Mentoring Jewish Students and Teachers/Featured project

 Richard D. Solomon, Ph.D.

 Gratz College

 Course Title: Mentoring Students and Teachers in Jewish Supplemental and Day Schools

 Course Description

 The purpose of this course is to develop, shape and refine skills in professional practice through mentoring, collaborative supervision and staff development for pre-service and in-service Judaic educators.

 Students will explore:

 ·        recent trends in Jewish education and staff development

 ·        the knowledge base and skills needed for mentoring and supervising pre-service and in-service teachers

 ·        the knowledge base for teaching and learning, learning to teach, and reflection

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> clinical supervision models

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> observation forms and techniques for observation

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> giving and receiving professional feedback

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> conducting professional feedback conferences

<font face="Times"> Course Learning Objectives

Course Learning Objectives
<font face="Times"> 1. Participants will be able to identify and discuss the prerequisite knowledge base that supervisors, mentoring teachers, and staff developers need to possess in order to help develop the capabilities of pre-service and in-service teachers. This knowledge base includes expertise in mentoring and supervision, teaching and learning, learning to teach, job-embedded staff development and reflection. (Assessed through Weekly Assignments and Forums)

<font face="Times"> 2. Participants will experience, practice, discuss and reflect upon six models of instruction (presentation, direct instruction, concept attainment, group discussion, cooperative learning, and problem-based) and related areas including classroom management and assessment. (Assessed through Weekly Assignments and Forums)

<font face="Times"> 3. Participants will experience, practice, discuss and reflect upon the following supervision and mentoring practices including: the clinical supervision models, non-directive, collaborative and directive approaches to supervision and mentoring, wide and narrow range observation instruments and techniques, and the giving and receiving of constructive positive, negative, and corrective feedback. (Assessed through Weekly Assignments and Forums)

<font face="Times">4. Participants will create a handbook for the mentee which will include essential information and recent trends regarding (a) teaching and learning and b) school policies and procedures, and an individual professional development plan. See the rubric for the handbook for the mentee on pages five and six in this syllabus. (Assessed through Weekly Assignments and the Final Project)

<font face="Times"> Course Requirements

<font face="Times">Course Requirements

<font face="Times"> Part 1 <font face="Times">. Attendance, participation, and assignments (60%).

<font face="Times">Participants are expected to attend all class sessions, and fully participate and contribute meaningfully to all discussions and group activities. All course readings and preparation for mini-teaching assignments must be completed. (40%) All participants will participate in several small group activities which occur throughout the course. (20%)

<font face="Times">In particular the participants will be expected to fulfill the following requirements:

<font face="Times">1. Prepare and demonstrate six five minute mini-lessons using these models of instruction:

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Presentation

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Direct teaching

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Concept Attainment

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Group Discussion

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Cooperative Learning

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Problem-based instruction

<font face="Symbol"> · <font face="Symbol"> <font face="Times"> Group discussion

<font face="Times"> Satisfactory Participation in Forum Discussions

<font face="Times"> (Learning Objective#1, #2 and #3)

<font face="Times"> 2. Demonstrate C. Glickman’s four approaches to mentoring

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Non-directive

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Collaborative

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Directive-informational

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Directive-control

<font face="Times"> Satisfactory Participation in Forum Discussions

<font face="Times"> (Learning Objectives #1, #2 and #3)

<font face="Times"> 3. Apply four generic types of coaching conferences

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Technical

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Feedback (constructive positive, negative and corrective)

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Cognitive

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Problem solving

<font face="Times"> (Learning Objectives #1, #2 and #3)

<font face="Times"> 4. Apply M. Hunter’s five types of coaching or feedback conferences

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Mentor CPF conference

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Brainstorming conference

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Mentee CNF conference

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Mentor CNF conference

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Enhancement conference

<font face="Times"> (Learning Objectives #1, #2 and #3)

<font face="Times"> 5. Apply four types of observation methods

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Student on task

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Teacher movement

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Teacher to student verbal flow

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Generic observation template

<font face="Times"> (Learning Objectives #1, #2 and #3)

<font face="Times"> Graduate Requirements

<font face="Times"> 1. Satisfactory Participation in Forum Discussions

<font face="Times"> (Learning Objectives #1, #3, and #4)

<font face="Times"> 2. Satisfactory Completion of Weekly Assignments

<font face="Times"> (Learning Objectives #1, #2, #3, and #5)

<font face="Times"> 3. Satisfactory Completion of the Final Project:

<font face="Times"> See rubric for the final project on pages 34-36 of this syllabus.

<font face="Times"> (Learning Objectives #3 and #5)

<font face="Times"> Guidelines for Forum Participation

<font face="Times"> 1. Students are expected to be respectful of others' opinions, whether or not they agree or disagree with those opinions.

<font face="Times"> 2. No proselytizing of any kind is permitted.

<font face="Times"> 3. There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING THE WRITTEN ASSIGNMENTS AND PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

<font face="Times"> Forum Grading

<font face="Times"> Forum participation is not given a letter grade. Instead, Forum participation will be rated as Excellent, Adequate, or Incomplete (Incomplete does NOT mean that you can redo the Forum for a better rating).

<font face="Times"> There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING A WRITTEN ASSIGNMENT OR PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

<font face="Times"> To receive an Excellent in a Forum, you must:

<font face="Times"> 1. Start participating early in each weekly Forum (i.e., each session begins on Wednesday, so this would mean posting your first comments on the Forum by Friday at the latest)

<font face="Times"> 2. Post at least two comments on your own.

<font face="Times"> 3. Respond to at least two other students’ comments.

<font face="Times"> To receive an Adequate in a Forum, you must:

<font face="Times"> 1. Start participating by Monday of each week.

<font face="Times"> 2. Post one comment.

<font face="Times"> 3. Respond to one other student.

<font face="Times"> Anything less than this will result in an Incomplete for the Forum.

<font face="Times"> Percentages for Grading (Letter Grades used)

<font face="Times"> Written Assignments – 40% of grade

<font face="Times"> Forum Participation – 30% of grade

<font face="Times"> Undergraduate Final Exam or Graduate Term Paper – 30% of grade

<font face="Times"> Let me repeat what I wrote above:

<font face="Times"> There are Forum Discussions every week, and students must participate in a minimum of 11 out of 15 Forum Discussions to pass the course. If you participate in less than 11 Forums, you will not be able to pass the course. IF YOU HAVE TO CHOOSE BETWEEN DOING A WRITTEN ASSIGNMENT OR PARTICIPATING IN A FORUM, ALWAYS DO THE FORUMS FIRST!

<font face="Times"> Grading Rubric for Final Project

<font face="Times"> A Grading Rubric for the Final Project is found on pages 34-36 in this Syllabus.

<font face="Times"> Implementation of the Americans With Disabilities Act (ADA)

<font face="Times"> Gratz College will make reasonable accommodations for persons with documented disabilities. If you have a disability which may have some impact on your work in this course, please contact me immediately.

<font face="Times"> Required Texts

<font face="Times"> Solomon, R.D., &amp; Solomon, E.C. (2009). <font face="Times"> Toolbox for Teachers and Mentors: Moving Madrichim to Mentor Teachers and Beyond <font face="Times">. Tucson, AZ: Wheatmark Press.

<font face="Times"> Solomon, R.D., Davidson, N., &amp; Solomon, E.C.L. (2003). <font face="Times"> Mentoring Teachers in a Professional Learning Community. <font face="Times"> Columbia, MD: National Institute for Relationship Training, Inc. Portions of this text will be provided online.

<font face="Times"> Additional readings will be provided online.

<font face="Times"> Session Ideas for weekly class room and online discussions

<font face="Times"> WEEKLY SYLLABUS

<font face="Times"> Week 1 Date:

<font face="Times"> Topic: The knowledge base required of the mentor/supervisor in a Jewish day or supplemental school

<font face="Times"> Essential Question: What is the knowledge base required of a mentor or supervisor in a Jewish day or supplemental school?

<font face="Times"> - Regarding Judaics : Read <font face="Times"> Toolbox  <font face="Times"> - 13-24, 29-47

<font face="Times"> - Regarding Supervision and Mentoring: Read <font face="Times"> Toolbox  <font face="Times"> - 285-289

<font face="Times"> - Regarding Teaching and Learning: Read <font face="Times"> Toolbox  <font face="Times"> - 259-284

<font face="Times"> - Regarding Job-Embedded Staff Development- Read <font face="Times"> Mentoring Teachers  <font face="Times"> - Chapter 5, page 5

<font face="Times"> -Course description, objectives, requirements and the final project, technology skills (i.e. use of Web Study, email, Facebook, Internet, etc)-Syllabus

<font face="Times"> Week 2 –Date:

<font face="Times"> Topic #1- The Eight Stage Developmental Ladder for Jewish Educators

<font face="Times"> Essential Question #1: What is the eight stage career development ladder for recruiting, developing, promoting and retaining exceptional Jewish educators for our day and supplemental schools?

<font face="Times"> - Read Solomon, R. Development Ladder for Students and Teachers in a Jewish Say School. <font face="Times"> RAVSAK Journal, HaYidion <font face="Times">. 18-21. http://www.ravsak.org/news/155/125/Developmental-Ladder-for-Students-and-Teachers-in-a-Jewish-Day-School/d,HaYidion/

<font face="Times"> -Read Solomon, R., Solomon, E. &amp; Bor, H. (Fall, 2007). From Madrichim to Expert Educators: New Career Ladder for Professional Development for Supplementary and Day School Teachers, <font face="Times"> Jewish Education News,  <font face="Times"> CAJE, 28 (3). http://caje.wikispaces.com/JEN+Article+Solomon+Solomon+Bar

<font face="Times"> Topic #2- Interpersonal Competencies Required of the Mentor/Supervisor

<font face="Times"> Essential Question #2: What are the interpersonal competencies required of the mentor? Read <font face="Times"> Toolbox  <font face="Times">, 171-181

<font face="Times"> Essential Question #3: What are the major differences between a mentor and a supervisor? <font face="Times"> Toolbox <font face="Times">, 216-217

<font face="Times"> Week 3 – Date

<font face="Times"> Topic #1-Clinical Supervision/Mentoring Cycle

<font face="Times"> Essential Question: What is the clinical supervision/mentoring cycle?

<font face="Times"> Toolbox <font face="Times"> - 215-216

<font face="Times"> Topic #2- Four Approaches To Mentoring/Supervising Teachers

<font face="Times"> Essential Question: What are C. Glickman’s Four Approaches to Mentoring and Supervision?

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Directive-control

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Directive-informational

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Collaborative

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Non-directive

<font face="Times"> Toolbox <font face="Times">, 217-222

<font color="#000000">

<font face="Times"> Week 4 – Date

<font face="Times"> Topic #1: <font face="Times"> Five Approaches to Doing Post-Observation Conferences

<font face="Times"> Essential Question: What are M. Hunter’s Five Post-Observation Conferences?

<font face="Times"> Mentor Constructive Negative and Corrective Feedback Conference

<font face="Times"> Mentee Constructive Negative and Corrective Feed back Conference

<font face="Times"> Mentor Constructive Positive Feedback Conference

<font face="Times"> Brainstorming Conference

<font face="Times"> Enhancement Conference

<font face="Times"> Toolbox <font face="Times">, 222-226

<font face="Times"> Four Generic Types of Coaching Conferences

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Technical

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Feedback (constructive positive, negative and corrective)

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Cognitive

<font face="Symbol"> · <font face="Symbol">      <font face="Times"> Problem solving

<font face="Symbol"> · <font face="Symbol">

<font face="Times"> Mentoring Teachers <font face="Times"> - Mentoring Teachers, 41-52

<font face="Times"> Topic #2: Observation Instruments

<font face="Times"> Essential Question: What are some of the observation instruments mentors or supervisors can use to improve the professional practice of their mentees?

<font face="Times"> Teacher to Student, Student to Teacher and Student to Student Verbal Flow Instrument

<font face="Times"> Student on-Task Observation Form

<font face="Times"> Teacher Movement Observation Form

<font face="Times"> General observation instruments

<font face="Times"> Wide Lens Observation Techniques: video-taping, audio-taping, verbatim dictation and select verbatim dictation

<font face="Times"> Toolbox <font face="Times">, 203-214

<font face="Times"> Week 5 – Date

<font face="Times"> Topic #1: Reflection

<font face="Times"> Essential Questions:

<font face="Times"> Why is reflection an essential component to teaching, mentoring and supervision?

<font face="Times"> Toolbox <font face="Times">, 186-187

<font face="Times"> Topic #2- Internal Reflection

<font face="Times"> Essential Question: What is internal reflection?

<font face="Times"> Internal Reflection Formats

<font face="Times"> The EIAG Journal

<font face="Times"> Reflection Journal

<font face="Times"> Professional Reflection Log

<font face="Times"> Individual Professional Development Plan

<font face="Times"> End of the Week Reflection Journal

<font face="Times"> Student Goals Planning Format

<font face="Times"> Reflection on the Past Year Format

<font face="Times"> Toolbox <font face="Times">, 188-185

<font face="Times"> Week 6 – Date

<font face="Times"> Topic #1: External Reflection

<font face="Times"> Essential Questions: What is external reflection?

<font face="Times"> What are some advantages of external reflection over internal reflection?

<font face="Times"> External Reflection Formats

<font face="Times"> Novice Teacher Self-Assessment Inventory

<font face="Times"> Strategic Questions

<font face="Times"> Guidelines for Weekly Conversations

<font face="Times"> New Teacher Group Problem Solving Protocol

<font face="Times"> The Tuning Protocol

<font face="Times"> Reflection Questions that Guide the Examination of Student Work

<font face="Times"> Toolbox <font face="Times">, 195-200

<font face="Times"> Week 7 – Date

<font face="Times"> Topic: Teacher-Directed Models of Teaching

<font face="Times"> Essential Questions: What is a model of teaching? What is a teacher-directed model of teaching?

<font face="Times"> Three Teacher Directed Models of Teaching

<font face="Times"> Presentation Model of Teaching

<font face="Times"> Direct Instruction Model of Teaching

<font face="Times"> Concept Attainment Model of Teaching

<font face="Times"> Toolbox <font face="Times">, 48-60

<font face="Times"> Week 8 – Date

<font face="Times"> Topic: Student-Engaged Models of Teaching-

<font face="Times"> Essential Question; What is a student-engaged model of teaching?

<font face="Times"> Group Discussion Model of Teaching

<font face="Times"> Cooperative Learning Model of Teaching

<font face="Times"> Problem-Solving Model of Teaching

<font face="Times"> Authentic Learning

<font face="Times"> Difference between the teacher directed and student engaged

<font face="Times"> models of teaching

<font face="Times"> Toolbox <font face="Times">, 67-98

<font face="Times"> Week 9 – Date

<font face="Times"> Topic: Reaching All Students in the Judaic Classroom

<font face="Times"> Essential Question: Is it possible for a teacher to reach all the students in the classroom? What instructional methodologies can a teacher utilize to maximize learning?

<font face="Times"> Differentiated instruction including the application of the theory of learning styles, and multiple intelligences.

<font face="Times"> Individualized instruction to address the academic needs of students with learning challenges

<font face="Times"> Toolbox <font face="Times">, 104-120

<font face="Times"> Week 10 – Date

<font face="Times"> Topic: Managing Student Behavior-Part One

<font face="Times"> Essential Questions: Why do some students disrupt classroom instruction?

<font face="Times"> What can a teacher do to effectively handle students who disrupt classroom instruction?

<font face="Times"> Cognitive-Behavioral strategies to empower students to gain self-control of their thoughts, feelings and behaviors.

<font face="Times"> Teaching students relationship skills that facilitate pro-social and on-task classroom behavior

<font face="Times"> Toolbox <font face="Times">, 126-142

<font face="Times"> Week 11 – Date

<font face="Times"> Topic: Managing Student Behavior-Part Two

<font face="Times"> Essential Questions: Why do some students disrupt classroom instruction?

<font face="Times"> What can a teacher do to effectively handle students who disrupt classroom instruction? What is a Jewish community of cooperative learners?

<font face="Times"> Instructional activities that can transform the traditional classroom into a community of cooperative learners

<font face="Times"> Toolbox <font face="Times">, 143-165

<font face="Times"> Week 12 – Date

<font face="Times"> Topic: Learning to Teach

<font face="Times"> Essential Question: What does a mentor teacher or supervisor need to know about the development stages that teachers go through during their career?

<font face="Times"> Perceived problems of novice or first year teachers

<font face="Times"> Phases of a first year teacher’s attitude toward teaching

<font face="Times"> Stages of concern of beginning teachers during the first five years of their career

<font face="Times"> Development stages of concern that teachers encounter when adopting a new instructional or classroom management procedure

<font face="Times"> The role of a mentee’s commitment to teaching and ability to engage in abstract thinking as variable in mentoring/supervising teachers

<font face="Times"> The role of adult learning principles as a variable in mentoring/supervising teachers

<font face="Times"> Assessment instruments to measure the professional growth of pre-service and in-service teachers

<font face="Times"> Toolbox <font face="Times">, 244-290

<font face="Times"> Week 13– Date

<font face="Times"> Topic #1: Job-Embedded Staff Development

<font face="Times"> Essential Questions: What is job-embedded staff development? How is job-embedded staff development different from traditional staff development?

<font face="Times"> What is a professional learning community?

<font face="Times"> Mentoring Teachers: <font face="Times"> Chapter Five

<font face="Times"> Topic #2: Other Forms of Mentoring, Coaching and Job-Embedded Staff Development

<font face="Times"> Peer

<font face="Times"> Expert

<font face="Times"> Departmental or Team

<font face="Times"> E-mentoring

<font face="Times"> Mentoring Teachers: <font face="Times"> Chapter Five

<font face="Times"> Topic #3- Demystifying Teaching

<font face="Times"> Essential Question: How do we demystify teaching?

<font face="Times"> Cognitive coaching

<font face="Times"> Toolbox <font face="Times">, 181-186

<font face="Times"> Week 14 – Date

<font face="Times"> Topic #1: Recent Trends in Jewish Education

<font face="Times"> Essential Question: What are some of the recent trends in Jewish education?

<font face="Times"> Toolbox <font face="Times"> : 293-317

<font face="Times"> Topic #2- Recent Trends in Staff Development

<font face="Times"> Essential Question: What are some of the recent trends in staff development?

<font face="Times"> Handout on Recent Trends in Staff Development

<font face="Times"> Topic #3: Preparation of a Group Investigation of the Entire Course

<font face="Times"> Essential Question: How do you implement a sophisticated problem-based instructional strategy online?

<font face="Times"> See rubric for the group investigation on pages 15-18 in this syllabus.

<font face="Times"> Week 15 – Date

<font face="Times"> Topic #1- Culminating Activity: Groups Investigation of the Course

<font face="Times"> Topic #2- Sharing of our Final Projects

<font face="Times"> Topic #3- Closure and evaluation

<font face="Times"> Essential Question and Summative Assessment Activity: What have we learned in this class?

<font face="Times">ASSIGNMENT: <font face="Times">Planning for the Group Investigation. <font face="Times">This is the culminating activity for the entire course.

<font face="Times">Dr. Solomon will explain the steps of the Group Investigation Culminating Activity for the course as described on the next page.

<font face="Times">In essence, the class will be divided into small cooperative inquiry groups. The size of each inquiry group will be determined by the number of students in the class. Each group will be assigned one of these major topic area of the course:

<font face="Times">Inquiry group #1 Topic: <font face="Times">Mentoring and Supervision <font face="Times">including these sub-topics: difference between mentoring and supervision; the interpersonal, reflection and observational skills of mentoring and supervision, internal and external reflection and reflection tools, clinical supervision, Glickman’s four approaching to mentoring and supervision, Hunter’s five approaches to the post-observation conference, cognitive coaching

<font face="Times">Inquiry group #2 Topic: <font face="Times">Teaching and Learning <font face="Times">including these sub-topics: models of teaching, three teacher-directed and three student engaged models of teaching, the difference between teacher-directed and student-engaged models of teaching, authentic learning, differentiated instruction (i.e. learning styles and multiple intelligences), individualized instruction; intrapersonal, interpersonal and group and community dimensions to understanding, preventing and terminating student disruptive behavior, the difference between a traditional classroom and a Jewish community of cooperative learners.

<font face="Times">Inquiry group #3 Topic: <font face="Times">Learning to Teach <font face="Times">including these sub-topics: perceived problems of novice or first year teachers; phases of a first year teacher’s attitude toward teaching; stages of concern of beginning teachers during the first five years of their career; developmental stages of concern that teachers encounter when adopting a new instructional or classroom management procedure; the role of a mentee’s commitment to teaching and ability to engage in abstract thinking as a variable in mentoring/supervising teachers; the role of adult learning principles as a variable in mentoring/supervising teachers

<font face="Times">The length of each inquiry groups presentation will be determined by Dr. Solomon.

<font face="Times">The Steps of the Group Investigation Culminating Activity

<font face="Times">Each inquiry group does the following:

<font face="Times">1. Investigates its topic

<font face="Times">2. Sub-divides its topic into sub-topics or clusters of sub-topics.

<font face="Times">3. Determines which members of the group are responsible for learning and teaching its topic or sub-topic/s to the members of the class.

<font face="Times">4. Follows the six standards of the rubric for the inquiry group presentation that are described on the next two pages.

<font face="Times">5. Creates a plan on how to present its topic to the class. This plan includes creating and emailing the inquiry <font face="Times">project <font face="Times">to the members of the class prior to the presentation. The presentation will occur during the last class session as a culminating activity. Information on the <font face="Times">inquiry group project is <font face="Times">described below.

<font face="Times">6. Rehearses it presentation prior to the online presentation to the class.

<font face="Times">What Might the Inquiry Group Presentation Project for the Group Investigation Look Like?

<font face="Times">It can be: a/an:

<font face="Symbol">· <font face="Symbol">     <font face="Times">power point

<font face="Symbol">· <font face="Symbol">     <font face="Times">video

<font face="Symbol">· <font face="Symbol">     <font face="Times">podcast

<font face="Symbol">· <font face="Symbol">     <font face="Times">role-play

<font face="Symbol">· <font face="Symbol">     <font face="Times">skit

<font face="Symbol">· <font face="Symbol">     <font face="Times">game or quiz show

<font face="Symbol">· <font face="Symbol">     <font face="Times">crossword or other puzzle

<font face="Symbol">· <font face="Symbol">     <font face="Times">handouts for a workshop

<font face="Symbol">· <font face="Symbol">     <font face="Times">story telling

<font face="Symbol">· <font face="Symbol">     <font face="Times">interview

<font face="Symbol">· <font face="Symbol">     <font face="Times">fairy tale

<font face="Symbol">· <font face="Symbol">     <font face="Times">art, music or kinesthetic activity

<font face="Times">If you have a different idea for the presentation project, consult with the instructor.

Rubric for the Group Investigation Presentations

{| width="635" border="2" cellpadding="2" cellspacing="0" <font face="Times">Six Standards for the Group Investigation Presentations
 * - valign="TOP"
 * rowspan="2" width="180" |


 * colspan="4" width="443" |

Criteria
<font face="Times">Partially meets the standard
 * - valign="TOP"
 * width="117" |

<font face="Times">Meets the standard
 * width="102" |

<font face="Times">Exceeds the standard
 * width="109" |

<font face="Times">Does not meet the standard
 * width="103" |

<font face="Times">'''IV. Raise an essential question related to your topic, and facilitate an online classroom discussion.'''
 * - valign="TOP"
 * width="180" |

<font face="Times">Your group raises  an inconsequential question, but facilitates an online classroom discussion
 * width="117" |

<font face="Times">Your group poses an essential question, and facilitates an online classroom discussion.
 * width="102" |

<font face="Times">Your group poses an essential question, and facilitates a online classroom discussion. The members of the class are highly engaged in the online discussion.
 * width="109" |

<font face="Times">Your group neither raises an essential question nor facilitates an online classroom discussion.
 * width="103" |

<font face="Times">V. Al l the members of the inquiry group should contribute substantially to the investigation, preparation and presentation of the project.
 * - valign="TOP"
 * width="180" |

<font face="Times">Some the members of your inquiry group should contribute substantially to the investigation, preparation and presentation of the project.
 * width="117" |

<font face="Times">All of the members of your inquiry group contribute to the investigation, preparation and presentation of the project.
 * width="102" |

<font face="Times">All of the members of your inquiry group contribute substantially to the investigation, preparation and presentation of the project.
 * width="109" |

<font face="Times">Few members of your inquiry group contribute substantially to the investigation, preparation and presentation of the project.
 * width="103" |

<font face="Times">'''VI. Assess how well the members of the class understand the major points of your topic.'''
 * - valign="TOP"
 * width="180" |

<font face="Times">Your group utilizes one assessment procedure to measure learning.
 * width="117" |

<font face="Times">Your group uses traditional, formative, and summative assessment procedures to measure learning.
 * width="102" |

<font face="Times">Your group uses traditional and non-traditional formative and summative assessment procedures to measure learning.
 * width="109" |

<font face="Times">Your group does not include any assessment procedure to measure  learning.
 * width="103" |


 * }

<font face="Times"> Bibliography

Acheson, Keith A.,&amp; Gall, Meredith Damien (1997). (Fourth Edition). Techniques in the clinical supervision of teachers: Preservice and inservice applications. NY: John Wiley &amp; Sons.

Albert, Linda, &amp; Desisto, Pete (1996). Cooperative discipline. Circle Pines, MN: American Guidance Service.

Angelo, Thomas A. &amp;  Cross, K. Patricia (1993).( Second Edition)   Classroom Assessment Techniques: A Handbook for College Teachers  , San Francisco, CA: Jossey-Bass Publishers.

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Rubric for the Handbook for the Mentee