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For this
assignment, you will work with a small group of students and
will cooperate to plan and team-teach a 15-20 minute lesson on
current issues in education to the rest of your classmates. This
assignment is designed to apply your knowledge of our course
content and relate it to relevant topics on education reflected
in the media today. This assignment is also intended to apply
your understandings of technology and use it as a teaching tool.
Your lesson will (1) highlight the most important argument(s)
from the assigned reading; (2) identify and provide related
articles, news clippings or other forms of media to highlight
multiple perspectives on your topic; (3) identify who benefits
and who doesn’t as well as how each group benefits (or doesn’t)
from each perspective that is highlighted; and (4) utilize a
teaching strategy that requires your classmates (students) to
interact in a meaningful way.
Steps to complete the Cooperative Team-Teaching
Assignment:
1. Your group will be assigned one of the following chapters
from What Does it Mean to Be Well Educated? And More Essays
on Standards, Grading, and Other Follies by Alfie Kohn:
Chapter 2: Turning Learning into a Business
Chapter 6: Standardized Testing and its Victims
Chapter 9: From Degrading to De-Grading
Chapter 13: September 11
Chapter 15: Almost There But Not Quite
2. You and your group members will be assigned to the following
different tasks:
a. Identify, list and describe the main argument(s) from
the reading. (knowledge)
Name of group member: ____________________________
b. Apply the information from group member's task "a" to locate
and provide related articles, news clippings or other forms of
media to highlight multiple perspectives on your topic.
(application)
Name of group member: _____________________________
c. Combine the information from group members' tasks "a" and "b"
to identify and describe who benefits and who doesn’t as
well as how each group benefits (or doesn’t) from each
perspective that is highlighted: (synthesis)
Name of group member: ____________________________
d. Summarize the information from group members' tasks "a", "b"
and "c" to review what you've learned from your chapter AND
corresponding outside resources AND convincingly state what your
group believes to be most important to know about your
topic, student learning and teaching. (evaluation)
Name of group member: ____________________________
3. You and your group members will work together to compile all
information from the above individual tasks and create a
PowerPoint presentation to use as you teach your lesson.
Create a
PowerPoint slideshow using the following list:
Provide a title page including a title of your lesson and your
names.
Provide a brief explanation of the argument(s) you'll be
discussing.
Provide a slide(s) of information from group member of task "a".
Provide a slide(s) of information from group member of task "b".
Provide a slide(s) of information from group member of task "c".
Provide a slide(s) of information from group member of task "d".
Provide a slide to generate student interaction.
Provide a slide to encourage student questions.
4. You and your group members will meet to plan for teaching
your lesson to our class. Please be sure to keep your lesson to
about 15 minutes in length. Be sure that each group member
discusses his/her own topics and that no one is dominating or
excluded from teaching.
5. When planning to teach your lesson, choose a teaching
strategy to use that will facilitate students' interaction with
peers. Be sure to determine who will facilitate this interaction
prior to teaching.
6. Plan to meet and practice your lesson prior to teaching in
class. This will help you to determine how to connect one idea
to another and to time out your teaching. In addition, be sure
to bring copies of the news/media article(s) you’ll present in
class; one copy will need to be handed in.
7. On the day of your lesson, you will need to bring the
following to class: (1) a disk with your PowerPoint
presentation; (2) any supplies that you will need for the
teaching strategy you're implementing; (3) copies of the current
news/media
article(s) that you will present in class and (4) a printed copy
of your PowerPoint presentation (6 slides per page) that you
will hand in.
Note: The Cooperative Team-teaching Assignment is to provide you
with an experience of working in a cooperative group and to
apply what you've learned in class and through your readings to
teach a group of students. As such, all group members will be
earn one grade that each of you will assume as your own.
Therefore, while you each have your own responsibilities for the
outcome of this project, each of your group members will be
accountable for the outcome of the project in its entirety; be
sure to review each component prior to completion and
submission.
Team-Teaching Diversity Lesson Grading Rubric
The following rubric will be used to grade your
team-teaching lesson:
|
|
Target |
Acceptable |
Unacceptable |
|
Content |
You thoroughly
identified and described the argument(s) from
the reading.
(3 points) |
You identified the
argument(s) from the reading.
(2-1 point) |
You identified
argument(s) that were not relevant to the
reading.
(0 point) |
|
You located and
provided related articles, news clippings and/or
other forms of media that well portrayed multiple
perspectives on your topic.
(3 points) |
You located and
provided related articles, news clippings and/or
other forms of media that highlighted multiple
perspectives on your topic. (2-1 point) |
You located and
provided loosely related articles, news clippings
and/or other forms of media that did not
highlight multiple perspectives on your topic.
(0 point) |
|
You thoroughly
identified and described who benefits and who
doesn’t as well as how each group benefits
(or doesn’t) from each perspective that was
highlighted.
(3 points) |
You identified and
described who benefits and who doesn’t as
well as how each group benefits (or doesn’t)
from each perspective that was highlighted.
(2-1 point) |
You minimally
identified and described who benefits and who
doesn’t as well as how each group benefits
(or doesn’t) from each perspective that was
highlighted.
(0 point) |
|
You thoroughly
reviewed what you've learned from the chapter AND
corresponding outside resources AND convincingly
stated what your group believes to be most
important to know about your topic, student
learning and teaching.
(3 points) |
You reviewed what
you've learned from the chapter AND corresponding
outside resources AND convincingly stated what your
group believes to be most important to know
about your topic, student learning and teaching.
(2-1 point) |
You minimally
reviewed what you've learned from the chapter AND
corresponding outside resources AND convincingly
stated what your group believes to be most
important to know about your topic, student
learning and teaching.
(0 point) |
|
Technological
Component |
You integrated
technology into the classroom so that it enhanced
your instruction. You had no technological errors
that distracted learners from instruction.
(2 point) |
You integrated
technology into the classroom so that it enhanced
your instruction. If you had a technological error,
it was minimal and not overly distracting.
(1 point) |
You attempted to
integrate technology into the classroom but had
technological errors that could have been avoided
with better planning.
(0 point) |
|
Teaching Strategy |
You utilized a
teaching strategy that actively engaged all learners
in your lesson.
(1 point) |
You utilized a
teaching strategy that engaged all learners in your
lesson.
(1 point) |
You utilized a
teaching strategy that engaged some learners in your
lesson.
(0 point) |
Comments:
Total Points: _____/15
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