Pitt County Schools

951215/951225 Teacher Cadet

Instructional Guide

 

Time Frame: First Semester 1st Marking Period

 

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit 1:  Self-Discovery

·   What qualities do the students have that make them unique and special?

·   What qualities of good teachers can students identify as part of their own personalities?

·   How can thinking about the qualities of good teachers help direct students toward assuming those qualities?

·   What can we do to help boost the esteem of our colleagues and friends?

·   Students participate in a variety of  self-assessment activities, including the personal style inventory, the coat of arms, a diversity scavenger hunt, the finding my roots activity, and realizing my powers

·   Students set goals for maintaining self-observation and reflections

·   North Carolina Teacher Cadet curriculum (sections 1 and 2)

·   Art supplies, handouts, cans, etc

·   Journal assignments

·   Weekly reports

·   Assessment – teacher observation, completion of activities, essay reflecting on learning

Unit One: Section 3: Human Growth and Development

·   What are the stages of human growth and development?

·   How can we positively and appropriately influence the development of children at different stages?

·   Students will study physical, cognitive, moral, and social development

·   Students will develop a timeline showing their own growth and development

·   NCTC curriculum (section 3)

·   Art supplies, handouts

·   Assessment - timelines

Time Frame: First Semester Second Marking Period

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit One:  Sections 4, 5, and 6: issues for learners at different ages (from birth to adulthood)

·   What are age-specific values, needs, etc. for children in different stages?

·   What can we do as teachers to meet their needs and address their concerns?

·   Students will study  the values and needs of children in different stages.

·   Students will observe preschool children and others and reflect on their observations

·   Students will participate in Play Day and reflect on their experiences

·   Students will take a trip to the toy store to “buy” age-appropriate toys

·   Students will create a handout – see “What’s a Parent to Do”

·   NCTC curriculum (sections 4, 5, and 6)

·   Art supplies, handouts

·   Play day supplies (usually taken care of by Mr. Tarrick Cox of ECU)

·   Observation of preschool children and others

·   Trip to toy store

·   Assessment – reflection essays on observations and play day, toys “bought” at store, student-generated handouts

Unit One:  Sections 7 and 8: Special Education and barriers to learning

·   How are students who need some form of special education identified?

·   What programs and policies are in place for helping students with special needs?

·   What are the categories of special education?

·   What other barriers to learning exist and how can we address them as teachers?

·   Students will read information about special education programs, assessment, and policies

·   Students will observe a special education class

·   Students will review a handout covering the categories of special education.

·   Students will participate in the label game to see how labels may affect children

·   Students will brainstorm and discuss other barriers to learning, including abuse, neglect, poor living conditions, stress, lack of sleep, and more

·   Students will brainstorm and discuss ways to help others with barriers to learning

·   Students will write a book on a barrier to learning for elementary students

·   NCTC curriculum (sections 7 and 8)

·   Handouts, art supplies, etc.

·   Assessment – teacher observation, brainstorming activities, reflection essays

Time Frame: First Semester Third Marking Period

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit Three: Section 1:  Applying for scholarships and educational universities

·   What scholarships are available for future educators?

·   How can students apply?

·   What qualifications do students need?

·   What universities are best for future educators?

·   Students will discuss scholarship opportunities with the teacher and their counselors

·   Students will apply for scholarships, hopefully

·   Students will attend Teacher Cadet day at ECU

·   Students will discuss university options and research three universities that may be helpful as they pursue a career in education

·   NCTC curriculum (unit 3, section 1)

·   College contacts

·   Teacher Cadet day at ECU

·   Scholarship applications

·   Counselors

·   Assessment – college portfolio

 

Unit two: Sections 1-4:  The school

·   What has happened in education over the years (study of history)?

·   What current issues are worthy of discussion?

·   Who makes decisions for schools?

·   What makes an ideal school?

·   Students will learn about the history of education, specifically in North Carolina

·   Students will have forum discussions on current issues in education

·   Students will learn who makes decisions for schools, including county, state, and federal officials

·   Students will discuss what things would make schools more effective and develop their own “ideal schools”

·   NCTC curriculum (unit two, sections 1-4)

·   Current events, taken from weekly articles students have reflected on since the beginning of the year (ongoing)

·   Assessment – ideal schools

Time Frame: Second Semester First Marking Period

SCOS GOALS AND OBJECTIVES

ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

RECOMMENDED RESOURCES AND ASSESSMENT

Unit three, section 1: The teacher and teaching

·   How do teachers differ in personality, style, and effectiveness?

·   Why are different teaching styles effective?

·   What makes an effective teacher?

·   Who are the teachers who have influenced us the most and why?

·   What do we have to do to become teachers?

·   How are teachers portrayed in film and in public?

·   Students will participate in forum discussions about teaching styles and techniques

·   Students will participate in a teaching style inventory

·   Students will create an “ideal teacher” poster

·   Students will participate in discussions of which teachers have positively influenced them, and students may write thank-you’s to those teachers

·   Students will learn about the certification process

·   Students will watch films and participate in discussion forums about how teachers are portrayed

 

 

 

 

 

 

 

·   NCTC curriculum (unit three, section one)

·   Teaching styles inventory

·   Art supplies

·   Films that portray teachers in different ways

·   Assessments – ideal teacher posters, reflection essays on teachers and the ways they are portrayed

·   Time Frame: Second Semester Third Marking Period

SCOS GOALS AND OBJECTIVES

·    ESSENTIAL QUESTIONS, BENCHMARKS, AND SKILLS

·    ESSENTIAL TASKS, STRATEGIES, PROJECTS, CONNECTIONS

·    RECOMMENDED RESOURCES AND ASSESSMENT

Unit Three: section 2: Classroom culture, discipline, and management

·   What is classroom culture?

·   How can teachers manage their classrooms so that students are learning?

·   What are some ways to improve discipline?

·   What are some ways to manage the classroom so that disruptions can be avoided?

·   What can we learn from observing master teachers in the classroom?

·   Students will learn about classroom culture, including what works when trying to develop a positive classroom culture

·   Students will discuss ways to improve discipline with a focus on the importance of maintaining the dignity of the students.

·   Students will learn proactive ways to manage a classroom

·   Students will participate in frequent observations (field experience) of teachers at local elementary or middle schools

·   NCTC curriculum (unit three: section 2)

·   Harry Wong’s The First Days of School

·   Observations of teachers in school and at other schools to determine what makes a positive classroom culture

·   Brainstorming activities about how to improve discipline

·   Assessment – reflections on observations and portfolios created during field experiences

 

 

·   Start Unit three: sections 3 and 4:  Methods of teaching

·   How do we create and implement effective lesson plans?

·   What methods of teaching are effective, and why are some not as effective?

·   How are methods such as group work, games, seminars, etc. useful in the classroom?

·   How do teachers assess learning?

·   What lessons can be used for special circumstances or classes?

·   Students will learn about the six step lesson plan and Dr. Million’s model for planning

·   Students will discuss different methods of teaching (beyond lectures) and the value of those methods

·   Students will create and “perform” their own lesson plans for the class

·   Students will discuss assessment activities and which ones work best

·   Students will include appropriate assessment activities in their lesson plans

·   Students will present a mini-lesson in the classrooms they are observing

·   Students will discuss the sample lesson plans for special circumstances or classes as outlined in the NCTC curriculum

·   NCTC curriculum (unit three, sections 3-4)

·   Hand outs about lesson planning

·   Assessment – student-generated lesson plans