TEACHER CADET
CLASSROOM ELEMENTSIMPORTANT DATESSeptember 2019 First Aid and CPR Training Dates - absence any day requires outside of school make-up work!
October 4th, 2019 Meet your Cooperating Teacher/ Principal/ Observe your Cooperating Placement Classroom October 11th, 2019 Meet your Cooperating Teacher/Principal/ Observe your Cooperating Placement Classroom October 14th, 2019 First Day of Placement October 18th 2019 SEEC Conference – Central Michigan University October 29th, 2019 District CTE Advisory Meeting at CVHS November 2019 1st Observations November 13th 2019 CMPL Tour February 2020 2nd Observations - mini-lesson March 17th 2020 Statewide Teacher Cadet CTSO Workshop OU March 2020 County CTSO Conference & Competition April 2020 Student Conference – Oakland University April/May 2020 Final Observation - Full Lesson |
How do I take a test on EDMODO?END OF YEAR SURVEY |
ARTICULATION
We have Articulation Agreements!The district CTE program is proud to announce that successful completers of the CVHS Teacher Cadet program have the opportunity to receive college credit from Oakland University, Saginaw Valley State University or Central Michigan University
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IMPORTANT LINKS FOR TEACHER CADET
EDUCATORS RISINGSEEC |
2019-2020 Lesson Sign Up & Lesson PlansMAKE YOUR VOICE HEARD- VOTE2019-2020 Teacher Cadet Officers
President - GRANT HORTON Vice President- HALEY SCHULTZ Secretary - EMILY ISRKA Treasurer - Historian - KENNEDY WILLIS Recruitment Director - GABRIELLA SMILJANIC VOLUNTEER OPPORTUNITIES |
CONFERENCES & TOURS
ASSESSMENTS: WORK-KEYS, PRE & MTTC TESTING
ASSIGNMENTSJournalsClassroom Observations
You must complete three observations:your initial observation in your own placement classroom, an observation in a classroom in a grade level opposing your placement and an observation in a special education classroom.
Job ShadowingAll teacher cadets are required to complete ONE job shadow of a HIGH SCHOOL educatOR in Chippewa Valley District IN ADDITION to their mentor teacher. These requirements takes a significant amount of planning, so be prepared ahead of time.
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Career Cruising UnitProfessional Articles & Article ReviewsInterviews - Mentor Teacher & PrincipalBOARD MEETING |
All About Me Unit
THE LAST LECTURE
Section 1 - Chapters 1 - 17
Section 2 - Chapter 18 - 39
Section 3 - Chapters 40 - 61
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Monthly Journals & Objectives
The weekly journal requirement begins the second week of placement. The objectives that you will be asked to met each week are based off of the Training Plan that was signed and returned and is also posted
Students will demonstrate the ability to establish and support respect and rapport with students to foster positive social and intellectual interactions. (Consolidated Standard X.D.)
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Students will use correct grammar to communicate both in verbal and written format. (Consolidated Standard II.A.1.)
Students will identify rules and laws designed to promote safety and health in the school. (modified Consolidated Standard VI.A.1.) Student will customize communication messages to fit the audience members. (Consolidated Standard II.A.4.) Students will utilize questioning skills. (Consolidated Standard II.A.9.) |
Students will perform work duties according to legal & ethical boundaries. (Consolidated Standards VIII.C.1. & VIII.C.3.)
Students will give clear verbal directions. (Consolidated Standard II.A.5.) Students will use concise, coherent organization when writing. (Consolidated Standard II.C.2.d.) |
Students will employ interpersonal skills to enhance professional practice. (Consolidated Standard VII.C.1.)
Students will model behaviors that demonstrate active listening. (Consolidated Standard II.B.1.) Students will interpret verbal and nonverbal behaviors when communicating with students and teachers. (Consolidated Standard II.A.2 & II.A.3) Students will use persuasive communication. (Consolidated Standard II.C.2.d.) |
Students will employ critical thinking skills independently and in teams to solve problems and make decisions. (Consolidated Standards III.A.1.)
Students will search for information and resources [using the Internet]. (Consolidated Standard IV.B.2.) Students will use information technology tools to manage and perform work responsibilities (Consolidated Standard IV.A.1.) |
Students will use open-ended questioning. (Consolidated Standard III.A.4.a.)
Students will use relationships with other professionals to explore career options. (Consolidated Standard IX.A.3.) Students will employ leadership skills to accomplish organizational goals and objectives. (Consolidated Standard VII.A.1.) Students will determine goals and develop and action plan to accomplish them within a given time frame. (Consolidated Standard IX.D.1.) |
Students will apply theories of learning, learning styles and motivation theory to delivery of instruction to enhance learner achievement. (Consolidate Standard X.C.2.)
Students will use content and knowledge of teaching/learning while delivering instruction. (Consolidated Standard X.E.2.) Students will model reading strategies for determining the [meaning] of text. (modified Consolidated Standard II.D.1.) Students will recognize developmental delays in children. (Consolidated Standard X.A.3.) |
Students will use language, terminology and complexity suitable to audience. (Consolidated Standard II.A.4.e.)
Students will employ fundamental knowledge of educational philosophies to enhance learner achievement. (Consolidated Standard I.E.2) Students will maintain a career portfolio to document knowledge, skills and experience in a career field. (Consolidated Standard IX.C.2.) |
History of Education
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Case Study
Childrens Book Assignment |
Bulletin Board |
Child Development
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School Age Children (6-12 Years)
Adolescents/Teenagers (13-18 years)
Theorists - Growth & Development
Sigmund Freud (1856-1939)
Freud believed that the way parents dealt with their child’s basic sexual and aggressive desires would determine how the child’s personality developed. Freud also thought that all babies were born with instinctive selfish urges which he labeled the “Id”. As a child experienced that not all his or her whims were met, he or she developed a more realistic appreciation of what is realistic and possible, which Freud called the “Ego”. Over time, Freud believed, babies learn values or morals, which he called the “Super-Ego”. The Super Ego, he thought, then worked with the Ego to control the selfish urges of the Id.
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Erik Erikson (1902-1994)
Erikson believed that personality develops in a series of stages. In each stage, Erikson believed children experience conflicts that affect development. He believed these conflicts are based on either developing a psychological quality, or failing to develop that quality. During these times, the potential for success and development is high, but so is the potential for failure. Below are Erikson’s Psychosocial Stages that occur during childhood and adolescence, and a brief summary for each:
Social, emotional development begins with the first of Erikson’s Psychosocial Stages, Trust vs. Mistrust. An infant develops trust when he experiences his needs being met in a consistent, nurturing relationship with a primary caregiver. In a secure relationship, an infant can form attachments. Erikson’s second Psychosocial Stage, Autonomy vs. Shame and Doubt, says that toddlers strive to be autonomous. We can help them to get there by supporting them when they struggle and being there for them, but not always doing for them. Toddlers also need to be able to make simple choices that allow them to decide things for themselves and build self esteem and confidence. In his third Psychological Stage, Erikson says that preschoolers begin to assert their power and control over the world through directing play and other social interaction, allowing them to feel capable and able to lead others. Erikson’s fourth Psychological Stage occurs between ages 5 and 11. At this age, children develop self confidence by interacting with their peers and through encouragement and praise by parents and teachers. The fifth Psychological Stage, Identity vs. Confusion, suggests that encouraging adolescents to explore their independence strengthens their sense of self and their ability to be self-sufficient and gives them the feeling of being in control of their own world. |
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Jean Piaget (1896-1990)Piaget believed that early cognitive development occurs through a process where actions prompt thought processes, which influence the actions the next time around. He talked about Schemas which describe both the mental and physical actions involved in interpreting and understanding the world. New information acquired through an experience is used to modify, add to, or change previously existing schemas.
He believed cognitive development follows a fixed process of four stages that are the same for all children, though they may arrive at each stage sooner or later than their peers. His first stage is Sensori-Motor (0 – 2 years); in this stage, the child is learning about the world around him through his senses. This is the stage, Piaget said, where infants learn about object permanence, that a person or object still exists, even if the infant cannot see it. The second stage is the Preoperational Stage (2 – 7 years); in this stage, the child sees his world as if it revolved around, and for, him. Piaget’s third stage is the Concrete Operational Stage (7 – 11 years); though not yet able to think in the abstract, children in this stage are starting to mentally solve problems, develop concepts such as numbers, and are getting better at understanding and following rules. Piaget’s final stage is the Formal Operations Stage (11 years and up); in this stage, the child is able to think, not just in terms of the concrete, but also in the abstract. He is now able to hypothesize and see his world as it could be, not just as it is. Piaget tells us that children learn differently than adults because they do not yet have the experiences and interactions needed to interpret information. Especially as infants, children are constantly gathering information though their senses. They learn about their world by watching, grasping, mouthing and listening. They learn to avoid danger for example, not by reading a caution sign, but by experiencing ‘hot’ or falling from a the chair they just climbed up on. But, it is not just activities and sensory experiences that help children to develop; they also learn through interactions with adults and their peers. |
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Urie Bronfenbrenner (1917-2005)
Urie Bronfenbrenner developed the Ecological Systems theory to explain how a child’s environment influences a child’s development. In his model, there is a hierarchy of influence levels. He puts the child, who comes with his own temperament and conditions, in the middle, or Micro System. The nuclear family, or Meso System, has the greatest influence on a child’s emotional development since, hopefully, his first attachment is to his mother or other primary caregiver. The community a child lives in and the school(s) he attends, the Exo System, also have a substantial amount of influence on his social emotional development; in particular, the early childhood program he attends, and the relationships he establishes with his teacher or provider. Bronfenbrenner’s Macros System, or society, which includes culture, government and public policies, comes next. The final system, the Chrono System includes transitions such as moving, changing schools, divorce and other life changes that can effect a child’s social emotional development.
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Arnold Gesell (1880 – 1961)
By studying thousands of children over many years, Gesell came up with “milestones of development” – stages by which normal children typically accomplish different tasks. These are still used today.
B.F.Skinner (1904 – 1990)Skinner coined the term operant conditioning and believed children’s behavior and learning can be shaped by providing rewards and punishment.
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Alfred Bandura (1925 – )Bandura believed that children can learn new information and behaviors by watching, or observing, other people. This was referred to as the social learning theory.
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Lev Vygotsky (1896 – 1934)Vygotsky believed in the sociocultural theory – that children learn actively and through hands-on experiences, and that parents and caregivers and peers have a role in a child’s development. Children, he said, learn best when new information is scaffolded for them. He called the area of cognitive development, from where a child starts out to where he could get to with scaffolding, the Zone of Proximal Development.
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John Bowlby (1907 – 1990)
John Bowbly is thought to be the first to introduce the attachment theory. He believed that early relationships with caregivers play a major role in child development, and continue to influence social relationships throughout life. If an infant’s parent or caregiver is consistently dependable, the child will develop an attachment, or bond, with his or her parent or caregiver, and will feel secure enough to explore the world around him.
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Theorists- Learning
Gardner - Theory of Multiple Intelligences
Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
Gardner says that these differences "challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Indeed, as currently constituted, our educational system is heavily biased toward linguistic modes of instruction and assessment and, to a somewhat lesser degree, toward logical-quantitative modes as well." Gardner argues that "a contrasting set of assumptions is more likely to be educationally effective. Students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows: Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs. Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects. Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia. Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail. Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners. Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture. Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details. At first, it may seem impossible to teach to all learning styles. However, as we move into using a mix of media or multimedia, it becomes easier. As we understand learning styles, it becomes apparent why multimedia appeals to learners and why a mix of media is more effective. It satisfies the many types of learning preferences that one person may embody or that a class embodies. A review of the literature shows that a variety of decisions must be made when choosing media that is appropriate to learning style. Visuals: Visual media help students acquire concrete concepts, such as object identification, spatial relationship, or motor skills where words alone are inefficient. Printed words: There is disagreement about audio's superiority to print for affective objectives; several models do not recommend verbal sound if it is not part of the task to be learned. Sound: A distinction is drawn between verbal sound and non-verbal sound such as music. Sound media are necessary to present a stimulus for recall or sound recognition. Audio narration is recommended for poor readers. Motion: Models force decisions among still, limited movement, and full movement visuals. Motion is used to depict human performance so that learners can copy the movement. Several models assert that motion may be unnecessary and provides decision aid questions based upon objectives. Visual media which portray motion are best to show psychomotor or cognitive domain expectations by showing the skill as a model against which students can measure their performance. Color: Decisions on color display are required if an object's color is relevant to what is being learned. Realia: Realia are tangible, real objects which are not models and are useful to teach motor and cognitive skills involving unfamiliar objects. Realia are appropriate for use with individuals or groups and may be situation based. Realia may be used to present information realistically but it may be equally important that the presentation corresponds with the way learner's represent information internally. Instructional Setting: Design should cover whether the materials are to be used in a home or instructional setting and consider the size what is to be learned. Print instruction should be delivered in an individualized mode which allows the learner to set the learning pace. The ability to provide corrective feedback for individual learners is important but any medium can provide corrective feedback by stating the correct answer to allow comparison of the two answers. Learner Characteristics: Most models consider learner characteristics as media may be differentially effective for different learners. Although research has had limited success in identifying the media most suitable for types of learners several models are based on this method. Reading ability: Pictures facilitate learning for poor readers who benefit more from speaking than from writing because they understand spoken words; self-directed good readers can control the pace; and print allows easier review. Categories of Learning Outcomes: Categories ranged from three to eleven and most include some or all of Gagne's (1977) learning categories; intellectual skills, verbal information, motor skills, attitudes, and cognitive strategies. Several models suggest a procedure which categorizes learning outcomes, plans instructional events to teach objectives, identifies the type of stimuli to present events, and media capable of presenting the stimuli. Events of Instruction: The external events which support internal learning processes are called events of instruction. The events of instruction are planned before selecting the media to present it. Performance: Many models discuss eliciting performance where the student practices the task which sets the stage for reinforcement. Several models indicate that the elicited performance should be categorized by type; overt, covert, motor, verbal, constructed, and select. Media should be selected which is best able to elicit these responses and the response frequency. One model advocates a behavioral approach so that media is chosen to elicit responses for practice. To provide feedback about the student's response, an interactive medium might be chosen, but any medium can provide feedback. Learner characteristics such as error proneness and anxiety should influence media selection. Testing which traditionally is accomplished through print, may be handled by electronic media. Media are better able to assess learners' visual skills than are print media and can be used to assess learner performance in realistic situations. Analytical &
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Giving Students What They Need To Learn. |
Maslow - Hierarchy of needs
CAREER UNITCareer Cruising
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Personality Test |
Resumes & Cover Letters
Self-Esteem
Freedom Writers
Becoming A Teacher |
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Unit 1 - Teaching:your Chosen Profession
All About Me : Quilt Square |
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Chapter 2- Today's Teachers
Chapter 3 - Todays Schools
Chapter 4 - Philosophical Foundations of education
Chapter 5 - Historical Foundations of Education
Chapter 6 Governance & Finance of U.S. Schools
Chapter 7 - Ethical & Legal Issues in U.S. Education
Chapter 8 - Today's Students
Chapter 9 - Addressing Learners' Individual Needs
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LEARNING STYLES
ACORN PEOPLE
CHAPTER 10 -Creating a Classroom of Learners
CHAPTER 11 -School Curricula & Standards
Lesson Planning
Schedule Your Lessons - Mini & Full
Please make sure that after you sign up for Mini-Lesson/Full Lesson, you also scroll down and print/download the Lesson Plan Form, which will be due the day of your lesson.
RESOURCES TO HELP YOU PLAN YOU LESSONS
LESSON PLAN FORMSDepth of KnowledgeTechnology Resources for Lesson PlanningContent StandardsQuestioning Using Blooms TaxonomyMultiple Intelligences |
Anticipatory Sets/
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Bloom's Taxonomy &
Webb's Depth Of Knowledge
BLOOM'S
WEBB'S DOK
CLASSROOM MANAGEMENT
Semester ONE Exam Info |
Semester TWO exam info |