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GATE Homework: Worth up to 8 hours
This homework is based on the books ordered by the GATE Department this year; if you are interested in doing this work, please let Kate Miller (firstname.lastname@example.org) know, and we can get you copies of the texts.
(Over the summer – Part I)
- Read Essential Questions. Focus on Chapters 1-4.
- Discuss your learnings. This can be done in the form on conversations, notetaking, journaling, emailing, etc. It can be done with colleagues, connections, or self, but I want you to have a chance to ponder the reading and to make connections for yourself.
- Design “essential questions” (and possibly “non-essential questions” of the types discussed in chapter 1) for the content you are planning to teach for next year. (The number is up to you, but I would think that 5-8 per subject/class — i.e. one set for algebra, and one for geometry — would be appropriate; if you disagree, explain why as part of your analysis) and a short explanation (a paragraph or less) of how these questions help meet the needs of your GATE students.
(After you teach)
- Once you have taught using the questions you have designed, please write a reflection on how using these question impacted your instruction. What differences did you see in the quality of learning (positive or negative), and how would you alter your use of “essential questions” in the future?
(Over the summer – Part II)
- Read Classroom Instruction that Works. Focus on Introduction and any 2 sections that you would like to focus on.
- Discuss your learnings. This can be done in the form on conversations, notetaking, journaling, emailing, etc. You may peruse those sections of A Handbook for Classroom Instruction that Works, and if you find any of the worksheets helpful, complete them as your “discussion.” (These pages are only one option for discussion.) I want you to have a chance to ponder the reading and to make connections for yourself in a way that will be meaningful for you.
- Write a 1-2 page analysis of how you are planning to adjust your instruction to make use of what you learned. Why did you plan these adjustments? How will it impact your students’ experience next year, and how will these adjustments help you to better meet the needs of your GATE students?
(After you teach)
- Once you have taught using this plan, please write a reflection on how using this plan impacted your instruction. What differences did you see in the quality of learning (positive or negative), and how would you alter your use of “classroom instruction that works” in the future?