TE 803: professional

roles & teaching

practices
Class 2
January 19, 2010
 Agenda

• Check-in
• Special Education: starting the
conversation

• Goal-oriented instruction & BIG Ideas

• Unit Plan: Part I & III
• Part II Workshop
 Checking In

• Free Write:
• Where are you in your professional
development?

• What do you want to learn and

experience in this class/this semester?
If a doctor, lawyer, or dentist had 40
people in his office at one time, all of
whom had different needs, and some
of whom didn’t want to be there and
were causing trouble, and the doctor,
lawyer, or dentist, without assistance,
had to treat them al l with
professional excellence for nine
months, then he might have some
conception of the classroom teacher’s
job.
~Donald D. Quinn
 Normal?

• What is normal?
• What is abnormal?
• What is the socio-cultural definition
of normal & abnormal?

• As a young student, what did you

think was normal? Has this changed
since then?
• The normal looms over all of our lives, an
impossible goal that we are told is possible if: if
we sit still, if we buy certain consumer goods, if
we exercise, if we fix our teeth, if we . . .

• The normal, norm, or normalcy do not exist in

the real world of people, despite the fact that
we are told that we can modify our behavior
and train our bodies and minds to reach it. We
are told to chase it . . . but when we chase it . . .
it disappears . . . like a horizon that keeps
receding as you approach it.
 Value?
• How do we assess the value of
individuals?

• In what ways do we conform in

school? In life?

• How different can we be in an

inherently conformist system?

• What role does a teacher have in

encouraging/balancing creativity,
non-conformity, and success?
• Ashley confronted me with my own deep
prejudices about what it means to be a valuable
human being. I didn’t know if I could truly
value a body that was so damaged. Ashley also
challenged some of my ideas about intelligence.
If Ashley couldn’t hear, speak, or see, how could
she learn? And if Ashley couldn’t learn, was she
a fully functioning member of the human race?
 Collaboration
No Child Le1 Behind

Inclusion High Stakes

Accommodation
Differentiated
Instruction
Ability

Accountability

Expectations
Difference
 INCLUDE
• Identify classroom demands

• Note students’ strengths & needs

• Check potential areas of student success

• Look for potential problem areas

• Use information to brainstorm

accommodations

• Decide what to implement

• Evaluate students’ progress

Content Coverage

breadth

depth
 Unit Planning
BIG
GOALS CONTENT
IDEA(S)

ASSESS- LESSON
MENT SEQUENCE
For Next Time

• JAN. 26
• READ: Friend & Bursick Ch. 7
• Brophy & Alleman Ch. 2
• DUE: Identify teaching dates
• Bring course pack $ if you didn’t this
week ($4.40)