Pitt County Schools

95125D Honors 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

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