the author,
- How the author uses evidence, such as lived experience, references, and numerical data,
- Political, cultural and/or ideological perspective of the author,
- Your reflections, beliefs, or criticisms regarding the reading such as the implications for schooling and/or the field of education.
Part 2 | About the lesson that your LC planned and taught (not necessarily in this order)
- What themes from the reading your LC chose to emphasize in the lesson and why,
- What your LC wanted your students to learn (lesson objectives),
- Your contributions to the planning of the lesson,
- Your responsibilities teaching the lesson.
Part 3 | References consulted for the lesson and/or blog post.
Part 4 | Links to shared material such as a Google Slide.
Your contribution to the development and staging of your class lessons will be assessed using the Learning Experience Assessment Rubrics.
Designing & Leading Learning Experiences
Below please find links to a few websites with pedagogical ideas and tools to consider as you design and plan your learning experiences.
- Teaching ideas from Facing History
- The Teacher Toolkit! | Engaging techniques for effective teaching
- Activators and Summarizers – Kathy Schrock’s Guide to Everything
- Group work and teamwork
- Discussion-based teaching
- Preparing For Discussion
- Instructional Strategies – Teaching Excellence & Educational Excellence