Week

Seminar Topic

Seminar Reading Assignment

Clinical Assignment

February 18/20

February 18 Seminar Session 1 from 1:00 - 3:30 p.m. in Reeve Union 227AB Introduction to the importance of teacher example in a Conscious Discipline program (Marla Kopecky, Oshkosh Area School District, guest speaker); small group discussion on meanings of classroom management, behavior management, prevention, intervention, and education strategies.

Small group rooms: 207, 214, and 220

Read chapter 1 in Conscious Discipline; focus on composure principles and skills to teach proper behavior by example; look for examples of prevention, intervention, and education strategies. Bring Conscious Discipline book to seminar.

1. Prepare an activity to introduce yourselves to your students and to learn more about your students.

2. Prepare a rough draft of a letter to introduce yourselves to your students’ families to share with your cooperating teacher. After your cooperating teacher approves your letter, it may be distributed to your students’ families.

3. Observe your class for likes/dislikes, intelligences/strengths, communication skills, behavior, academic performance, subject specific performance, social skills, concerns, and any other pertinent information.

February 25/27

February 25 Seminar Session 2 from 1:00 - 3:30 p.m. in Reeve Union 227AB: Importance of encouragement principles for developing a sense of belonging in a Conscious Discipline program (Marla Kopecky, Oshkosh Area School District, guest speaker); small group discussion of encouragement principles and examples of prevention, intervention, and education strategies.

Small group rooms: 207, 214, and 220

Read chapter 2 in Conscious Discipline; focus on encouragement principles and skills to help all children/youth develop a sense of belonging; look for examples of prevention, intervention, and education strategies. Bring Conscious Discipline book to seminar.

1. Complete class observations for likes/dislikes, intelligences/strengths, communication skills, behavior, academic performance, subject specific performance, social skills, concerns, and any other pertinent information. Prepare a written profile of at least three students with a range of academic, social, and learning needs, but include all students with any special learning and/or language needs.

2. Make arrangements with your cooperating teacher to co-plan and co-teach science, social studies, and/or math with her/him before you teach your own unit.

3. Talk with your cooperating teacher to discover how she/he monitors student learning and communicates assessment to students and families.

4. Find out what technology resources are available and how they could enhance students’ learning in your lessons.

5. Consult with your cooperating teacher to decide on science/math unit topic and benchmarks to be taught March 17-21.

March 4/6

 March 4 Seminar Session 3 from 1:00 - 3:30 p.m. in Reeve Union 202:

Setting limits, offering appropriate choices, and making enforceable statements through Love and Logic (Ms. Jennie Kennedy, Oshkosh Area School District Social Worker, guest speaker); small group discussion of how setting limits, making enforceable statements, and offering choices from Love and Logic and Conscious Discipline can promote a positive classroom climate and a safe learning environment.

Small group rooms: 207, 214, and 220

Read chapter 4 in Conscious Discipline; focus on choices principles which empower children and set limits; look for examples of prevention, intervention, and education strategies. Bring Conscious Discipline book to seminar.

1. Complete written profile of at least three different students, including all those with any special learning and/or language needs. Describe likes/dislikes, intelligences/strengths, communication skills, behavior, academic performance, subject specific performance, social skills, concerns, and any other pertinent information for lesson plans.

2. Make arrangements with your cooperating teacher to co-plan and co-teach science, social studies, and/or math with her/him before you teach your own unit.

3. Complete math interviews to assess students’ thinking in math.

4. Complete a prior knowledge assessment of students’ understanding of the science/math unit concepts and ideas. Use the prior knowledge data to inform your science/math unit lesson plans.

March 11/18

March 11 Seminar Session 4 from 1:00 - 3:30 p.m. in Reeve Union 227BC:

Focus on interventions using Positive Behavioral Interventions and Supports (PBIS) (Mr. Gary Mulry, Appleton Area School District, guest speaker); small group discussion of examples of prevention, intervention, and education strategies in PBIS and Conscious Discipline.

Small group rooms: 207, 214, and 220

Read chapter 3 in Conscious Discipline; focus on assertiveness principles to set limits and expectations for children; look for examples of prevention, intervention, and education strategies. Bring Conscious Discipline book to seminar.

1. Make arrangements with your cooperating teacher to co-plan and co-teach science, social studies, and/or math with her/him before you teach your own unit.

2. Complete math interviews to assess students’ thinking in math.

3. Develop formative assessment strategies for each day’s science/math unit lessons and be ready to modify your lessons based on students’ learning.

4. Plan for meaningful technology integration within your science/math unit lesson plans.

5. Discuss your science/math unit lesson plans with your cooperating teacher.

6. Give a copy of your science/math unit lesson plans to your university supervisor.      

March 17-21

First Full Week of Teaching Science Integrated with Math

March 17-21 Seminar Session 5: Meet at clinical site with university supervisor to review expectations for admission to student teaching stage of the portfolio, classroom management log, and classroom management philosophy.

Carefully read the directions for completing the classroom management log, classroom management philosophy, and admission to student teaching stage of your portfolio. List any questions you have about these assignments and bring to the seminar.

1. Teach science/math unit lessons and assess students’ learning each lesson. Use the assessment data to modify the next day’s lesson. Share assessment data with cooperating teacher.

2. Reflect on your teaching and students’ learning from your science/math unit.

3. Consult with your cooperating teacher to decide on the topic and benchmarks for the social studies, science, and math integrated unit to be taught April 28-May 9. Let methods instructors know the topic and benchmarks for your integrated unit.

March 24-28

UW Oshkosh

Spring Break

None

None

1. Complete classroom management log.

2. Complete classroom management philosophy.

3. Prepare assessment data from science/math unit to share in clinical seminar.

4. Prepare reflections on teaching science/math unit.

April 1/3

April 1 Seminar Session 6 from 1:00 - 3:30 p.m. at location to be announced. Small group discussion and sharing of classroom management logs and classroom management philosophies; share assessment data from science/math unit, how data were used to inform teaching; and describe new insights about teaching from your experience in teaching science/math.

Bring completed classroom management log, classroom management philosophy, student assessment data from science/math unit, and reflections on teaching science/math to seminar.

1. Discuss ideas for integrated social studies, science, and math unit lesson plans with cooperating teacher and university methods instructors.

2. Teach math lessons following the school district’s math curriculum.

April 8/10

April 15/17

None

None

1. Complete a prior knowledge assessment of students’ understanding of the integrated social studies, science, math unit concepts and ideas. Use the prior knowledge data to inform your integrated social studies, science, and math unit lesson plans.

2. Develop formative assessment strategies for each day’s integrated social studies, science, and math unit lessons and be ready to modify your lessons based on students’ learning.

3. Plan for meaningful technology integration within your integrated social studies, science, and math unit lesson plans.

4. Discuss your integrated science, social studies, and math unit lesson plans with your cooperating teacher.

5. Teach math lessons following the school district’s math curriculum.

April 22/24

Oshkosh Schools spring break all week

None

None

Conference with methods instructors about integrated social studies, science, and math unit lesson plans.

April 28-May 9

Second and Third Full Weeks of Teaching Social Studies, Science, and Math

None

None

1. Teach integrated social studies, science, and math unit lessons and assess students’ learning each lesson. Use the assessment data to modify the next day’s lesson.

2. Reflect on your teaching and students’ learning from your integrated social studies, science, and math unit lessons. Share your reflections with your university supervisor.

3. Participate in a final conference with your cooperating teacher and university supervisor. Complete the clinical self-evaluation form in preparation for the conference.

4. Finish your admission to student teaching stage of your portfolio.

May 12-16

Environmental Science Workshop

Individual meetings with university supervisor

None

None

1. Participate in the environmental science workshop.

2. Read and sign your supervisor’s evaluation of your clinical experience.

3. Meet with your university supervisor to share your admission to student teaching stage of the Professional Education Program portfolio.