ED 541

Reading Reflection #1
RR1: IDENTIFY research-based instructional strategies you can use in you ITU.
Reading #1

• Assists students to accomplish more complex understanding by relating to their real-life experience;
• Assures that students, for each instructional topic, see the whole picture as the basis for understanding the parts;
• Presents challenging standards for student performance;
• Gives clear, direct feedback about how student performance compares with the challenging standards;
• Showcases schoolwork, displaying it to students’ parents and families and community; and
• Engages students in focused and cohesive oral and written explanations of their work.

For our instructional strategy, we chose a project that incorporates local environments (Lagoons) so students can make a connection between Chemistry/Earth Science-content and real life applications. We chose to have students prepare a report, and an accompanying presentation with photos, to use Chemical, Biological, Mathematical and Academic English skills within the same project. The project is centered around a local environment so students can go visit, and appreciate the local lagoons. It will also raise awareness towards the sensitivity of the lagoons, and educate students about the value of keeping the lagoons clean.

Students will work together in teams of four to build collaboration and communication skills.

Students will go to a local lagoon and take pictures, make observations, notes, drawings and collect samples (when appropriate).

Samples could be water, sediment, fallen leaves or anything else that would not disrupt the environment.

Students will research historical uses and beliefs about coastal lagoons in San Diego through the perspective of native peoples (Native Americans, Mexican Native American Cultures). This will also incorporate a cultural aspect to the assignment. By requiring research about native peoples and their use of the lagoons, students will gain a historical perspective of the lagoons.

Reading Reflection #2

Activity 7.1
1. What sources will I use to select an appropriate theme?
Model #1 for ITU Design (pg. 170), Baldwin, Keating, Bachman

• Determine a theme
• Estimate a timeline
• Create broad overview of topic
• Brainstorm other topics and ideas with other teachers
• Establish unit objectives (cognitive, affective, psycho-motor, and word)

1. Plan lessons in sequence with assessments and instructional strategies 

• variety of learning styles
• questioning strategies
• inclusion strategies (gender, multicultural, physically/emotionally challenged) 
• assessment tools
• evaluate the overall effectiveness of the ITU

2. Brainstorm themes and associated words and phrases, construct a visual web

• Chemistry: Gas Laws - Earth Science: Weather (air masses)
• Chemistry: Acid/Base - Earth Science: carbonate rocks and/or sands
• Chemistry: Colligative properties - Biology: Osmotic pressure in cells
• Chemistry: Solutions (concentrations, solubility, reactions in solutions) - Earth Science: pH of waters, oceans, water resources, acid rain and “marble cities” (old roman statues) concentrations of elements in the ocean, uranium from seawater
• Identify natural water sources to the lagoon (describe the chemistry of the water for each source)
• Identify all unnatural pollutant species, and their respected sources, to the lagoon
• (Chemistry) Focus on plastics, compositions of plastics, reactions that accompany the breakdown of plastics, life spans of plastics in the environment
• Solubility of pollutants (what pollutants are soluble in water and which ones are insoluble, what factors determine if a substance will dissolve in water or not. (motor oil, gasoline, plastics, Carbon Dioxide, Carbon Monoxide, 
• Define “effluent”

3. Share and discuss the process we used and the product we developed.
Will do in group, more to come...
Activity 7.2 Will do as a group, more to come...

Reading Reflection #3
Model #1 for ITU Design
(pg. 170), Baldwin, Keating, Bachman

1. Determine a theme
2. Estimate a timeline
3. Create broad overview of topic
4. Brainstorm other topics and ideas with other teachers
5. Establish unit objectives (cognitive, affective, psycho-motor, and word)
6. Plan lessons in sequence with assessments and instructional strategies
1. variety of learning styles
2. questioning strategies
3. inclusion strategies (gender, multicultural, physically/emotionally challanged)
4. assessment tools
5. evaluate the overall effectiveness of the ITU

I have websites about local lagoons bookmarked on Diigo:
http://www.diigo.com/user/mattkeyes75

http://www.cde.ca.gov/ta/tg/sr/documents/rtqchem.pdf

Reading Reflection #4
Areas I would like to work on in this ITU are underlined:
Chemistry

• Task 1: Theme for Interdisciplinary Thematic Unit
• Task 2: Cover Sheet
• Task 3: Context Information - Community, School & Student Population
• Task 4: Unit Rationale - Enduring Understandings, Essential Questions
• Task 5: Unit Overview of Activities
• Task 6: Unit Objectives, Standards & Assessments
• Task 12: Student Descriptions
• Task 7: Unit Calendar
• Task 8: Technology Applications
• Task 9. Art Component
• Task 10: Social Justice & Equity
• Task 11: Service Learning
• Task 12: Student Descriptions Revised
• Tasks 13-17: Unit Differentiation – Strategies for each of the 5 Students (described in Task 12)
• Task 18: Group Evaluation (1 Self-Assessed Group Rubric)
• Task 19: Peer Evaluation (1 Peer-Evaluation from each person)
• Task 20: Final Poster Presentations

With 5 students to cover, we can each choose 1-2 students from our classes (ELL or IEP)  and use their data for differentiation strategies.

Reading Reflection #5
Theme: Preservation of Coastal Lagoons, San Diego County
Use of plastic bags
Pollution awareness, storm drains, paved surfaces, rainwater runoff
biological components to a lagoon, sensitivities to urbanization
Lagoons seen through historical people(s)
Lagoon’s contributions to local micro-climates
Conservation
Sustainability
Recycling


Reading Reflection #6

I want to create a chemistry web-page that  compiles links to resources and aid in learning chemistry topics. I would encourage all my students to find a website, document, video or any other digital artifact that helps them understand a new concept in chemistry, and then share that link on my website/blogsite.

I also want to create a page for practice tests/quizzes with instant feedback, scoring, and explanations of answers. I feel students will interact with chemistry content in a richer environment online rather than just using the textbook alone.

For my PLN, I have created an account with Grouply and I have communicated with my classmates through this social media website. I have also created a Twitter account and have communicated through them. I have a Pintrest account where I am creating a visual rock and mineral collection to share.

Reading Reflection #7

Part 1 of A Complete Guide to Service Learning. Free Spirit. & Service Learning PPT. See below for electronic reading.

RR7: Identify the key elements and process for Service Learning.

Key Elements

Service learning can be defined in part by what it does for your students. When service learning is used in a structured way that connects classroom content, literature, and skills to community needs, students will:

•  Apply academic, social, and personal skills to improve the community.

•  Make decisions that have real, not hypothetical, results.

•  Grow as individuals, gain respect for peers, and increase civic participation. 

•  Experience success no matter what their ability level.

•  Gain a deeper understanding of themselves, their community, and society.

•  Develop as leaders who take initiative, solve problems, work as a team, and demonstrate             their abilities while and through helping others.

The Process of Service Learning

1.     Preparation

2.     Action

3.     Reflection

4.     Demonstration

Blueprint

Step 1: Points of Entry

What skills will Ss walk away with?

Are there existing projects? Can all students participate?

Step 2: Map out your plans

Pick a service-learning project

Content and skills to teach

Connect and cross ideas with other disciplines

Step 3: Clarify Partnerships

Find contacts, teachers, parents, community members, and agency representatives

Step 4: Review Plans and Gather Resources

Field trips, visits, dates and locations

Step 5: Begin the Process of Service Learning in Action

Initiate the four stages of the service learning cycle:

Preparation, action, reflection, and demonstration

Step 6: Assess the Service Learning Experience

                        Assess and debrief 

Reading Reflection #8

Reading Reflection 8: Read Service Learning Curriculum Cluster Maps in Kaye, Cathryn Berger. (2004 or 2011). A Complete Guide to Service Learning. Minneapolis, MN: Free Spirit.

See below for electronic reading.

RR8: LIST ideas and resources you can use for your Service Learning and ITU (Task 11).

Themes

Environment

Sustainability

Conservation

Nature

Ideas, Service Learning (student needs) 

Aquaponic system-From existing hydroponic classes at CHS

Garden on campus

Tutoring

Recycling on campus, in city/community

Beach clean up

Lagoon clean up

Quail Garden volunteering

Carlsbad Flower Fields

Carlsbad Strawberry Fields

Plastic bags (reducing their use)

Reading Reflection #9

ITU TASK 3: CONTEXT INFORMATION
1. Community
        a. Geographic Location
Carlsbad is a coastal city located in North County of San Diego. It is approximately 87 miles south of Los Angeles and 35 miles north of San Diego. Its population is 106,804 (http://www.carlsbadca.gov/residents/Documents/carlsbad-glance.pdf)
According to the United States Census Bureau, the city has a total area of 39.1 square miles (101 km2) of which 37.7 square miles (98 km2) are land and 1.4 square miles (3.6 km2) are (3.55%) water, the majority of which is contained within three lagoons and one lake.
        b. Where students live in relation to campus
Carlsbad High School (CHS) is the only high school in the city, so all qualified students living in the area are designated to attend CHS.
        c. Political Climate of Community
All representatives of government at the state and federal levels for the city of Carlsbad are part of the Republican Party. The city’s Cook Partisan Voting index is R+3, meaning it is more likely to vote toward the Republican Party two percentage points more than the national average. The city council consists of an elected mayor and four elected council members. The current mayor is Matt Hall.
2. School
a. School Mission & Teaching Philosophy
As listed on the Carlsbad High School website here, the school mission is:

Carlsbad High School will provide a supportive, engaging and challenging education for every 9th through 12th grade student. Standards-based instruction and materials will be used to promote high levels of student learning in academic areas that include the arts, technology, and vocational skills. Remediation for at-risk students and extensions for advanced learners will be provided. Students, staff, and the larger community will work together to develop an environment where diversity is celebrated. These opportunities will promote supportive, engaging, and challenging avenues that will lead students toward rewarding careers, life-long learning, and a successful quality of life.

b. School Personnel Information

The CHS staff of 141 teachers, all of whom teach in their credentialed area and 50% of whom hold Masters Degrees, serve a student population of 3100, in grades 9 through 12. In addition, the staff consists of four administrators, six counselors, two school psychologists, an activities director and an athletic director.

(source: 2011-2012 CHS Profile )

-All teachers hold a full credential and no teachers are teaching out-of-field.

-Teachers :Staff Service and Experience for 2010-11, CA Dept of Edu

-Avg. Years of Service :16.2
-Avg. Years in the District: 12.7
-Number of 1st Year Staff: 3
-Number of 2nd Year Staff: 0

-Administrators: Staff Service and Experience for 2010-11, CA Dept of Edu

-Avg. Years of Service :19.8
-Avg. Years in the District: 11.4
-Number of 1st Year Staff: 0
-Number of 2nd Year Staff: 0
c. Reputation of School                
Carlsbad High School is a California Distinguished School. It’s API score for 2011 was 829. This signifies a of 17 point growth from 2010-2011.
In 2011, 94% of students passed the CAHSEE ELA portion and 93% passed the Math portion. CHS also offers AP courses and administers AP exams every spring, which helps students earn college credit.
Carlsbad High School is also proud of its distinctive curriculum features. These four programs are: Film Academy, Academy Internship Program, Deaf and Hard of Hearing Regional Program, and Career Technical Education.  

School Clubs/Programs:

Alternative Energy Organization

Amateur Scientists

AVID

Band and Color Guard

Drama/Improv Club/ Thespian Society

Red Cross Club

Robotics Club

Science Olympiad

Speech and Debate

Encuentros

Peer Leaders

Various Athletics

d. Campus Architecture
Carlsbad High School is currently undergoing a modernization of the campus. Completion of the modernization is expected in 2012. The goals for the modernization include new buildings, restrooms, parking lot, turf and bleachers, interior structures, film making and newspaper rooms, as well as general reparations and technological upgrades.

New Quad Area

Under Construction

e. Participation of Community in School Activities
CHS cites the local Chamber of Commerce, the Carlsbad Education Foundation, the Parent Association as well as business and industry as key community support in CHS activities. School activities such as dances, sports events, competitions, and other extra curricular activities maintain a bond between the school and th community. The link between the school and community is also encouraged in students. In order to be eligible for graduation, all students must complete 20 hours of community service.
3. Student Population Information
a. Numbers of students served at school
There are approximately 3000 students enrolled at Carlsbad High School.  

b. Demographic information
Sixty percent of the student population is classified as white non-Hispanic. The second largest ethnic group are Hispanic or Latinos, which make up 26% of the school population. The remaining ethnic groups make up between 1 and 5% of the population and consist of Asians (5%), African American (2%), Native American/Alaska Native (1%), Filipino (1%), Pacific Islander (1%), and two or more races (5%).
Students classified as socioeconomically disadvantaged make up 20 percent of population. Six percent of the students are classified as English Language Learners (ELLs) and 9 percent of the students are identified as having disabilities.
Carlsbad High School, School Accountability Report Card , 2009-2010. School Wise Press, San Francisco, CA.

Reading Reflection #10

Our Cover Sheet so far, I just need to add some more details after we meet to discuss.....

Reading Reflection 12: 

I really enjoyed the Homeless ITU example because it is very through and complete. I like the way they designed thieir calendar so the classes line up and you can see what everyone is doing at any time.  

http://greencarlsbad.blogspot.com/

Reading Reflection 13:


IDENTIFY what co-teaching approaches were modeled this week.
Team: When two teachers each deliver complete lessons, switching to allow each teacher deliver instruction with their own emphasis or expertise. Each teacher takes the full responsibility of running the classroom. 
Supportive: When one teacher supports the lead teacher, Special Education teachers that move from classroom to classroom are modeling this technique.
Parallel: When two teachers teach two separate classes but work together in lesson design as to keep the lessons under the same ITU theme. 
Complementary: When one teacher does something to enhance the instruction of the other teacher. 

Reading Reflection 14:


DESCRIBE the co-teaching approaches you will use in you ITU (Task 5).

In our ITU, we will be using the parallel co-teaching approach. Each of the four teachers will teach only to their own class, but the four teachers will collaborate during lesson planning to create a unit that each teacher can follow and is synchronized between the classes. During the service learning field trip, teachers will use a team co-teaching model bu taking turns giving direct instruction during the trip. 

Reading Reflection 15: 


DESCRIBE in your lesson plans who, what when, how and why in regards to the co-teaching approaches (Task 7)
During week 1, all four teachers use parallel co-teaching. We will each introduce the ITU theme, and them we each teach our individual lesson that relates to the theme. Week 2 will also be a parallel co-teaching week. 

Reading Reflection 16: 
5 different components of Cooperative Learning
Positive Interdependence, Individual & Group Accountability, Group Processing, Social Skills,and Face-to-Face Interactions

Reading Reflection 17: 
Identify how you will use cooperative learning in your ITU. Be specific and describe the strategies you will use for each component.

Positive Interdependence

Individual & Group Accountability

For individual accountability, I will assess each persons speaking portion during their presentation. I will have each person speak about one product made from their assigned material, and tell us why they chose it. 

Group Processing

Social Skills 

Students will make a video to submit ti Planet Connect's contest. The video should be fun and creative, with an idea or innovation on how to improve some green aspect of their community. 

Face-to-Face Interactions

RR18: INCORPORATE some of the lesson planning resources in your lessons and ITU.

RR19: IDENTIFY strategies to differentiate assessment.

RR20: IDENTIFY 2-3 assessment strategies you can use in your unit.

RR21: IDENTIFY how you can use these assessment strategies in TPA Tasks.

RR22: PROVIDE peer feedback for each Peer Group ITU.

RR23: IDENTIFY 2-3 strategies from the ITUs that you can use in your clinical practice.

RR24: WRITE a persuasive letter to a board member, principal, faculty member or parent detailing your plan to implement your ITU. Include preplanning, planning, implementation, post implementation stages in you letter.