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Early Fieldwork

Candidates will complete early fieldwork in conjunction with their Foundations and Methods courses. These courses are typically taken in the first 2-3 semesters in the program. The instructors for each course will advise candidates on how many hours to complete as well as methods of completing the early fieldwork. Early Fieldwork hours must be tracked using the Early Fieldwork Experience Log for each course and submitted to the course instructor. 

How many hours do I need to complete? 

The hours will vary by program and course. Please refer to the below charts. 

Multiple Subjects

Multiple Subject

MALT 601/EDUC 501/EDUG 401/EDUT 401

 10 hours

MALT 603/ EDUC 503/EDUG 403/EDUT 403

 5 hours
MALT 605/EDUC 505/EDUG 405/EDUT 405 5 hours
MALT 607/EDUC 507/EDUG 407/EDUT 407 5 hours
MALT 609/EDUC 509/EDUG 409/EDUT 409 5 hours
MALT 611/EDUC 511/EDUG 411/EDUT 411 10 hours

Single Subject

Single Subject

MALT 601/EDUC 501/EDUG 401

 10 hours

MALT 602/ EDUC 502/EDUG 402

 5 hours
MALT 604/EDUC 504/EDUG 404 5 hours
MALT 606/EDUC 506/EDUG 406 5 hours
MALT 608/EDUC 508/EDUG 408 5 hours
MALT 611/EDUC 511/EDUG 411 10 hours

Dual Credential

Dual Credential

Students in the Dual Credential program earning a Multiple Subject or Single Subject Preliminary Teaching Credential and Education Specialist Mild to Moderate Support Needs (MMSN) Preliminary Teaching Credential are required to complete 200 hours of early fieldwork. 

While completing early fieldwork in your general education courses, 60% of the required hours will be completed in a special education setting and 40% of the required hours will be completed in a general education setting. While completing early fieldwork in your education specialist MMSN courses, 80% of the required hours will be completed in a special education setting and 20% of the required hours will be completed in a general education setting. 

Please see the breakdown of required hours by setting and course below.  

Multiple Subject / Education Specialist MMSN

Course Name Hours in a Special Education Setting Hours in a General Education Setting Total Hours
MALT 601/EDUC 501/EDUG 401 30 hours 20 hours 50 hours
MALT 603/EDUC 503/EDUG 403 15 hours 10 hours 25 hours
MALT 607/EDUC 507/EDUG 407 15 hours 10 hours 25 hours
EDSP 610/EDSP 510 20 hours 5 hours 25 hours
EDSP 616/EDSP 516 40 hours 10 hours 50 hours
EDSP 625/EDSP 525 20 hours 5 hours 25 hours

Single Subject / Education Specialist MMSN

Course Name Hours in a Special Education Setting Hours in a General Education Setting Total Hours
MALT 601/EDUC 501/EDUG 401 30 hours 20 hours 50 hours
MALT 602/EDUC 502/EDUG 402 15 hours 10 hours 25 hours
MALT 606/EDUC 506/EDUG 406 15 hours 10 hours 25 hours
EDSP 610/EDSP 510 20 hours 5 hours 25 hours
EDSP 616/EDSP 516 40 hours 10 hours 50 hours
EDSP 625/EDSP 525 20 hours 5 hours 25 hours

 

Education Specialist: Mild to Moderate Support Needs (Summer 2022 start students or after)

Education Specialist - Mild to Moderate Support Needs

Students who started an Education Specialist program in Summer 2022 and after will obtain a Mild to Moderate Support Needs (MMSN) Preliminary Teaching Credential. These students are required to complete 200 hours of early fieldwork.

While completing early fieldwork in your general education courses, 60% of the required hours will be completed in a special education setting and 40% of the required hours will be completed in a general education setting. While completing early fieldwork in your education specialist MMSN courses, 80% of the required hours will be completed in a special education setting and 20% of the required hours will be completed in a general education setting. 

Please see the breakdown of required hours by setting and course below.  

Course Name Hours in a Special Education Setting Hours in a General Education Setting Total Hours
MALT 601/EDUC 501/EDUG 401 30 hours 20 hours 50 hours
MALT 603/EDUC 503/EDUG 403 15 hours 10 hours 25 hours
EDSP 610/EDSP 510 20 hours 5 hours 25 hours
EDSP 616/EDSP 516 40 hours 10 hours 50 hours
MALT 605/EDUC 505/EDUG 405 15 hours 10 hours 25 hours
EDSP 625/EDSP 525 20 hours 5 hours 25 hours

Education Specialist: Mild/Moderate Disabilities (Spring 2022 start students or prior)

Education Specialist - Mild/Moderate Disabilities

Students who started an Education Specialist program in Spring 2022 or prior will obtain a Mild/Moderate Disabilities (M/M) Preliminary Teaching Credential. These students are required to complete 40 hours of early fieldwork.

MALT 601/EDUC 501/EDUG 401 10 hours
MALT 603/EDUC 503/EDUG 403 5 hours
EDSP 610/EDSP 510 10 hours
EDSP 616/EDSP 516 5 hours
MALT 605/EDUC 506/EDUG 405 5 hours
EDSP 625/EDSP 525 5 hours

 

How do I complete early fieldwork? 

Course instructors will provide guidance on how to complete early fieldwork hours. Each district has different policies on how to reach out to complete early fieldwork at their school site. Please follow all district policies when at the school site. 

Some districts have provided information on their Early Fieldwork Opportunities that you can read about here. However, you are not limited to the districts listed in this document. 

 

Where do I submit early fieldwork? 

Document hours on the Early Fieldwork Experience Log then submit the form to your course instructor.

 

Fieldwork Activities & Resources

Candidates should discuss their early fieldwork options with their courses instructors as each course has different early fieldwork hour activities and assignments. 

If logging virtual hours on the Early Fieldwork Log, input the following info:

  • "Online" for Site Name
  • "N/A" for District
  • "Your instructor's name/email" for Contact

 

EDUG 401, EDUC 501, MALT 601, EDUT 401

EDUG 401, EDUC 501, MALT 601, EDUT 401 

Early fieldwork experience hours for this course include the following:

Classroom Observation Choices (visit any one of the following)

  1. Classroom with students from diverse racial, minority, multilingual or LGBTQ backgrounds

  2. Classroom with special needs students, e.g., Autism, learning/speech/hearing disorders

  3. Classroom with economically disadvantaged students, e.g., 80% free reduced lunch

  4. Observe alternative classrooms with approval from Professor

Museum or Organization Visit Choices (visit any one of the following)

  1. Museum of Tolerance
  2. San Diego Museum of Man
  3. Orange County's Bowers Museum
  4. Riverside Office of Homeless Solutions
  5. Riverside Center for Social Justice and Liberties
  6. California African American Museum
  7. Our House Youth Shelter, Redlands
  8. Inland Temporary Homes / Housing Solutions
  9. Visit alternative locations with approval from Professor

 

Technology-enabled Alternative Assignments
  • View videos and listen to podcasts related to systemic issues in education, the history of education, and voices from the field - provided in column to the right (equivalent to 10 hours of early fieldwork experience)
  • Assignment: Students will write a paper in which they reflect on what they’ve learned from the videos and podcasts, drawing connections to what they’ve learned in the course. The content of the paper should also address the following:
    • Continuity: Brief history of what has remained the same in education (25 points)
    • Change: Brief history of what has changed in education (25 points)
    • Their perspective of the challenges we face  (25 points)
    • Their perspective on where we should head next (25 points)

 

Resource links for Alternative MALT 601 Technology-enabled Assignments

 

 

EDUG 402, EDUC 502, MALT 602

EDUG 402, EDUC 502, MALT 602

Early fieldwork experience hours for this course include the following:

Classroom Observation Choices (visit any one or more of the following)

  1. Classroom with students from diverse racial, minority, multilingual or LGBTQ backgrounds
  2. Classroom with special needs students, e.g., Autism, learning/speech/hearing disorders
  3. Classroom with economically disadvantaged students, e.g., 80% free reduced lunch
  4. Observe alternative classrooms with approval from Professor

 

Technology-enabled Alternative Assignments
  • View an equivalent to 5 hours of videos, selected from the links provided in column to the right (equivalent to 5 hours of early fieldwork experience). 
  • The first five videos (~4 hours) should be viewed by all students. They should select an hours-worth of viewing from remaining videos based on their content area focus.
  • For this assignment, students use new knowledge gained from the videos to develop an emerging plan for classroom management. 
  • Students’ emerging plan for classroom management will entail writing a 3-page document that includes specific ideas gathered from the resource links.  
  • Students’ 3-page document will specifically refer to the exact resource(s) through which each of their ideas about classroom management have been gained.

Resource links for Alternative Technology-enabled Assignments

·       An Introduction to Universal Design for Learning with Katie Novak (60 minutes)

·       Culturally Responsive Teaching: 4 Misconceptions (43 minutes)

·       Restorative Justice in School: An Overview (70 minutes)

·       What is Universal Design for Learning? The Myth of Average (read and watch video, 30 minutes)

·       The Magic of Validation (25 minutes)

·       High School Literature Analysis (17 minutes)

·       11th Grade Mathematics (28 minutes)

·       High School Math Story Problems (30 minutes)

·       9th Grade Biology (13 minutes)

·       10th Grade ELA/Social Studies (38 minutes)

·       Middle School Music (5 minutes)

·       AP Music Theory (10 minutes)

·       Creating Osinatos with Wordplay (30 minutes)

·       Teaching art or teaching to think like an artist

 

EDUG 403, EDUC 503, MALT 603, EDUT 403

EDUG 403, EDUC 503, MALT 603, EDUT 403 

Early fieldwork experience hours for this course may include the following options:
  • Classroom observations
  • Facilitate a lesson or learning session in an after-school program
  • One-to-one or group tutoring in mathematics, science, or other STEM related subject area.
  • Substitute teaching in a class addressing at least one of the STEM subjects
  • Visiting a STEM or STEAM event geared toward the learning and/or teaching of STEM or STEAM
  • Visiting STEM charter schools or after-school programs
  • Visiting classrooms or an after-school program that contains students from diverse backgrounds (e.g., special needs,multilingual, 80% free-reduced lunch, Title I, race, LGTBQ) in at least one of the STEM subjects
  • Visit additional locations and/or events approved by your professor.

 

Technology-enabled Alternative Assignments
  • View all videos provided in column to the right (equivalent to 5 hours of early fieldwork experience)
  • Curriculum Development/Delivery:
    • Using knowledge acquired from the Curriculum Assessment assignment and video observations (from links in the column to the right), students will develop a lesson that includes evidence-based strategies for differentiation of STEM instruction for diverse students including culture/race, ability/disability, gender, age, socioeconomic status. 
    • Students will include instructional strategies that infuse problem-solving, rigorous and relevant questions, systems thinking, problem identification, formulation and solution into instruction and develop strategies to overcome the challenge of meeting the needs of every student. 
    • Students will demonstrate an understanding of the STEM learning processes of modeling, inquiry, and engineering design used in teaching mathematics and science.

 

Resource links for Alternative Technology-enabled Assignments

Elementary STEM classroom teachers facilitating STEM-related lessons:

·       Kinder Mathematics (53 minutes)

·       4th Grade Math and Science (2 hours combined)

o   https://youtu.be/QuK-LS21c_k

o   https://youtu.be/5we3XNEO3Ps

o   https://youtu.be/Nw4R3HwwiUY

o   https://youtu.be/wg83S9OoX4o

o   https://youtu.be/C8zHoYW2b34

·       6th Grade Math (20 minutes)

·       STEM learning environments and lesson planning:

o   What is Universal Design for Learning? The Myth of Average (read and watch video, 30 minutes)

o   An Introduction to Universal Design for Learning with Katie Novak (60 minutes)

o   How to Teach math as a Social Activity (10 minutes)

o   Summer 2021, Computer Science Virtual Summer Camp, June 21 - July 1 

 

EDUG 404, EDUC 504, MALT 604

EDUG 404, EDUC 504, MALT 604

Early fieldwork experience hours for this course include one or more of the following:
  • Micro-teaching in a classroom, an after-school program, or a resources center
  • Observations in a K-12 public school setting that contain students from diverse backgrounds (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, race, LGTBQ)
  • One-to-one or small group tutoring/mentoring
  • Community-Inquiry Project (This could be a version of the case-study where students pose inquiry into a community and its assets.)
  • Case-study: Students will conduct an in-depth exploration of the classroom context(s) and research-based instructional strategies used to teach at risk learners by documenting an individual’s reading, writing, small group engagements, and discussions of one particular secondary student in a subject area. The final project should be 10-12 pages in length. The sources of the information presented in this project should come from fieldwork, classroom observations, an interview with the student, Gibbons’ book, and any additional relevant texts or material used throughout the course.

 

Technology-enabled Alternative Assignments
  • Case Study:
    • Via observation (of videos in the column to the right), students will conduct an in-depth exploration of the classroom context(s) and research-based instructional strategies used to teach various learners. The final project should be 10-12 pages in length. The sources of the information presented in this project should come from video observations, prior classroom observations, Gibbons’ book, and any additional relevant texts or material used throughout the course.

 

Resource links for Alternative Technology-enabled Assignments

·       Personal & Authentic: Designing Learning Experiences that Impact a Lifetime (50 minutes)

·       Students Cite Evidence from Informational and Literary Text (6 minutes)

·       Teaching Academic and Scientific Vocabulary (4 minutes)

·       Engaging Vocabulary Instruction in a Middle School Classroom (6 minutes)

·       Scaffolding Literacy Instruction for English Language Learners (10 minutes)

·       Seven Easy Ways to Support Student Writing in Any Content Area (30 minutes)

·       The Surprising Benefits of Student-Created Graphic Novels (60 minutes)

·       7th Grade ELA (21 minutes)

·       8th Grade Rhetorical Analysis (14 minutes)

·       8th Grade Reading (38 minutes)

·       9th Grade ELA (14 minutes)

·       11th Grade Reading (20 minutes)

·       12th Grade ELA (22 minutes)

EDUG 405, EDUC 505, MALT 605, EDUT 405

EDUG 405, EDUC 505, MALT 605, EDUT 405

Early fieldwork experience hours for this course include the following options:
  • Visiting schools, including charter schools, and doing micro-teaching in a classroom, an after-school program, or a resource center
  • Visiting classrooms that contain students from diverse backgrounds (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, race, LGTBQ)
  • Facilitate a lesson in an after-school program
  • One-to-one tutoring in reading/language arts
  • Visit additional locations and/or events approved by your professor
  • Reading with students (reading-aloud or shared reading) in small groups in local schools

 

Technology-enabled Alternative Assignments
  • Teacher candidates will develop a deep understanding of ELA lesson delivery based upon videos viewed in the column to the right  (equivalent to 5 hours of early fieldwork experience).
  • The case study will draw on data observed in videos.
  • Case study (7-10 pages)
    • Teacher candidates should identify successes and challenges (e.g. challenges in meeting the needs of all students in the classroom) and offer two to three specific and realistic solutions/recommendations informed by classroom readings and instruction.

 

Resource links for Alternative Technology-enabled Assignments

·    Kinder ELA/Science (21 minutes)

·    2nd Grade Lesson Plan: Henry and Mudge (45 minutes)

·    3rd Grade English Language Arts Lesson (46 minutes)

·    3rd Grade Main Idea (14 minutes)

·   4th Grade English Language Arts (20 minutes)

·    4th Grade Main Idea (14 minutes)

·    4th Grade Reading (50 minutes)

·    5th Grade English Group Presentation (12 minutes)

·    Personal & Authentic: Designing Learning Experiences that Impact a Lifetime (50 minutes)

·   Making a Claim Using Two Texts with Similar Themes (30 minutes)

·  Professional Development Disciplines: Elementary. This link takes you to a series of shorter videos that focus on important elements of ELA practices; all videos in the series are to be viewed and noted. 

EDUG 406, EDUC 506, MALT 606

EDUG 406, EDUC 506, MALT 606

Early fieldwork experience hours for this course include five of the following:
  • Gather information on one focus student who is an ELL
  • Gather information on classroom management routines (attendance, distributing assignments, collecting work, grading, and assessment)
  • Gather information on one focus student with special needs 
  • Gather information on UDL, the curriculum being taught to the whole class, including as many details as you can on content, differentiation strategies, procedures, assessments, and general demographics of the class 
  • Assess the extent to which inquiry (Estes Chapter 11) is used as an instructional strategy
  • Describe aspects of social justice integrated into the learning

 

Technology-enabled Alternative Assignments
  • Early Fieldwork Paper: Evidence of knowledge of one or more of the following will be documented by completing five one-page single spaced synthesis of the information in the videos (linked in the column to the right). 
  • Gather information on one focus student who is an ELL. 
  • Gather information on classroom management routines (attendance, distributing assignments, collecting work, grading, assessment). 
  • Gather information on one focus student with special needs. 
  • Gather information on UDL - the curriculum being taught to the whole class including as many details as you can on content, differentiation strategies, procedures, assessments, and general demographics on the class as a whole. 
  • Assess the extent to which inquiry (chapter 11 Estes) is used as an instructional strategy. 
  • Describe aspects of social justice integrated into the learning. 

 

Resource links for Alternative Technology-enabled Assignments

Creating a Welcoming Classroom for Students with Special Needs (60 minutes)

https://www.cultofpedagogy.com/welcoming-special-ed/

How Accurate Are Your Grades? (30 minutes)

https://www.cultofpedagogy.com/accurate-grades/

Your Top 10 Genius Hour Questions Answered - Inquiry (45 minutes)

https://www.cultofpedagogy.com/genius-hour-questions/

Using Playlists to Differentiate Instruction (45 minutes)

https://www.cultofpedagogy.com/student-playlists-differentiation/

Best Practices for Serving ELLs and their Families (requires students to register for free access to this pre-recorded webinar, 50 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=1582343&sessionid=1&key=D3A7BA10CB60762B11E128D285136FCC&regTag=&sourcepage=register

Answering Guiding Questions with Middle School ELLs (10 minutes)

https://www.colorincolorado.org/classroom-video/answering-guiding-questions-middle-school-ells

 

Brainstorming a Journal Assignment with High School ELLs (3 minutes)

https://www.colorincolorado.org/classroom-video/brainstorming-journal-assignment-high-school-ells

Instruction of Key Academic Vocabulary with High School ELLs (5 minutes)

https://www.colorincolorado.org/classroom-video/instruction-key-academic-vocabulary-high-school-ells

 

Making connections: Creating an active and engaged reader (7 minutes)

https://www.colorincolorado.org/classroom-video/making-connections-creating-active-engaged-reader

 

What to do first in the ELL classroom (7 minutes)

https://www.colorincolorado.org/classroom-video/what-do-first-ell-classroom

 

Adapting Curriculum to Learners’ Needs (6 minutes)

https://vimeo.com/channels/commoncoreliteracy/84898604

EDUG 407, EDUC 507, MALT 607, EDUT 407

EDUG 407, EDUC 507, MALT 607, EDUT 407

Early fieldwork experience hours for this course include one of more of the following:
  • Visit public schools, charter schools, or after-school programs to experience (through observation or participation) social studies lessons, activities, or events (e.g., historical celebrations)
  • Visit classrooms that contain students from diverse backgrounds (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, ethnicity, LGBTQ)
  • Visit additional locations and/or events approved by your professor

 

Technology-enabled Alternative Assignments
  • Early Fieldwork Multi-Media Project
  • Candidates will demonstrate lessons learned from early fieldwork experiences (in this instance, from the viewing of relevant videos). The multi-media project will include photos, videos, and narratives representing their key learnings across these experiences and the course. Citations from course readings should be included in APA format.

 

Resource links for Alternative Technology-enabled Assignments

Teaching Hard History in Grades K-5 (requires students to register for free to access pre-recorded webinar, 70 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=2096939&sessionid=1&key=9A929C28B3C05E75966D5C47594D205B&regTag=&sourcepage=register

 

How to Create a Project-Based Learning Lesson (45 minutes)

https://www.cultofpedagogy.com/project-based-learning-lesson/

 

A Tale of Two Teachers (15 minutes)

https://www.youtube.com/watch?v=sgtinODaW78

 

Multicultural Curriculum and Instructional Design (Read and Watch, 45 minutes)

https://study.com/academy/lesson/multicultural-curriculum-instruction-development.html

 

1st Grade Social Studies (10 minutes)

https://www.youtube.com/watch?v=Jlj6xLJDvGI

 

2nd Grade Social Studies (25 minutes)

https://www.youtube.com/watch?v=XzmLBnCfFmA

 

3rd Grade Social Studies (20 minutes)

https://www.youtube.com/watch?v=1obw7XyIDcg

 

4th Grade Social Studies (15 minutes)

https://www.youtube.com/watch?v=9fb_v_CPPI0

 

5th Grade Social Studies (30 minutes)

https://www.youtube.com/watch?v=Vhl6xK6undg&t=335s

EDUG 408, EDUC 508, MALT 608

EDUG 408, EDUC 508, MALT 608

Early fieldwork experience hours for this course include the following: 

Observations in a secondary-level classroom setting under the candidate's single subject area expertise. This classroom setting will need to ensure the candidate is able to focus on:

  • Lesson and curricular design principles by teachers in the candidate’s content area
  • Subject specific content literacy strategies
  • Formative and summative assessments
  • The teacher’s goals and objectives across a two to four-week curricular implementation

 

Technology-enabled Alternative Assignments
  • Five 1-page narratives which reflect insights gained from the viewing videos (from the column to the right). These narratives should focus on lesson and curricular design principles that are implemented by the teachers viewed in the videos, giving particular attention to the content literacy strategies that are employed by classroom teachers. Specific formative and summative assessments should be noted and references to the course readings should be included in APA format. 

 

Resource links for Alternative Technology-enabled Assignments

Teaching Methods for Inspiring the Students of the Future (20 minutes)

https://www.youtube.com/watch?v=UCFg9bcW7Bk

 

Students need to lead the classroom, not the teachers (11 minutes)

https://www.youtube.com/watch?v=gzQhiB2EOVE

 

How to Approach Teaching Like a Master Chef (50 minutes)

https://www.cultofpedagogy.com/classroom-chef/

 

Student-Led Socratic Seminar (45 minutes)

https://achievethecore.org/page/2982/student-led-socratic-seminar-moffat

 

High School Literature Analysis (17 minutes)

https://youtu.be/-qE1KlWN06o

 

10th Grade Math (32 minutes)

https://youtu.be/d7YA0Dd6Hn0

 

11th Grade Math (28 minutes)

https://youtu.be/HyDTdzEc6mA

 

9th Grade Biology (13 minutes)

https://youtu.be/g9kyl_WPFhU

 

10th Grade Science (16 minutes)

https://youtu.be/SqthnHVJBGI

 

10th Grade ELA/Social Studies (38 minutes)

https://youtu.be/NSY0dG59qjo

 

High School Social Studies (37 minutes)

https://youtu.be/DDdv3JXJ2nU

EDUG 409, EDUC 509, MALT 609, EDUT 409

EDUG 409, EDUC 509, MALT 609, EDUT 409

Early fieldwork experience hours for this course may include the following options:
  • Visiting schools, including charter schools, and doing micro-teaching with assessment of performance in a classroom, an after-school program, or a resource center
  • Visiting classrooms that contain students from diverse backgrounds (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, race, LGTBQ) 
  • Facilitate a lesson with focus on literacy assessment in an after-school program
  • One-to-one tutoring in reading/language arts and diagnosing reading performance
  • Visit additional locations and/or events approved by your professor 
  • Reading with students (reading-aloud or shared reading) in small groups in local schools
  • Assessing students’ performance in the following literacy competencies: phonemic awareness, vocabulary, concepts of print, comprehension, etc.

 

Technology-enabled Alternative Assignments
  • Complete 5 one-page narratives which discuss one or more of the following, as viewed in the videos: 1) developing equity-centered curricula, 2) assessing diverse learners, 3) interpreting assessment data, 4) prescribing literacy instruction, 5) aligning student needs with appropriate materials and teaching strategies, and 6) evaluating various types of assessment instruments. 

 

Resource links for Alternative Technology-enabled Assignments

Teaching Methods for Inspiring the Students of the Future (20 minutes)

https://www.youtube.com/watch?v=UCFg9bcW7Bk

 

Students need to lead the classroom, not the teachers (11 minutes)

https://www.youtube.com/watch?v=gzQhiB2EOVE

 

How to Approach Teaching Like a Master Chef (50 minutes)

https://www.cultofpedagogy.com/classroom-chef/

 

How Accurate Are Your Grades? (30 minutes)

https://www.cultofpedagogy.com/accurate-grades/

 

Effective Literacy Practices (scroll and watch all 6 videos, 45 minutes): https://readingrecovery.org/professional-learning/effective-literacy-practices-video-library/

 

Reading Diversity: Tools for Selecting Diverse Texts (requires students to register for free to access pre-recorded webinar, 60 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=1165832&sessionid=1&key=BCEF08B260DE0706B2828683019F6547&regTag=&sourcepage=register

 

Let’s Teach Mastery, Not Test Scores (10 minutes)

https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores#t-2404

 

Building Knowledge through Close reading (read and watch, 90 minutes)

https://achievethecore.org/page/2866/building-knowledge-through-close-reading-domyancic

EDUG 411, EDUC 511, MALT 611, EDUT 411

EDUG 411, EDUC 511, MALT 611, EDUT 411

Early Fieldwork Experience Hours and Assignment
  • Complete ten one-page narratives that discuss one or more of the following:
    • What support is offered for students' reading comprehension and general engagement in texts?   
    • What guidance and support are forthcoming for students' writing?   
    • What are the general expectations for students' reading and writing?   
    • To what extent are oral language practices implemented?   
    • Is the classroom teacher centered or student centered?    
    • Are there supportive practices in place that facilitate students' involvement in the various texts they are assigned to read?  
    • Do your fieldwork hours align with any of the values explored and practiced throughout this course?  
    • What paradigms are in place in your fieldwork settings?
  • Includes observations in a classroom related to your subject area expertise.

 

Technology-enabled Alternative Assignments
  • Ten 1-page narratives that address one or more of the following questions, as viewed in the videos in the column to the right. Students will all watch the first seven videos (~4 hours) and will select 6 hours’ worth of remaining videos aligned with MS (K-5) or SS (6+):
    • What support is offered for students' reading comprehension and general engagement in texts?  
    • What guidance and support is forthcoming for students' writing?  
    • What are the general challenges and expectations for students' reading and writing? 
    • What is the value of oral language?
    • What is the danger of a single story?  
    • What are the supportive practices that facilitate students' engagement with various texts? 

 

Resource links for Alternative Technology-enabled Assignments

Seven Conceptual Videos:

 

The Power of Literacy: Read, Write, Think, Discuss (10 minutes)

https://www.youtube.com/watch?v=FfYe6ndbVq8

 

Why Save a Language (30 minutes)

https://www.youtube.com/watch?v=x7BLBUS1IXc

 

The Danger of a Single Story (20minutes)

https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story?language=en

Scaffolding Literacy Instruction for ELLs (10 minutes)

https://www.youtube.com/watch?v=Ivmbm8fA2pQ

 

Teaching Digital Literacy (requires students to register for free to access pre-recorded webinar, 40 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=1500205&sessionid=1&key=BFF5D48900B45D76C0C6EB6A1E33BE52&regTag=&sourcepage=register

 

What are the Best Ways to Use Leveled Texts? (40 minutes)

https://www.cultofpedagogy.com/leveled-texts/

 

How Dialogue Journals Build Teacher-Student Relationships (60 minutes)

https://www.cultofpedagogy.com/dialogue-journals/

 

MS/SS Aligned Videos:

 

1st Grade - Character Comparison (Read and Watch, 120 minutes)

https://achievethecore.org/page/2985/character-comparison-sobin

 

3rd Grade - Returning to the Text (Read and Watch, 120 minutes)

https://achievethecore.org/page/2989/is-summer-break-necessary-bibb

 

5th Grade - Text-Based Disagreement During Discussion (Read and Watch, 120 minutes)

https://achievethecore.org/page/2875/text-based-disagreement-during-discussion-guidarelli

 

6th Grade - Evidence-Based Assertions (Read and Watch, 120 minutes)

https://achievethecore.org/page/2980/evidence-based-assertions-emerick

 

7th Grade - Student-Led Discussions (Read and Watch, 90 minutes)

https://achievethecore.org/page/2984/student-led-discussion-sanders

 

8th Grade - Questioning Poetry (Read And Watch, 90 minutes)

https://achievethecore.org/page/2986/questioning-poetry-troetti

 

Reading Informational Text in High School (50 minutes)

https://www.youtube.com/watch?v=dJDr-d0gK2o

EDSP 510, 610

EDSP 510/610 

Early fieldwork experience hours for this course may include the following options: 

  • Classrooms that include students with IEP's, or other settings such as a resource room or pull-out. 

  • 1:1 observations with any special education service providers.

  • Before or after school observations

Technology-enabled Alternative Assignments

  • View an equivalent to 5 hours of videos, selected from the links provided in column to the right (equivalent to 5 hours of early fieldwork experience).
  • Develop an emerging template for how to structure SMART IEP goals after reading the following article: 

https://www.wrightslaw.com/bks/feta2/ch12.ieps.pdf

  • Develop a Universally designed lesson plan after watching videos about Universal Design for Learning; You are encouraged to use the lesson plan template UDL Template
  • For this assignment, students use new knowledge gained from the videos about the social model of dis/ability to develop an emerging plan for classroom management. 
    • Think about the messages that are implicitly communicated to students and families through your classroom management systems 
    • Consider how you would later the language you use when referring to students
    • Consider how you would group students 
  • Students’ emerging plan for classroom management will entail writing a 3-page document that includes specific ideas gathered from the resource links. 
  • Students’ 3-page document will specifically refer to the exact resource(s) through which each of their ideas about classroom management have been gained.

 

Resource links for Alternative Technology-enabled Assignments

How to Read and Unpack the Common Core State Standards (8 minutes 13 seconds)

https://youtu.be/TITyhE4Y3DE 

 

Common Core & Special Education (4 minutes 56 seconds)

https://youtu.be/0Uv1DfFaahU

 

Common Core Math Instruction (9 minutes 13 seconds) 

https://youtu.be/FwYYa5h95mg

 

IDEA: Understanding Measurable Goals on the IEP (22 minutes 15 seconds)

https://youtu.be/dbsZ4IjQ5e8

 

Writing Measurable IEP Goals (1 hours 48 minutes 48 seconds)

https://youtu.be/wYZXVOuLyD4

 

An Introduction to Universal Design for Learning with Katie Novak (60 minutes)

https://vimeo.com/109571336

 

Katie Novak on UDL Now! Revised (58 minutes 49 seconds)

https://youtu.be/WNaR7sUb7bM 

 

UDL A How to Read the UDL Guidelines (5 minutes 44 seconds)

https://youtu.be/_STFdHvCPmU

 

What is Universal Design for Learning? The Myth of Average (read and watch video, 30 minutes)

http://www.css.edu/administration/information-technologies/center-for-instructional-design/universal-design-for-learning.html

 

Culturally Responsive Teaching: 4 Misconceptions (43 minutes)

https://www.cultofpedagogy.com/culturally-responsive-misconceptions/

 

Restorative Justice in School: An Overview (70 minutes)

https://www.cultofpedagogy.com/restorative-justice-overview/

 

The Magic of Validation (25 minutes)

https://www.cultofpedagogy.com/magic-of-validation/

 

Social Model Animation (1 minute 26 seconds)

https://youtu.be/9s3NZaLhcc4

 

What is the social model of disability? (3 minutes 7 seconds) 

https://youtu.be/0e24rfTZ2CQ


Social Model of Disability (2 minutes 43 seconds)

https://youtu.be/24KE__OCKMw

 

A Credo For Support (5 minutes 8 seconds)

https://www.youtube.com/watch?v=wunHDfZFxXw

 

The Other Side of Therapy: Disability, Normalcy, and the Tyranny of Rehabilitation with Norman Kunc (11 minutes 8 seconds)

https://youtu.be/adj5c7Vc454

 

I’m not your inspiration, thank you very much!  (9 minutes 16 seconds) 

https://youtu.be/8K9Gg164Bsw

 

Autism as Neurodiversity (14 minutes 18 seconds)

https://youtu.be/pusdxG4Cu7A

 

The Sensory Room: Helping Students with Autism Focus & Learn

https://youtu.be/zULwQUQDMuM

 

Intersectionality 101 (3 minutes 3 seconds) 

https://youtu.be/w6dnj2IyYjE

 

In my Language (8 minutes 36 seconds) 

https://youtu.be/JnylM1hI2jc

 

I am not my Label (12 minutes 29 seconds) 

https://youtu.be/NJBNb2r8pBY

 

EDSP 516, 616

EDSP 516/ 616

Early fieldwork experience hours for this course may include the following options:

  • Classrooms that include students with IEP's, or other settings such as a resource room or pull-out. 

  • 1:1 observations with any special education service providers.

  • Before or after school observations

Technology-enabled Alternative Assignments                                                                     

  • Identify a struggling student or group of students (ELLs, students with dis/abilities, student with SST) and develop a Response to Intervention (RtI) plan for these students 
    • Determine what RTI strategy will be implemented 
  • Create a Behavior Support Plans (BSP) for a student you identify as struggling. Make sure to include WHY you have identified and labeled this student as “struggling.”  
    • Identify the inappropriate behaviors in the classroom.
      • What do these behaviors look like? 
      • How are they disrupting learning for students or other students?  
    • Develop a Behavior Support Plan (BSP) to correct inappropriate behaviors 
    • Positive Behavior Interventions (PBI) 
    • Develop an IEP goal that targets the students inappropriate behavior 

 

Resource links for Alternative Technology-enabled Assignments

What is Privilege?  (3 minutes 59 seconds) 

https://youtu.be/hD5f8GuNuGQ

 

ABC’s -Antecedents - Behavior - Consequence (1 minute 54 seconds) 

https://youtu.be/5bcuFlT-08c

 

Functions of Behavior - (3 minutes 2 seconds)

https://youtu.be/4G_4U_6IB1U

 

Restraint and Seclusion: Hear our Voices (27 minutes 57seconds) 

https://youtu.be/pD4U0mQL2uI

 

Positive Behavior Interventions and Supports (6 minutes 4 seconds) 

https://youtu.be/8gvHr4WPrxY

 

Positive Behavior Intervention Support Systems (9 minutes 47 seconds) 

https://youtu.be/mApj2F4A9HI

 

The Neuroscience of Restorative Justice (14 minutes 35 seconds) 

https://youtu.be/tzJYY2p0QIc

 

Restorative Justice In Action in the Community (5 minutes 29 seconds) 

https://vimeo.com/47784668

 

Teachers TV: Restorative Justice in Action  (15 minutes 34 seconds) 

https://youtu.be/cE9OoJLtUuk

 

Media Representations of Disability

https://www.youtube.com/watch?v=AGrRc-XT17o&feature=youtu.be


The Power of Vulnerability, Brene Brown (20 minutes 49 seconds)

https://youtu.be/iCvmsMzlF7o

 

Listening to Shame- Brene Brown (20 minutes 38 seconds)

https://youtu.be/psN1DORYYV0

 

Implementing Response to Intervention — Prairie Children Preschool

Implementing Response to Intervention (13 minutes 55 seconds)

https://youtu.be/l-XP9vnwGt4

 

Implementing Response to Intervention- Russell Middle School in Colorado Springs, Colorado 

https://youtu.be/VlRM6kf7EZ0

 

Implementing Response to Intervention - Tigard High School 

https://youtu.be/YtTKuBZ-nvY

 

Implementing Response to Intervention-Boulevard Elementary School, Gloversville, NY 

https://youtu.be/a2-DXXoenAg

  

EDSP 525, 625

EDSP 525/ 625 

Early fieldwork experience hours for this course may include the following options:
  • Observe the administration of the Woodcock Johnson Literacy Assessment.
  • Observe the administration of the Weschler Individual Achievement Assessment. 
  • Observe a triannual meeting.
  • Observe an annual IEP meeting (key in on Language and Literacy goals and discussions).
  • Observe the administration of any language and literacy assessment (i.e. DIBLES)

 

Technology-enabled Alternative Assignments

· Early Fieldwork Paper: Evidence of knowledge of one or more of the following will be documented by completing five one-page single spaced synthesis of the information in the videos (linked in the column to the right). 

  • Gather information on one focus student who is an ELL. 
  • Gather information on classroom management routines (attendance, distributing assignments, collecting work, grading, assessment). 
  • Gather information on one focus student with dis/abilities. 
  • Gather information on UDL - the curriculum being taught to the whole class including as many details as you can on content, differentiation strategies, procedures, assessments, and general demographics on the class as a whole. 
  • Assess the extent to which inquiry (chapter 11 Estes) is used as an instructional strategy. 
  • Describe aspects of social justice integrated into the learning. 

·  Complete 5 one-page narratives which discuss one or more of the following, as viewed in the videos: 1) developing equity-centered curricula, 2) assessing diverse learners, 3) interpreting assessment data, 4) prescribing literacy instruction, 5) aligning student needs with appropriate materials and teaching strategies, and 6) evaluating various types of assessment instruments. 

 

Resource links for Alternative Technology-enabled Assignments

Creating a Welcoming Classroom for Students with Special Needs (60 minutes)

https://www.cultofpedagogy.com/welcoming-special-ed/

 

How Accurate Are Your Grades? (30 minutes)

https://www.cultofpedagogy.com/accurate-grades/

 

Your Top 10 Genius Hour Questions Answered - Inquiry (45 minutes)

https://www.cultofpedagogy.com/genius-hour-questions/

 

Using Playlists to Differentiate Instruction (45 minutes)

https://www.cultofpedagogy.com/student-playlists-differentiation/

 

Best Practices for Serving ELLs and their Families  (requires students to register for free access to this pre-recorded webinar, 50 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=1582343&sessionid=1&key=D3A7BA10CB60762B11E128D285136FCC&regTag=&sourcepage=register

 

Answering Guiding Questions with Middle School ELLs (10 minutes)

https://www.colorincolorado.org/classroom-video/answering-guiding-questions-middle-school-ells

 

Brainstorming a Journal Assignment with High School ELLs (3 minutes)

https://www.colorincolorado.org/classroom-video/brainstorming-journal-assignment-high-school-ells

 

Instruction of Key Academic Vocabulary with High School ELLs (5 minutes)

https://www.colorincolorado.org/classroom-video/instruction-key-academic-vocabulary-high-school-ells

 

Making connections: Creating an active and engaged reader (7 minutes)

https://www.colorincolorado.org/classroom-video/making-connections-creating-active-engaged-reader

 

What to do first in the ELL classroom (7 minutes)

https://www.colorincolorado.org/classroom-video/what-do-first-ell-classroom

 

Adapting Curriculum to Learners’ Needs (6 minutes)

https://vimeo.com/channels/commoncoreliteracy/84898604

 

--

Teaching Methods for Inspiring the Students of the Future (20 minutes)

https://www.youtube.com/watch?v=UCFg9bcW7Bk

 

Students need to lead the classroom, not the teachers (11 minutes)

https://www.youtube.com/watch?v=gzQhiB2EOVE

 

How to Approach Teaching Like a Master Chef (50 minutes)

https://www.cultofpedagogy.com/classroom-chef/

 

How Accurate Are Your Grades? (30 minutes)

https://www.cultofpedagogy.com/accurate-grades/

 

Effective Literacy Practices (scroll and watch all 6 videos, 45 minutes): 

https://readingrecovery.org/professional-learning/effective-literacy-practices-video-library/

 

Reading Diversity: Tools for Selecting Diverse Texts (requires students to register for free to access pre-recorded webinar, 60 minutes)

https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&partnerref=rss-events&eventid=1165832&sessionid=1&key=BCEF08B260DE0706B2828683019F6547&regTag=&sourcepage=register

 

Let’s Teach Mastery, Not Test Scores (10 minutes)

https://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores#t-2404

 

Building Knowledge through Close reading (read and watch, 90 minutes)

https://achievethecore.org/page/2866/building-knowledge-through-close-reading-domyancic

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