Final Plan to work through the material of the course (ED 631)

As I have mentioned last week in post about my first draft to an action plan “my plan to work through the materials of this course are as follows:

  • To dedicate at least 6 hrs a weeks to actively be present and plugged in on discussions
  • To keep an open mind
  • To speak my truth!!
  • Submit assignments on TIME!!
  • Ask question to not only understand but to drive the discussions”

This was just creating and setting expiation for myself when learning a new skill (ways to better understand how to teach my students). This weeks post is about expanding and adding on to those expectations and goals, hence to make them more measurable and realistic.

The FIRST STEP to my action plan is to set SMART goals for myself and my students. Everything I will be learning from this course would be impacting not only my teaching experience but my students learning experiences. As I’m going through this course they will too, of course they won’t be posting blogs and holding conversations about what systems and structures to implant in the classroom to have better student buy-in. They will obviously be my blank canvas where I’ll be able to be specific and clear about what they are learning, where I’ll also be able to set measurable goals for each of them based on their learning style and work together in achieving them. On this canvas I’ll be pushed to stay relevant and learn new ways to deliver content that will complement their unique learning styles. Most of all, to be very aware of how much time my middle schoolers have before they will head to high school or another grade and use this time to get them where they needed to be.

From last week’s reflection on this course, I have made the decision that I want to work backwards. That is to design an environment that will support my students learning abilities and then build from there. In the text Education Psychology— I have match each chapter with the learning goals (course teams) of this class, they are as follows:

  • Learning — theories and models (Chapters 1 and 2)
  • Motivation — (Chapter 6)
  • Students Development — (Chapters 3, 4 and 5)
  • Designing learning environments — (Chapters 7 to 12)

I chose to work backwards because of my classroom/schools population and demographic. My school is in the process of merging with another middle school in the building and I want to get my students skilled in healthy and productive classroom room culture, systems and structures and to be acquainted with grate learning environment models. Below is an outline to which I’m planning to stick to a 100% —fingers crossed!

 

Week 1 (Jan. 30th – Feb. 2nd): Draft up Action plan for course (DONE! :) )

 

Week 2 (Feb. 5th – Feb. 9th): Final Action Plan! — Designing a Learning Environment (Chapter 7) Classroom management and learning environment.

Breadcrumbs week 1 Feb. 11th— Reflection on chapter 7 reading in relevance to building a strong classroom environment

 

Week 3 (Feb. 12th – Feb. 15th): Designing a Learning Environment (Chapter 8) The nature of classroom communication.

Breadcrumbs week 2 Feb. 18th— Reflection on chapter 8 reading in relevance to building a strong classroom environment

 

Week 4: Mid-winter Recess: Designing a Learning Environment (Chapter 9) Facilitating complex thinking

Breadcrumbs week 3 Feb. 25th— Reflection on chapter 9 reading in relevance to building a strong classroom environment

 

Week 5 (Feb. 26th – Mar. 2nd): Designing a Learning Environment (Chapter 10) Planning instructions.

Breadcrumbs week 4 Mar.4th— Reflection on chapter 10 reading in relevance to building a strong classroom environment

 

Week 6 (Mar. 5th – Mar. 9th): Designing a Learning Environment (Chapter 11) Teacher made assessment strategies

Breadcrumbs week 5 Mar. 11th— Reflection on chapter 11 reading in relevance to building a strong classroom environment

 

Week 7 (Mar. 12th – Mar. 16th): Designing a Learning Environment (Chapter 12) Standardize and other formal assignment

Breadcrumbs week 6 Mar. 18th— Reflection on chapter 12 reading in relevance to building a strong classroom environment


 

Week 8 (Mar. 19th – Mar. 23rd): Student Development (Chapter 3) Student Development

Breadcrumbs week 6 Mar. 18th— Reflection on chapter 3 reading in relevance to my students development

 

Week 9 (Mar. 26th – Mar. 30th): Student Development (Chapter 4) Student Diversity

Breadcrumbs week 7 Mar. 25th— Reflection on chapter 4 reading in relevance to my students development

 

Week 10: Spring Break — #vacation! :)

 

Week 11 (Apr. 9th – April 13th): Student Development (Chapter 5) Student with special education needs

Breadcrumbs week 8 Apr. 8th— Reflection on chapter 5 reading in relevance to my students development

 

Week 12 (Apr. 16th – Apr. 20th): Motivation (Chapter 6) Student Motivation

Breadcrumbs week 9 Apr. 15th— Reflection on chapter 6 reading in relevance to creating a safe and motivated environment for my students to excel in.

 

Week 13 (Apr. 23rd – Apr. 27th): Theories and Models (Chapter 1) The changing teaching process and you

Breadcrumbs week 10 Mar. 22nd— Reflection on chapter 1 reading in relevance to creating a safe and productive learning environment for my students to excel in and what are some systems and structure in my classroom that are use to promoting a successful learning in my classroom.

 

Week 14 (Apr. 30th – May 4th): Theories and Models (Chapter 2) The learning Process

Breadcrumbs week 11 May. 3rd— Reflection on chapter 2 reading in relevance to creating a safe and productive learning environment for my students to excel in and what are some teaching molds that I use and are promoting learning in my classroom. What are some new models I can implement in my classroom.

 

FINALLY!!, with the above detail laid out action plan to digest the informations that will be processed in this course, I am committed to keep the discussion going by posting timely  Breadcrumbs updates on Pace Common.

 

See you guys Feb. 11th !! :)

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