handbook for cooperating teachers - Wilmington University

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Lesson Essential Question(s): Open-ended questions designed to guidestudent thinking and focus instruction onthe “big ideas.” Begin with theDelaware state standards whenframing your questions to allow thelearner to be thinking about what it ishe/she needs to know and be able to do.Example:DE Standard - Photosynthesis and cellularrespiration are complimentary processes tothe flow of energy and the cycling of matterin ecosystems.Lesson Essential Question - What is therelationship between photosynthesis andcellular respiration?Beginning of the Lesson/Orientation:Instructional Strategies(Anticipatory Set, Activating Strategies,Mindset or warm-up, contentintroduction) How will you engage your students? How will you connect this information toprevious experiences that links theconcepts to prior knowledge? How will you make the lesson(s) relevantto life experiences of your students? How will you hold their interest? How will you provide them opportunitiesto think about the “big ideas” in thislesson?College of EducationProfessional PartnersCreating Environments for Learning128August 2011
Formative Assessment (ongoing) How are the students demonstratingan understanding of working towardyour introductory goals? What specific actions do you expectfrom the students? What data will indicate that thestudents understand?Time Frame (can involve from a few minutes tomore than one day)Presentation of the Lesson:Instructional Strategies(Instructional Strategies, LearningEvents, Lesson Map) What new vocabulary, materials,technology resources are being used? What learning activities will youhave the students do? What specific examples will youprovide for your students?Scaffolding? Pacing? Scope andsequence? What is your estimation of time? How will you engage your students? What interdisciplinary connectionsare you addressing? How will you utilize technology toenhance your lesson? How will you explicitly teach/modelor demonstrate theskill/concept/strategy? How will you adapt procedures tomeet different student learning needs– differentiated instruction,developmental levels andaccommodations?College of EducationProfessional PartnersCreating Environments for Learning129August 2011
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College of EducationHANDBOOK FORCOO
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TABLE OF CONTENTSCollege of Educati
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We envision our students, as they t
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Master of Education in School Leade
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group and individual interviews hel
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to make judgments, come to informed
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improved practice, (b) increased st
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Improved oral and written communica
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PREREQUISITES:The Teacher Internshi
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Learning Outcomes/Learning Activiti
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9.2 participate in professional dis
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13.10 appreciates the importance of
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handbooks. Teacher Interns are aske
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TYPICAL (SUGGESTED) SCHEDULE* FOR 4
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12. Participate in regular progress
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37. School/district policies regard
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Finally, I want you to summarize th
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You could also try offering some op
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documentation.Recommend early inter
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LESSON PLANNING USING THE WIMU TEMP
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In any event, solo teaching should
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Clinical semester credits may, unde
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In many cases, the rubrics let you
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APPENDIX:BS, MEE, and MAT Program P
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SCORINGELEMENTS1.2 Understanding of
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2.2 Understanding ofhuman developme
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SCORINGELEMENTS3.1 Understanding of
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Teacher Preparation ProgramsScoring
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6.5Understanding ofhow to maximizet
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8.3 Thecandidatedemonstratesknowled
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(teacher-designed); (3)publisher-de
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SCORINGELEMENTSUNSATISFACTORY1EMERG
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Page 81 and 82: SCORINGELEMENTS11.2 Understands how
Page 83 and 84: SCORINGELEMENTS12.2 Understands leg
Page 85 and 86: 13.3 Candidateunderstands theimport
Page 87 and 88: Teacher Preparation ProgramsScoring
Page 89 and 90: College of EducationMASTER OF EDUCA
Page 91 and 92: Implement Strategies - Develop and
Page 93 and 94: Implement strategies towards assist
Page 95 and 96: CEC Standard -SevenInstructionalPla
Page 97 and 98: during discussion, (3)rephrasing qu
Page 99 and 100: identify achievementgain and diffic
Page 101 and 102: 3.5 The candidatedemonstratesknowle
Page 103 and 104: Wilmington UniversityClinical Repor
Page 105 and 106: What data will indicate that the st
Page 107 and 108: of the elements in the rubric?Time
Page 109 and 110: Wilmington University Teacher Prepa
Page 111 and 112: Wilmington UniversityCollege of Edu
Page 113 and 114: Competency 2: Human Development and
Page 115 and 116: Competency 5: Learning Environment
Page 117 and 118: Competency 7: Instructional Strateg
Page 119 and 120: Competency 9: Professional Growth -
Page 121 and 122: Competency 12: Professional Conduct
Page 123 and 124: Competency 14: Employment - Obtain
Page 125 and 126: Narrative Comments (Optional)Teache
Page 127: Delaware Standards: This should inc
Page 131 and 132: Formative Assessment (ongoing) How
Page 133 and 134: REFLECTION SHEETTeacher/Teacher Int
Page 135 and 136: .COOPERATING TEACHER STIPENDIn orde
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handbook for cooperating teachers - Wilmington University

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