Você está na página 1de 2

Guiding and the River of Learning (to Knowledge?

Media to be used
• Laminated handouts and checklists

This is the important one:
• Trip sheet (class roster) - including any disabilities, IEPs, dietary needs, requests, contact
information, etc.
• Gear checklist - gear that will be required for safety (education) and fun on our “trip”
• Permits (licenses)
• Itinerary - general semester outline including all the subjects taught, where they will be taught,
and who will take responsibility for teaching them, as well as
• Life jackets
• Helmets
• Paddles
• Throw bags etc.

Feelings you are hoping to evoke in your audience. (THIS IS NEW! This is never what you are
asked to do when lesson planning.) What do you want your audience to feel when you are done your
presentation? You want everyone bawling? You want everyone to rush into the streets with torches
to begin the pedagogical revolution? What do you want? What are your hopes?
• My hope is for everyone to feel as though they can plan both a river trip and a year long course in
the subject of their choosing.
• I would like for people to laugh, and also feel as though they understand how I view the profession
of teaching.

Summary of how you are going to use your artifact.


I will attempt to get everyone involved in this activity. I will hand out a copy of the paperwork to
everyone, but a few individuals will receive a laminated copy of the trip sheet, checklist, and itinerary.
These people I will have gather around and we will conduct a “Pre-trip Meeting.” In this meeting we
will:
a. Go over the necessary gear required for teaching (pencils, erasers, candy, hiking boots,
magnifying glasses, a room, chalk board, chalk, white board, smart-board, projector, document
camera, computers, calculators, protractors, compasses, rulers, etc. etc…).
b. Go through our trip sheet and make sure that we are accounting for each one of our individual
students needs appropriately and completely (allergies, requests for specific topics, funds of
knowledge, relatives, ages, maturity levels, IEPs, temperaments, friends, preparedness prior
grades, backpacks, addresses, phone numbers, parent details, etc.)
c. Check permits quickly (“everybody has their teaching license, First Aid, TB shots, etc.? Good!”)
d. Run through the itinerary and assign roles to the individual teachers (core: english, math, science,
x-block: art, phys. ed., field-trips, experiences, extracurriculars, sports, school plays, dances,
professional development, exhibitions of learning, parent teacher conferences, beginning of year,
end of year, vacations, snow days, illnesses, etc.)
e. Explain my thought process… guiding and coaching is what got m interested in teaching and
informs so much of how I think about it.
Steps: (I said most of this above)
a. The idea here is to gather everyone up, or pick a select few (perhaps who I invited?) but hand out
the “paperwork” to everyone so they can follow along
b. With my core group of “guides” I will go through the paperwork, rapidly at first, perhaps more
slowly and in depth when we get down to the “trip sheet” and “itinerary”
• I would like to have people involuntarily participate here, calling on them to list off things that I
suggest we might need
• When we get to the itinerary, people will be volunteering to take one certain roles (baño boat,
heavy metal, water, ducky sweep, umbrellas, hikes - sweep and lead, etc.) and I will be explaining
each part and why it is important
c. Break it up and explain my thought process
d. “Thank you for being willing to go along with this madness!”

Uses of your statement: "What is my work?" And/or: "Who Am I as a Teacher?"


I would like to be peppering my statement of purpose in to my presentation, and tying it all back
together when I am done.