Final In-Class Evaluation

FINAL IN-CLASS EVALUATION METHODS- EDUC 4315 (Sections 15, 16, 17, 18) Time allowed: 110 minutes

DIRECTIONS:  Answer questions as indicated in a coherent, comprehensive manner  Put your full name and section number on all booklets  There are two case studies worth a total of 15%  There are four (4) pages in total. Ensure you read the whole document and answer all parts.  No Internet is permitted, but you may use your textbook, Creating the Dynamic Classroom, the article summary of Seifert, T. (Fall 1993). Learning strategies in the classroom, key handouts, and in-class notes on your laptop.

CASE STUDY #1: GETTING TO KNOW YOU…

Craig Leboeuf was a first year teacher at MacDowell Drive Junior High School. He was summoned to the principal’s office at lunch time.

“Please come in and have a seat, Craig,” said Dr. Wiley.

“Sure. So what’s going on?” said Craig, his palms sweaty.

“Craig, I just had another phone call from a parent. It’s the same issue we chatted about just before the holidays. Some of the parents are still feel that you could communication better with home. They also question your rapport with students and ability to motivate students. What have you done since our last talk?”

Craig shifted uncomfortably in his seat. “Well, I started offering more tutorials but hardly anyone has shown up…”

“ Craig, this is more serious than I thought,” replied Dr. Wiley. “You need to develop a clear action plan for more effective communication and rapport building…let’s see…”

1 QUESTIONS: CASE STUDY #1: GETTING TO KNOW YOU… (12 points)

1. Craig ought to consider using a monthly newsletter to better communication with students and home. List four (4) core elements of a monthly newsletter with a rational for each. (4)

2) Rapport building could help alleviate some of Mr. Craig Leboeuf’s issues:

a) Define “educational ice breaker”, including its purposes and usages. Describe an ice breaker that Craig could use with students at the beginning of the year. (1)

b) Leading extracurricular activities is crucial to building rapport with students. Discuss this statement and how Craig might proceed. (1)

c) Discuss how student portfolios may be (i) used with students [apply one of your teachable subjects] and (ii) for face-to-face caregiver/teacher/student conferencing. (2)

d) A holistic, cooperative discipline-inspired approach to classroom management and effective communication entails frequent phone calls with caregivers (parents/guardians) as well as the use of anecdotal notes. Discuss fully how Craig might go about this for maximum efficiency and results. (4)

CASE STUDY#2: DIFFERENTIATED LEARNING [apply one of your teachable subjects to questions]

Ms. Holmes entered the secondary school classroom as the bell rang and plucked herself down at the desk without even looking at anyone. The students were already seated and most didn’t even take notice. After scrimmaging around in her book bag and desk for a few minutes, she finally stood as a student, Geremy, threw a ball of paper across the room.

“Silence! Class has begun,” she bellowed.

Several students continued chatting and laughing. Ms. Holmes’ face grew redder, “Silence! Silence! Silence! Geremy, you have detention this afternoon. Throwing things is against our rules!”

Geremy was indignant. “What’d I do, Ms?! Lotsa people were messin’ around. Why do you always pick on me!”

Several students murmured their agreement.

2 “Geremy, go to the office immediately,” she countered, pointing to the door. “I’ve had enough of your nonsense this year.”

Ms. Holmes began lecturing in front of the class, occasionally scribbling a key word or sloppy graphic on the board with chalk. Most students listlessly stared ahead. Several times, student began talking and giggling. Ms. Holmes warned them to be quiet, and kicked two more students outside the classroom door, where the latter continued to chat contently for the remainder of the period.

After 40 minutes of direct instruction, Ms. Holmes gave verbal directions.

“Turn to pages 31-35, read those pages, and answer all questions…alone!”

She then sat at her desk and proceeded to do some marking. Occasionally, she looked up and reluctantly invited a student to come to her desk, only if their arm were raised, to answer their questions. Several students merely doodled. At the end of the 60 minute period, she added, “Finish this for homework. Have a good day.”

Ms. Holmes lingered and chatted in a friendly way with two of the teenagers before leaving the room. The rest she didn’t acknowledge. Then she strode into the adjacent department room, grateful that it was her prep. However, rather than planning her lessons, she spent 30 minutes talking with Mr. Brady about the awful state of many of their students.

“I sent Geremy to the office AGAIN today,” she said.

“Hmmpf! I have him after lunch. I wonder what he’ll be like then. You know, I taught his older brother two years ago. Cut from the same cloth.”

“ Well, what do you expect?” added Ms. Holmes. “You know where they live. Down in the gutter. You can’t expect any better. I just want the year to finish so I won’t be teaching Geremy and the rest of that motley crew anymore. That whole group has such a poor work ethic and a bad attitude. Except for Nancy and Cynthia.”

“Yeah, well you can’t make a silk purse out of a sow’s ear,” said Mr. Brady.

3 QUESTIONS: CASE STUDY#2: DIFFERENTIATED LEARNING [imagine Ms Holmes were teaching one of your teachable subjects in order to answer the following questions. Use different strategies/examples as required] (18 points)

PART A:

1) List your subject, grade and 1-2 expectation(s), and then apply them to #2 questions below. (1)

2) Ms. Holmes should vary her teaching strategies.

a) Define a hook and then explain a good hook for the lesson. (2)

b) Create, define and fill out a visual organizer she could have used in the Consolidation/Check for Understanding section of the lesson. (3)

c) Describe 2 other cooperative learning strategies she might have used in the lesson as an alternative to the lengthy lecturing or to complement the shortened direct instruction component of her lesson. (4)

3) a) Devise a behavioural contract based on the principles of cooperative discipline that you might use with Geremy if you were his teacher. Fill it out completely from both the student and teacher’s viewpoints. (4)

b) Imagine that you were a holistic educator giving advice to Ms. Holmes. Describe to her how she might apply (i) Multiple Intelligences & (ii) Bloom’s Taxonomy to her unit lessons and final tasks to enhance teaching and learning, and the classroom atmosphere. Use analogies/examples from your teaching experience. (4)

The End! Have a Happy Practicum!