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作业 1
Assignment 1
你从学校学到的最重要一件事是什么？你在哪里学到的？为什么最重要？
以口述形式回答上列问题1-2页，9月18日前放上网。
What is the most important thing that you learned in school? Where did you learn this? Why is it the most important?
Respond to these questions in 1-2 pages in narrative form.
Due online September 18.
作业1的范例
Example of Assignment 1 (PDF)
作业2
Assignment 2
使用网络资源(PDF)查询六个不同学校的任务说明。找出三个你喜欢的和三个你不喜欢的。从任务说明中，定义出你喜欢、不喜欢的原因（每个说明都可以列出清单）。
现在，定义自己选择一所学校的任务说明。为此说明辩护。它代表了哪种价值？它应用在某种特定的社区群众吗？
请准备好辩护，并在课堂上讨论。
9月30日之前上网交作业。
Use the web resources (PDF) to find six mission statements for different schools. You should find three that you like and three that you don't like. For each of the statements define what you like and don't like about each of the statements (this can be a bulleted list for each statement).
Now, define a mission statement for a school of your choosing. Defend this statement. What values does it stand for? Does it apply to a specific audience of community?
Be prepared to defend and discuss your statement in class.
Due online Sepember 30.
访问老师的目的在于得到一些资讯，了解他为什么去教书。你可以问有关他们背景、生涯的问题，也可以问问为什么他们选择教书成为职业，教书的最大挑战和报酬，他们教书以来看过的改变是什么，为什么教书是╱不是当初他们所想像的样子，等等等。访问应持续10-15分钟。请整理出一篇简短的文章（大约2－4页），总结（对老师的）访问并提出你的心得感想。
10月16日前交到网络上。
The purpose of your teacher interview is to get some information on why the person teaches. You might ask questions about their background and career in teaching as well as questions such as why they chose teaching as a profession, what are the greatest challenges and rewards of teaching, what are the changes that they have seen in teaching since they began, how teaching is/isn't like what they thought it would be, etc. The interview should last 10-15 minutes. You should have a short paper (2-4 pages) that summarizes the interview and provides some of your reflections on what you heard.
Due online October 16.
作业3的范例
Example of Assignment 3 (PDF)
本次作业请将你观察到的教室环境写下来。学生正从事哪种活动？老师使用哪些教学法？这些教学法是如何有效或无效？对班上学生而言，教学法是如何适合或不适合？老师在班上可以做什么更有效、更不一样的事？尽可能举例说明，讲详细一点。包括你观察到的特定学生在做什么。
本报告长约3页。
The assignment is to write a paper that describes the classroom environment that you observed. What kind of activities were the students doing? What kinds of teaching methods did the teacher use? How were these methods effective or ineffective? How were they appropriate or inappropriate for the students that were in the class? What could have been done differently/more effectively in the class? Include as many specifics and examples as you can. Include anecdotes and observations about what particular students were doing.
The paper should be about 3 pages in length.
作业4的范例
Example of Assignment 4 (PDF)
作业5
Assignment 5
请看八年级的MCAS科学测验，或是10年级的MCAS数学测验。自己做一次，挑出三题你觉得好的和三题你觉得不好的。说明为什么你觉得出题好和不好，并将你觉得出得不好的题目改写。请注意题目如何表达，题目如何组织，题目的广度和深度，题目和你读的“标准”有何相关，年纪和年级的合适性等等等。
Look at the grade 8 science MCAS exam or grade 10 math exam. Take the sample exam. Choose 3 questions that you thought were good and 3 that were bad. Defend why you thought the questions were good and bad and rewrite the questions that were bad. Consider how the questions were phrased, the format of the questions, the breadth and depth of the questions, how they relate to the standards that you read, age and grade appropriateness etc.
作业5的范例
Example of Assignment 5 (PDF)
作业6
Assignment 6
在教室观察后的基础上，聚焦在其中一两个学生观察。你认为他们上课时在学什么？你是怎么知道的？老师看起来如何评估学生学到了什么、怎么学的？
Based on classroom observations. Focus on one or two students. What do you think they are learning in the class? How do you figure this out? How does the teacher appear to be assessing what and how the students are learning?
作业 7
Assignment 7
评估一下你上周做的滑轮和齿轮设计。你和组员是如何试着解决这个问题？如果你们无法解决此问题，是什么原因阻碍了呢？如果你们解决了这个问题，是怎样解决的呢？中间步骤是什么？你们如何从一个步骤到另一个步骤呢？在这个过程中，你的组员在想什么，请提出证据说明之。这些说明应该包括你对于这些系统的理解的解释，以及实验最后你自己的理解？你们如何从一个步骤到另一个步骤呢？在这个过程中，你的组员在想什么，请提出证据说明之。这些说明应该包括你对于这些系统的了解的解释，以及实验最后你自己的了解。
Consider the pulley and gear designs that you worked on over the last week. How did you and the other group members attempt to come up with a solution to the problem? If you were not able to come up with a solution, what prevented you from doing so? If you did come up with a solution, how did you arrive at it? What were the intermediate steps and how did you get from one step to another? Present evidence about what your partners were thinking during this process. You should include your own explanations of your understanding of these systems, and your understanding at the end of the experiment.
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