University of Redlands

Early Fieldwork

Students engaged in early fieldwork during campus closures, may use the following resources to complete program requirements. 

Hours must be logged to receive credit. Click on the links below for fieldwork logs.

Virtual Early Fieldwork Log Sample

Early Fieldwork Log

Virtual Early Fieldwork Log

 

EDUG 401, EDUC 501, MALT 601

EDUG 401, EDUC 501, MALT 601 (MS/SS) 10 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Visit and observe student to teacher interactions at a Community-based Organization (CBO) (e.g., YMCA, Rochford Center, Boys and Girls Club) 
  • Visit and observe interactions on a school campus that contains students from diverse backgrounds to identify systemic issues discussed in this course (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, race, LGTBQ). 

 

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 (SS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Conduct a 15 – 20 minute interview with 3 teachers regarding their classroom management plans. 
  • Meet with a subject specific department chair or team leader to discuss long-term planning, how curricular decisions are made, and the challenges and opportunities relative to differentiating instruction for students with diverse backgrounds (e.g., special needs, multilingual, 80% free-reduced lunch, Title I, race, LGBTQ).
  • Observe 3 different classrooms with students from diverse backgrounds.
  • Interview 3 students, each with one of the following profiles (multilingual, special needs, and GATE) focusing on their perceptions of themselves as learners. 
  • Interview 3 teachers regarding their preparation of assessment items and the relationships between teaching, learning, and assessment.
  • Develop an emerging plan for classroom management

 

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

EDUG 403, EDUC 503, MALT 603 (MS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Visiting and observing interactions at STEM charter schools or after-school programs.  
  • Visiting and observing interactions on a K-12 campus that contains 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.
  • Facilitate one-to-one tutoring in a Community-Based Organization. 
  • Curriculum Development/Delivery:
    • Using knowledge acquired from the Curriculum Assessment assignment, 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.

 

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)

EDUG 404, EDUC 504, MALT 604

EDUG 404, EDUC 504, MALT 604 (SS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Micro-teaching in a classroom, an after-school program, or a resource center. 
  • 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 one of the student’s teachers, an interview with the student, Gibbons’ book, and any additional relevant texts or material used throughout the course.
  • Community-Inquiry Project (This could be a version of the case-study where students pose inquiry into a community and its assets). 
  • Observations in a K-12 public school setting.

 

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

EDUG 405, EDUC 505, MALT 605 (MS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Micro-teaching in a classroom, an after-school program, or a resource center. 
  • Case-study (see syllabus for details). 
  • Reading with students in small groups in local schools. 
  • Visiting Title 1 classrooms that contain students from diverse backgrounds. 

 

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

·       Elementary classroom teachers facilitating ELA lessons:

o   Kinder ELA/Science (21 minutes)

o   1st Grade ELA (38 minutes)

·       2nd Grade Retelling and Comparing Two Stories (13 minutes)

·       2nd Grade Reading (61 minutes)

·       3rd Grade Main Idea (14 minutes)

·       4th Grade Poetry (13 minutes)

·       4th Grade Main Idea (14 minutes)

·       4th Grade Reading (50 minutes)

·       5th Grade English Group Presentation (12 minutes)

·       5th Grade Writing (26 minutes)

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

EDUG 406, EDUC 506, MALT 606

EDUG 406, EDUC 506, MALT 606 (SS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Early Fieldwork Paper: Evidence of one or more of the following will be documented by completing five one-page single spaced synthesis of the observation. 
    • 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. 

 

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

EDUG 407, EDUC 507, MALT 607 (MS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • 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). 
  • Facilitate a mini-lesson in a classroom or after-school program related to social studies.
  • One-to-one tutoring in a classroom, an after-school program, or community center related to social studies.
  • Early Fieldwork Multi-Media Project
    • Candidates will demonstrate lessons learned from early fieldwork experiences. The multi-media project will include photos, videos, and narratives and should be submitted on Moodle. Citations from course readings in APA format should also be included.

 

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 (SS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Five 1-page narratives which reflect 5, one-hour visits to secondary classrooms.  These narratives should focus on lesson and curricular design principles that are implemented by teachers at the secondary level in your content area.  Particular attention should be paid to the content literacy strategies that are employed by a classroom teacher in your subject area.  Specific formative and summative assessments should be noted.  Also, the teacher's goals and objectives across a two to four-week curricular implementation should be detailed.  These 5, 1-page narratives may require you to conduct a short interview with the teacher whose classroom you observe.

 

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

EDUG 409, EDUC 509, MALT 609 (MS) 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • 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). 
  • Complete 5 one-page narratives which discuss one or more of the following: 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. 

 

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

EDUG 411, EDUC 511, MALT 611 10 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Documenting 10, 1-hour observations in a classroom related to your subject area expertise (see syllabus for details)
  • Visiting and observing interactions at charter schools or after-school programs.  
  • Visiting and observing interactions on K-12 campuses that contain students from diverse backgrounds (e.g., students with dis/abilities,multilingual, 80% free-reduced lunch, Title I, race, LGTBQ). 

 

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 5 hours of early fieldwork 

Place-Based Early Fieldwork Experience and Assignment

  • Conduct at least observations in at least 4 different settings (i.e. SDC, RSP, Inclusive classroom) with students with diverse needs and students labeled with dis/abilities
  • Total observation hours must be at least 5 hours
  • Observation must take place in classrooms grade K-12th
  • Interview 3 teachers regarding their preparation of assessment items and the relationships between teaching, learning, and assessment and its impact on the IEP process
  • Develop an emerging template for how to structure SMART IEP goals 
  • Develop an emerging plan for inclusive classroom management
  • A maximum of 3 hours can be at a community or an inclusive after school program, (e.g., after school tutoring at a school or agency, YMCA, and Big Brothers and Sister, e.g.)



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. 
    • Consider how you would later the language you use when referring to students
    • Consider how you would group students 
      • Think about the messages that are implicitly communicated to students and families through your classroom management systems 
  • 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 515, 615

EDSP 515/ 616 10 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Observations in a K-12 public school setting.   

 

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 520, 620

EDSP 520, 620

Place-Based Early Fieldwork Experience and Assignment

Curriculum & Instruction: Mild/Mod Autism. 

 

Technology-enabled Alternative Assignments

  • Chart out your classroom and what it would look like
    • How will you set up your classroom to support your students with dis/abilities?  
      • Consider sensory seeking areas and activities 
      • Be mindful of limiting external stimuli in your classroom
  • Draw diagrams, charts, or visuals to demonstrate your understanding of what behavior system or reward system will you use for students with autism?  
    • What strategies and visual support would you use in your classroom to support these students? 
  • Construct a visual schedule that you could use with students in the classroom 
  • Write a 3-4 page paper that references for researched based strategies that help address student with autism behaviors 
    • Identify inappropriate behaviors 
    • Identify strategies that support minimizing inappropriate behaviors 

 

Resource links for Alternative Technology-enabled Assignments

Autism as Neurodiversity (14 minutes 18 seconds)

https://youtu.be/pusdxG4Cu7A

 

The Sensory Room: Helping Students with Autism Focus & Learn

https://youtu.be/zULwQUQDMuM

EDSP 525, 625

EDSP 525/ 625 5 hours of early fieldwork

Place-Based Early Fieldwork Experience and Assignment

  • Early Fieldwork Paper: Evidence of one or more of the following will be documented by completing five one-page single spaced synthesis of the observation. 
    • Gather information on one focus student who is an ELL. 
    • Gather information on classroom managementroutines (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

 

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 whichinquiry (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