Rio Norte Junior High School - Academic Team Columbia

Class Taught

Curricular Resources

Best Science Sites

Contact Information

CSUN PORTFOLIO PAGE

2008-2010 Master of Arts -Science Cohort.

** I put in links to sites that still show my course work or at least link to my work in those courses.**

SED 646 --Unfortunately this site was removed or relocated from the internet presumably/naturally to make room for this years class and not give them acces to completed assignments of my class in 2009. I was able to access not too many weeks ago. It consists of dozens of Excel spreadsheets and videos etc.--problematic in supporting all of them here on my personal website but I am making the attempt by temporarily removing some of the content/resources I provide for my students.

Please contact Dr. Herr if you want a critique of this work.

SED 600-webct

SED 610-webct

SED 619--by the way this class website 'Sciencephiles' was created from SED 619.

SED 625SC-webct

SED 690--link to general site. If you want to see my submitted assignments you will need my log in and password which I can give to you on request or ask Dr. Brian Foley.

Listed below are my assignments and I copied and pasted my postings into word documents to you can read them without accessing the SED 690 page.

SED 695B--here is the link to my specific page.

SED 697 --the documents have all been attached to these google site pages. Of course the thesis (Action Project) and all five Student Learning Outcomes can be found here.

SED 699-Summer of 2009 --SED 699 Proposal. The theme was formative assessment.

SED 699-Spring of 2010-reading and writing instruction products for contextual reading. Most are generic and can be used for any reading assignment. They are all self-authored but none of them are original. I found them or thought them using many sources.

They each explain themselves. However, to be implemented effectively the teacher should consider going through a learning cycle like this: teacher model strategy first (make explicit or transparent the process and reasoning for it); then have student help teacher model it; scaffold (or chunk and shorten) the assignment (not always necessary); independent student work using the strategy with teacher monitoring; and then some reflective discussion about the strategy. Adjust to student needs as much as practical.

General Reading Assignments- to be used through the whole process--prior to reading through post reflection and memorization.

During-Reading Strategies/Assignments.

Post-Reading Strategies/Assignments.

Pre-Reading Strategies/Assignments.

Vocabulary Strategies/Assignments