Blog #8 DLU Preparation and Presentations

As you create your DLU and all the components you need to prepare for (a realistic dose of what your teaching life will be like!), address each of these questions, if you can:

1. How have you made your Unit cohesive? In other words, have you made your unit fluid, do all your lessons go together well, and have you covered your unit well? If you haven't Googled your unit topic to see what practicing teachers included in theirs, do that now!

2. While choosing your three lessons, are you keeping in mind how to make your lessons fun, engaging, and relevant to kids? i.e. Will your kids be "active" and not just passively listening? Explain.

3. In preparing to present your findings, your job is to simply share your Intro, Outline, and Unit Rubric, then to do a mini-teaching of one of your lessons. What are you planning to teach and WHY?

4. Every one of us will be preparing to ask a question relevant to our own interests, so be prepared to respond to these. What is the value in adding this component to your presentations?

5. Share any other thoughts, concerns, questions you have in getting ready to present your DLU! I answered quite a few when I met with most of you this week, but your peers will have additional insights I didn't!

Post by Sunday, Nov. 1 and respond by class time on Wednesday, Nov. 4th. 

Blog #7 Backward Design and the Diverse Learner Unit

What is the value of Backward Design, what are the drawbacks, and how do you think Backward Design can play a role in your future classroom? Be sure you can make a connection between what you are learning and how you will use it in your future classes. Consult the article "Principles of Backward Design" on Moodle if you feel you need to refer to it. Blog by Sunday, Oct. 18 and respond to group mates by class time Wednesday, Oct. 21st. Remember that posting and responding on time are crucial to authentic interactions, since this is a Writing Intensive class, so stay timely with Blogs! :-)    

Blog #6 Gallery Walk and Peer Assessments

How can doing a Gallery Walk of any kind (and the preparing to do one) meet the needs of more learners than a simple "read and write about it" activity? How is it more inclusive? Or can you make an argument that it might be less inclusive for some? Be specific! Blog by class Wednesday, Oct. 14 and respond to your group by class on Sunday, Oct. 18 (note the change because I've posted late).