Learning Logs and Due Dates

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Spring 2004 LEARNING LOGS
Process and structure adapted from Maryellen Weimer’s Learner-Centered Teaching (2002)

These assignments encourage students to explore how the Block content relates to their understanding of the teaching and learning processes. Each entry is written in response to a series of questions. Entries must be word-processed and should be 1-2 double spaced pages. Entries are due on the dates specified in the course calendar. You may prepare all, one, or some of the entries. However, once a due date is past, those entries may not be submitted. Entries are graded using the following criteria: 1) their completeness, meaning all the questions for a particular entry are addressed; 2) the level of insight and reflection (evidence of thoughtful responses); 3) the support provided for the observations and conclusions; and 4) the extent to which relevant course content (from texts and class discussions) is integrated in the entries. There are 10 points possible per individual entry.
Entry # 1 ---REQUIRED There are many adults who assume that the views of adolescents are limited, self-centered, and naïve. In actuality, adolescents often have "fresh" ways of looking at their worlds. We secondary teachers have the opportunity to create "arenas" in which our students can share their views-find their voices-AND we can respond in affirming, adult ways. We don't have to search out errors or only correct their grammar. Imagine that you are a high school teacher. You have just received Ginger's letter in response to her reading The Giver. She may be writing to you because you made the reading assignment. Or perhaps you are a teacher or coach she respects, and/or she trusts that you will "listen" to her thoughts about this disturbing book she just read. Write a letter to Ginger. Craft your response to her observations, her values, her concerns. This should be a final, finished letter that reflects your personal and professional "best judgment." *This is a required entry that should be ready for class on Monday, January 19.*
Entry # 2 – Write about your participation in college courses. How much do you participate and in what ways? What do you see as your strengths as a group member? Is your typical participation style as much as you’d like to contribute in Level II Education courses? If it is not, what keeps you from saying more in class? Why might participation be important in preparing to be a teacher? Due Friday, January 23.
Entry # 3 -- Develop a “professional development” (PD) plan for the Block, indicating which assignments you plan to complete. Why have you selected these options? What do you think your choices indicate about your learning preferences? What final grade are you aiming for and why? Why do you think a teacher would give students a choice about assignments? How do you think this strategy will affect your performance in the Block? Due Friday, January 30.
Entry # 4 -- In light of the material we’ve discussed in class and what you have read in your texts (Lowry, Given, and Brandt), what do you believe are “developmentally appropriate characteristics that need to be considered by teachers of adolescents? (cognitive, emotional, physical, and social) Which of these have you specifically seen in your field placement classroom. How does your mentor teacher address these “needs.” Do you have some further ways you might respond as the teacher? Due Friday, February 6.
Entry # 5 -- Visit a large bookstore (Readers’ World, Barnes & Noble, Borders, Schulers). Browse in the magazine and book sections related to your content area. What do you find available (categories, specific foci)? How would you characterize the reading challenges? What are the elements that intrigue or motivate readers to be life-long learners? Now visit the “teen” magazine and book sections. What is available to adolescent readers? How would you characterize these “sources of information?” As a teacher, how might you build bridges between these two areas of reading-to-learn? Due Friday, February 13.
Entry # 6 -- Think about your experiences working in groups. What made those group experiences effective? Ineffective? What responsibilities do individuals have when they participate in groups? What roles have you typically taken in college cooperative projects? Is there anything more you could do to ensure success in and satisfaction from the completion of group projects? Why do you think this may be important in the professional practice of a teacher? Due Friday, February 20.
Entry # 7 -- (To be completed ONLY if you’ve written entry #3.) Take stock of how you are doing in the Block so far. Revisit your PD plan in entry #3, and discuss any changes you plan to make. Is the Block structure and grading system having any impact on your learning? Include some examples to illustrate the impact you have described. Due Friday, February 27.
Entry # 8 -- Imagine that you are about to teach a concept or skill in your content area that you believe is ESSENTIAL for your students to know or be able to do. What is it? Why do you believe this? What will you need to know as you plan your lesson? What do you believe may be the key points that will influence adolescents? How do you propose to teach this concept/skill? Due Friday, March 5.
Entry # 9 -- What is on your mind? Due Monday, March 22.
Entry #10 -- After reading Garmston & Wellman’s guide on how to make presentations, what have you discovered about your own strengths? Be specific. What ideas in the text might help you overcome anxiety or limitations that you have experienced in past presentations? Set some goals for new behaviors you will try when you present in your Teaching Seminar. Due Friday, March 26.
Entry #11 -- (To be completed ONLY if you’ve written entry #10.) So, how did it go? Using the Teaching Seminar critique form, assess your presentation. In what ways did you address your goals set in Entry 10? SUBMIT THE COMPLETED CRITIQUE FORM WITH THIS ENTRY. Due the next class session following your Teaching Seminar presentation.
Entry #12 -- Reflect on your observations in your field placement classroom. Describe the times you have observed your mentor utilizing literacy strategies to engage adolescents in meaningful learning. Were there many missed opportunities? If so, what strategy(s) would you suggest using and explain why. Due Friday, April 9.
Entry #13 -- What discoveries have you made from the OPTIONS Inventory? What descriptors are affirmations of what you know about yourself? What was new information? Did you have any “ah-ha’s”? Give specific examples of self-discoveries that help you understand your potential as a teacher. Due Friday, April 16.
Entry #14 -- Submit this entry the last day of class in a sealed envelope with your name on the envelope. I will record 10 points upon receiving the envelope. I will read the contents after I have submitted final grades.
	Over the summer a friend emails that she has signed up for this Block in the fall. She asks you what she needs to do in order to do well in the course. What would you tell her? Telling her to drop the course and get into another section is fine, so long as you tell her why. On the other hand, you might share with her what you would do differently if you were taking the course again. If you’ve done well in the course, to what would you attribute your success? What important things, if any, have you learned?
Due Friday, April 23.