COLLEGE OF MENOMINEE NATION

EDU 312-01 Course Syllabi

Course Name: Pre-Student Teaching Seminar
Course # & Section: EDU 312-01
Number of Credits: 1
Semester and year: Fall 2015
Class Time: 3:00 3:50 PM
Class Days: Tuesday
Room Number: Library Study Room 205

Course Concurrent requisites: Methods for Teaching Mathematics EDU306, Methods for
Teaching Science EDU309, Methods for Social Studies EDU 305

Instructor: Kelli Chelberg Phone: 715.799.6226 Ext. 3131

Email: kchelberg@menominee.edu Cell: 715-304-7474
Office Location: Shirley Daly 021 Office Hours: 8:30 AM11:00 PM
Monday/Wednesday

Catalog Course Description: This course (seminar) coordinates supervised classroom experiences in
co-requisite methods courses (20+ hours) through discussion, reflection and evaluation of artifacts to be
included in the pre-student teaching portfolio. Coordination centers on the artifacts that represent
planning, classroom instruction, problem solving, collaboration, and social justice from co-requisite
coursework.

Required Texts: Miller, D. (2008). Teaching with Intention. New York, Stenhouse Publishing.
Kozol, J. (2007). Letters to a young teacher. New York, Crown.

Required Supplies: Notebook for observation log and reflections, flash drive or memory card and reader
for video/DVD for lesson, laptop with Internet access

General Education Objective:

General Education Objective Assessment/Activity
Analytical Abilities/Critical Thinking/Level 5 Reflection on speakers/specialists
Quizzes & Exams
Digital Storytelling
Research

Analytical Abilities/Problem Solving/Level 5 Adaptations to lesson plans

Observation log reflections
Communication/Written/Level 5 Lesson plan unit
Reflections on speakers/specialists
Research
Analytical Abilities/Critical Thinking/ Level 5 Seminar Reflection Activities
Portfolio Entries
Analytical Abilities/Problem solving/Level 5 Portfolio Entries-adaptations
Seminar reflections
Communication/Written/Level 5 Seminar reflections
Observation Logs
Assessment of student work (portfolio)
Communication/Spoken/Level 5 Actual teaching, presentation
Culture and History/ Native American/ Level 5
Culture and History/ Own Traditions Culture/
Level 5
Human experience/Professional Skills/Level 5
Seminar reflections
Seminar reflections/Orientation
Collaboration with cooperating teacher/interview
Evaluation of cooperating teacher and CMN Supervisor
Self-evaluation, Peer review of video lesson segments

Program Outcomes:

1. Plan developmentally appropriate and culturally responsive curriculum.

Assessment: Lesson video and plan, presentation of video segment, cooperating teacher supervisor
evaluation
2. Collaborate to establish positive relationships with peers, students and families
Assessment: cooperating teacher/supervisor evaluation, seminar reflections
3. Recognize the influences of family/culture/community on childrens development and learning.
Assessment: Seminar reflections, orientation
4. Modify curriculum and instruction to meet the needs of individual children.
Assessment: Portfolio entries and reflections, presentations of video segment, seminar reflection
5. Create environments that are healthy, respectful, supportive and challenging for all children.
Assessment: Observation log, quizzes, cooperating teacher/supervisor evaluation, seminar reflections

Course Learning Outcomes:

Outcomes Assessment Standards

Teacher as Reflective
Plan and conduct instruction that applies
the knowledge, skills and dispositions
addressed in the methods courses and an
early childhood primary or middle
childhood classroom.
Teacher as Risk-taking
Analyze classroom instruction, student
assessment, classroom environment and
student learning and interactions
according to professional course
concepts.
Observation Log DPI 1: understands concepts of the discipline,
K1-2, D3, P2, 4,6
Assessment from cooperating ECE 1: employs appropriate strategies and
teacher/supervisor environment a, b, c, d, e
DPI 4: uses variety of instructional strategies
Portfolio entries/artifacts K2,3,D2 P1-4
ECE 4 : understands role of play, implements
Video lesson /segment curricular activities
DPI 7: Plans instruction based on knowledge of
subject matter and students
K1-3, D1-3, P1-3
ECE 7: implements instructional approaches
Observation log DPI 8: Understand and uses formal and informal
assessment K1,2, D2, P1, 3-5
Assessment from cooperating ECE 8: developmentally appropriate formal and
teacher/supervisor Informal assessment
ECE 6b: understands and applies principles of
Video segment program and staff development
DPI 9: evaluates effects of choices and actions,
Seminar reflection on assessment grows professionally K1,2, D1-3, P2-4
ECE 9 evaluates developmentally appropriate
Assessment in lesson plans (portfolio) curricular choices on child development, learning
theory and research

Teacher as Respectful
Apply classroom management skills for
creating a positive learning environment
and techniques for adaption of lessons.
Teacher as Collaborative
Critique the work of other teacher
candidates and offer evaluative
Observation log
Assessment from cooperating
teacher/supervisor
Seminar reflection on classroom
management
Quiz
Seminar reflection on inclusion Strategies
Seminar reflections on teacher beliefs
Video segment presentation
DPI 5: creates positive learning environment that
encourages learning K1, 3-5, D3,4, P2-7
ECE 5: uses theories and principles of classroom
organization and management based on child
development and learning
DPI 6: uses effective communication techniques to
foster inquiry, collaboration, interaction of students
K2-4, D1-4, P1-5
ECE 6: uses effective verbal and nonverbal
communication techniques as well as instructional
media and technology
ECE 5: understands and uses methods for organizing
and team teaching in collaboration with parents,
other professionals
 comments
Teacher as Caring
Use problem-solving and self-assessment
techniques to challenge teacher beliefs
and evaluate and enhance ones
professional practice
ECE 6c: understand and applies appropriate
Interview with cooperating teacher principles of professionalism and confidentiality
DPI 9: evaluates the effects of choices and actions
on others and grows professionally K3, D4, P3
ECE 9: actively seeks out opportunities to grow
professionally
DPI 10: fosters relationships with school colleagues,
parents and agencies in the larger community K1-3,
D1-5, P3-4
ECE 10a: understands and uses appropriate
communication skills working with other persons
ECE 10c: understands and uses appropriate
strategies designed to develop skills in supporting
families from diverse backgrounds and promote
parent education
Orientation meeting DPI 2: Teachers know how children grow K1,3, D2,
P3
Reflections at seminar meetings ECE 2: understands the principles and theories of
child growth and development and learning theory
Portfolio entries appropriate to children 0-8
DPI 3: understand that children learn differently K1-
Self-evaluation of practicum 3, D1-3, P1,3,6
ECE 3a: Understand the wide variability in normal
Seminar reflections child development, risk factors, developmental
patterns, delays
Video segment ECE 3b: identifies, adapts curriculum and seeks
additional resources to teach children with special
needs 0-8 yrs

Proficiency
Level
Introductory
NAEYC TEACHER Standards, 2011 Assessment
Developing
Mastery
ONE -- Promoting Child Development and Learning Lesson Plans
1a. Knowing/understanding young childrens characteristics and needs, from birth through age 8
1c. Using developmental knowledge to create healthy/respectful/supportive/challenging learning Reflections Mastery
environments for young children.
Assessment from
cooperating
teacher
THREE -- Observing, Documenting, and Assessing to Support Young Children and Families- Observations
3a. Understanding the goals, benefits, and uses of assessment-including its use in development of
appropriate goals, curriculum, and teaching strategies for young children Reflections Mastery
3b. Knowing about and using observation, documentation, and other appropriate assessment tools
and approaches, including the use of technology in documentation, assessment and data collection. Assessment from
3c. Understanding/practicing responsible assessment to promote positive outcomes for each child, Cooperating
including the use of assistive technology for children with disabilities. Teacher

Class work

FOUR -- Using Developmentally Effective Approaches Lesson Plans

4a. Understanding positive relationships and supportive interactions as the foundation of their
work with young children. Reflections Mastery
4b. Knowing and understanding effective strategies and tools for early education,
including appropriate uses of technology Self-Evaluation
4c. Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d. Reflecting on own practice to promote positive outcomes for each child. ePortfolio
entries/artifacts
FIVE -- Using Content Knowledge to Build Meaningful Curriculum Lesson Plans
5a. Understanding content knowledge and resources in academic disciplines: language and literacy;
the arts-music, creative movement, dance, drama, visual arts; mathematics; science, Reflections Mastery
physical activity, physical education, health and safety; and social studies.
5b. Knowing and using the central concepts, inquiry tools, and structures of content areas or ePortfolio/entrie
academic disciplines s artifacts
5c. Using own knowledge, appropriate early learning standards, and other resources to design,
 Implement/evaluate developmentally meaningful/challenging curriculum for child.
SIX -- Becoming a Professional Observation
6a. Identifying and involving oneself with the early childhood field
6b. Knowing about and upholding ethical standards and other early childhood professional guidelines Assessment from Mastery
6c. Engaging in continuous, collaborative learning to inform practice, using technology effectively with Cooperating
young children, with peers, and as a professional resource. Teacher
6d. Integrating knowledgeable, reflective, and critical perspectives on early education
SEVEN -- Early Childhood Field Experiences Field Experience
7a. Opportunities to observe and practice in at least two of the three early childhood age groups Observations
(birth-age 3, 3-5, 5-8) Mastery
7b. Opportunities to observe and practice in at least two of the tree main types of early education
settings (early school grades, child care centers and homes, Head Start programs)

Proficiency
Level
INTASC 2011 Teacher Standards Assessmen Introducto
t ry
Reinforcin
g Mastery
Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that Observation Log
patterns of learning and development vary individually within and across the cognitive, linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate and challenging Lesson Plans
learning experiences. Mastery
Reflections
Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse Observation
cultures and communities to ensure inclusive learning environments that enable each learner to meet high
standards. Assessment from
Cooperating Mastery
Teacher

ePortfolio
entries/artifacts

Video Segment
Standard 3: Learning Environments. The teacher works with others to create environments that support Assessment from
individual and collaborative learning, and that encourage positive social interaction, active engagement in Cooperating
learning, and self motivation. Teacher
Mastery
Video Segment

Reflections

Journal Prompts
Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and Observation
structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline
accessible and meaningful for learners to assure mastery of the content.
Assessment from
Mastery
Cooperating
Teacher

Lesson plans

Standard 5: Innovative Applications of Content. The teacher understands how to connect concepts and use Video Segment
differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving
related to authentic local and global issues. Assessment from
Cooperating Mastery
Teacher

Interview with
Cooperating
Teacher

Journal Prompts
Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to Assessment from
encourage learners to develop deep understanding of content areas and their connections, and to build skills to Cooperating
apply knowledge in meaningful ways. Teacher
 Video Segment Mastery

Lesson Plans

Journal Prompts
Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting Lesson Plans
rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the community context . Reflections
Mastery
ePortfolio
entries/artifac
ts

Observation

Journal
Prompts
Standard 9: Reflection and Continuous Growth. The teacher engages in ongoing professional learning and uses Reflections of
evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on Lesson Plans
others (learners, families, other professional, and the community), and adapts practice to meet the needs of
each learner. Self- Mastery
Evaluation of
Practicum

Video
Segment
Reflection

ePortfolio
entries/artifac
ts

Proficiency
Level
ACEI TEACHER Standards, 2007 Assessment Introductory
Developing
Master
Development, Learning and Motivation
1.0 Candidates know, understand, and use the major concepts, principles, theories, and research related to Observation
development of children and young adolescents to construct learning opportunities that support individual
students development, acquisition of knowledge, and motivation. Mastery
Assessment from
Cooperating
Teacher

Lesson plans

Curriculum Observation Log

2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading, language and child Lesson Plans
development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students Mastery
successfully apply their developing skills to many different situations, materials, and ideas; Reflections

ePortfolio
entries/artifacts

INSTRUCTION Lesson Plans

3.1 Integrating and applying knowledge for instructionCandidates plan and implement instruction based
on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; Reflections
Mastery
Observation

Journal Prompts

ePortfolio
entries/artifacts
3.2 Adaptation to diverse studentsCandidates understand how elementary students differ in their Assessment from
development and approaches to learning, and create instructional opportunities that are adapted to diverse Cooperating
students; Teacher
Mastery
Lesson Plan
Reflections

Video Segment
3.3 Development of critical thinking and problem solvingCandidates understand and use a variety of Assessment from
teaching strategies that encourage elementary students development of critical thinking and problem solving; Cooperating
Teacher
Mastery
Video Segment

Lesson Plans

Journal Prompts
3.4 Active engagement in learningCandidates use their knowledge and understanding of individual and Assessment from
group motivation and behavior among students at the K-6 level to foster active engagement in learning, self Cooperating
motivation, and positive social interaction and to create supportive learning environments; Teacher
Mastery
Video Segment

Reflections

Journal Prompts
3.5 Communication to foster learningCandidates use their knowledge and understanding of effective Video Segment
verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive
interaction in the elementary classroom. Assessment from
Cooperating Mastery
Teacher

Interview with
Cooperating
Teacher

Journal Prompts
PROFESSIONALISM Reflections of
5.1 Professional growth, reflection, and evaluationCandidates are aware of and reflect on their practice in Lesson Plans
light of research on teaching, professional ethics, and resources available for professional learning; they
continually evaluate the effects of their professional decisions and actions on students, families and other Self-Evaluation Mastery
professionals in the learning community and actively seek out opportunities to grow professionally. of Practicum

Video Segment
Reflection

Assessment Activities & Methods:

The following requirements/assessments are required of the CMN teacher candidate by the instructor of
the practicum.

1. Attendance at all seminar meetings is mandatory

2. Evaluation from the classroom supervisor. This evaluation is due at the final seminar.
Stand.10

3. Book Discussion: Assignments/Activities on assigned chapters of Debbie Millers book

Teaching with Intention and Jonathan Kozols book Letters to a New Teacher. Standard
3,5,6,7,8.
 4. Reflection and artifacts on the standards for the professional portfolio- must address
standards a minimum of five standards. Must follow the Reflective Writing format.
Reflection is to be based upon the INTASC standards.

5. Presentation of your edTPA from EDU 305. Standard 9

The presentation includes:

6. Submission of the artifacts and reflections in the e-portfolio. Reflection is to be

based upon the INTASC standards KDP sheets.

Grading Policy:
Attendance 70 pts
Book Study Group Discussions/Participation 50 pts.
Artifacts and Reflections 50 pts.
Presentation of complete edTPA 25 pts.
ePortfolio Complete with artifacts and reflections 25 pts.
220 pts.

Course Grades
Grades will be assigned for the course based on the following percentages:
95-100%=A
90-94%=AB
85-89%=B
80-84%=BC
75-79%=C
70-74%=CD
60-69%=D
59% and below=F

Student Time Expectation:

In addition to participating in every meeting of this course, each student is expected to spend a minimum
of 2 verifiable hours per week outside of class meeting times on the course subject matter, including text
readings, writing lesson plans, writing reflections.

Student Time Expectation: In addition to participating in every meeting of this course, each student is
expected to spend a minimum of six verifiable hours per class meeting on the course subject matter,
including readings, writing reflections, creating presentations, working on portfolios and studying for
class examinations.

Interim Grades: The College of the Menominee Nation determined that it is in the students best interest
to provide interim grades during the semester so students may gauge their progress in a course. The
interim grades will not be reflected in your transcript. Interim grades will not necessarily be your final
grade. Interim grades are based upon the percentage of graded work at the time interim grades are due.
Final grades are based upon the final tally of grades work.

Attendance Policy:
Attendance at class enhances the learning experience and assists a teacher candidate in completing the
discussions, experiences and assessments required for this course. Contact with the instructor in case of a
rare emergency is expected professional behavior. All missed class work must be completed and e-mailed
the instructor or posted to the class online component. Attendance at the practicum placement site is
regulated by the field experience policies.

Class Participation:
Class participation is an indicator of motivation and professional interest. Teacher candidates are expected
to work collaboratively with each other. A teacher candidate is expected to b fully responsible for his or
her own education and become engaged in inquiry, discussion and reflection. Teaching skills, dispositions
and knowledge are strengthened with continued practice and participation. Class participation is part of
the grade in this course.

Late work:
The disposition of answerability/accountability is essential for a teacher candidate. It is the responsibility
of the teacher candidate to consult with the instructor on the due date for late work and grading
consequences. (Teacher candidates must maintain a minimum of a B- in the teacher education core
courses to be admitted into student teaching). In the case of late final assignments, the student must
request an incomplete and complete the assignment and request a grade change.

Classroom Conduct:
Please turn cell phones off and put them away during class. No cell phones will be allowed on tables
during class. Please let me know if you have exceptional circumstances that require you to have your
phone turned on during class.

Class Cancellation by Instructor:

Notification of class cancellations will be posted on campus. If no announcement/posting is made,
students should remain for 10 minutes after class is scheduled to begin.

College of Menominee Nation Policies:

Assessment of Student Learning:

All Associate and Bachelor degree-seeking students are required to participate in various assessment
activities. These assessments provide valuable information regarding progress in achieving CMNs
mission, general education objectives, and program outcomes. In addition, aggregate results from these
assessments are used by administration, faculty, and staff to improve curriculum, instruction, and services
for students. Further, these aggregate results may be reported to accrediting agencies. For more
information regarding these assessments, contact the Assessment of Student Learning Coordinator.

ADA Statement:
Individuals who have any disability, either permanent or temporary, which might affect their ability to
perform in this class, are encouraged to inform the Disability Counselor in the Office of Disability
Services, Room 101. Adaptation of curriculum, instruction, or assessments may be made as required to
provide for equitable participation.

Course Evaluations:
All students are encouraged to provide the instructor with suggestions or other forms of constructive
feedback regarding the class. Students can do this informally by speaking with the instructor, either in
class or by appointment, and if the instructor is unavailable, can arrange an appointment with the Dean of
Instruction. This can also be done formally by completing the evaluation form distributed at mid-
semester and again at the end of the course. If a student has a concern, issue, or question, the student
must take responsibility to approach the instructor in a timely manner.
Class Cancellation Due to Inclement Weather or Building Closure:
Closures resulting from severe weather conditions, natural disasters, or mechanical failure will be
announced by the President or her designee. Campus closing will be announced on WTCH-AM 960,
WTCH, WIXX as well as Fox11 and Channel 2 TV stations. When in doubt, call 715-799-5600 for a
recorded message. Notifications of class cancellations will be posted on campus. If no
announcement/posting is made, student should remain for 10 minutes after class is scheduled to begin.

Academic Conduct:
Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding
principles. Our students are proud of the work they do here and are committed to doing the best for their
communities. Their grades, certificates, and degrees are their record of that work. These are used by
prospective employers to make hiring decisions, by transfer colleges and universities to make admissions
decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and,
most importantly, by family and other community members to express their pride in our students
accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic
dishonesty. See the Student Handbook for more information on Academic Misconduct.

Academic Alerts:
The academic alert form is used as a student retention tool at the College of Menominee Nation.
Instructors fill out forms to identify students at risk of not completing a course or identify problems. This
type of early intervention increases the opportunity for student success.

Academic alerts can be submitted at any time during the semester to Student Services. The forms are
given to the students advisor for follow-up. Follow-up comments are returned to the instructor.

Computer Labs:
Students using the computer lab must adhere to the College of Menominee Nation policy. Orientation for
the computer lab is given during the first few weeks of each semester to help students get familiar with
the lab equipment. These sessions are held regularly at posted times. All students are strongly
recommended to attend. See the Student Handbook for more information on Computer Lab Policy.

Incomplete Policy:
Requests for a grade of incomplete must be initiated by the student to the instructor. Students may only
request if at least 75% of course requirements have been met.

REQUIRED READING AND BOOK STUDY GROUP SUGGESTIONS:

Letters To a Young Teacher

Johnathan Kozol
After reading each chapter in Johnathan Kozols book choose 3 - 4 issues or topics from that chapter that were
inspirational, interesting, enlightening or helpful to you.
Chapter 1: A Life Among School Children
Chapter 2: Establishing the Chemistry
Chapter 3: Reaching Out to Get to Know the Parents of Our children
Chapter 4: Teaching the Old, but Learning from the Old
Chapter 5: Wild Flowers
Chapter 6: The Little Piper
Chapter 7: The Uses of Diversity
Chapter 8: Beware of the Jargon Factory
Chapter 9: Aesthetic Merriment
Chapter 10: High Stakes Tests and Other Modern Miseries
Chapter 11: The single Worst, Most Dangerous Idea
Chapter 12: It is Evil to Tell Lies to Children
Chapter 13: Loss of Innocence
Chapter 14: Teachers as Witnesses
Epilogue: Goodbye for Now

Reading Assignments and Discussion Questions for Book Study Group

Debbie Miller (2008)
Teaching With Intention

Suggested Organization of Reading Assignments:

Class Meeting #1: First Class -- no required reading
Class Meeting #2: Read Introduction Welcome, Reader! and Chapter 1, Picture Perfect: How Does Your
Ideal Classroom Look, Sound, and Feel?
Class Meeting #4 Read Chapter 2 Defining Beliefs and Aligning Practices
Class Meeting #5: Read Chapter 3 Environment, Environment, Environment
Class Meeting #6: Read Chapter 4: Creating Classroom Cultures that Support and Promote Student
Thinking
Class Meeting #7: Read Chapter 5 Swimming with Sharks: Teaching for Understanding and Engagement
Class Meeting #8 Read Chapter 6: Lesson Design: Creating Lessons Based on Principles and Practices
You Believe In
Class Meeting #9: Read Chapter 7: Assessment, Reflections, and Next Steps
Class Meeting #10: Read Chapter 8: The Thoughtful Use of Time
Class Meeting #11 Read Conclusion: And Remember

Chapter 1 - Picture Perfect: How Does your Ideal Classroom Look, Sound and Feel?

What does your ideal classroom look like? Think about furniture arrangements, dcor, and areas of the
classroom.

What are you and the children doing in your ideal classroom?

How does someone feel as they walk into your classroom?

Chapter 2 - Defining Beliefs and Aligning Practices

Are Debbie's beliefs on page 17 the same as yours? Are there any you would leave out? Are there any you
would add?

Look closely at what you do in your classroom. Does it align with your beliefs?

o What I already do:

o What I can do better:

How do you go about teaching kids something new?

 What principles guide you?

How do you know if kids are getting it?

What do you do when they don't?

Chapter 3: Environment, Environment, Environment

Think about your meeting area. Do you want a carpet for students to all gather on? Do you
want to teach at your seats? A little bit of both? Why?

How do you organize the books in your classroom? Where are they? Is it important to you to
have a wide range of levels or not?

What do you like about your classroom? What is working?

What are some things in your room that you want to change for next year?

Looking at Debbies list on page 31, what aspects about your classroom environment do you think reflects what you
believe about teaching and learning?

Looking at Debbies suggestions on page 36, which changes would work in your room?

How do you think you can incorporate student involvement in the arrangement and organization of your classroom?
What are you willing to give up control over?

Chapter 4: Creating Classroom Cultures That Support and Promote Student Thinking

What are some ideas you have for staying actively engaged while teaching?

How do you use discussion stems in your classroom?

Do your words represent what you believe about teaching and learning? If not, how might you change them?

Chapter 5 - Swimming With Sharks: Teaching for Understanding and Engagement

How do you make all learning activities interesting and comprehensible?

If you teach a basal program, how do you make sure to add in strategy instruction?

Chapter 6 - Lesson Design: Creating Lessons Based on Principles and Practices You Believe In
Do you think you would be able to implement Debbie's Lesson Design sheet into your planning?

Thinking about the components of the Lesson Design tool, which areas are going to be the easiest to implement?
Which ones will be the trickiest for you?

Chapter 7- Assessment, Reflections and Next Steps

What are your thoughts surrounding making thinking visible?

What are some formative assessment ideas that youve learned from reading Teaching with Intention and what are
authentic responses?

What are some summative assessment ideas that youve learned from reading Teaching with Intention?