Teacher Education Portfolio
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Analytic Essay
I. The Inspiration for My Inquiry Question
II. The Evolution of My Inquiry Question
III. Inquiry into Public Education - Students' Responses
IV. Arrival at Transparency as a Line of Inquiry
V. Literature Review of Current Research and Theories
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VI. Transparent Teaching
VII. Open Syllabus Education
VIII. Collaborative Learning
IX. Student Choice in the Classroom and Democratic Education
X. Analysis of Practice
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XI. Revealing Essential Questions
XII. Identifying Connections Across Texts: Creating a Concept Map
XIII. Clarity and Justification in Assignment Descriptions: An Exercise in Close Reading
XIV. Encouraging Student Feedback
XV. Conclusions and Implications for Future Practice
XVI. References
Artifacts
I. Annotated Public Education Lesson Plan Day 1
II. Annotated Public Education Lesson Plan Day 2
Public Education Unit: Student Surveys and Reflections
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III. Mid-Unit Survey
IV. End-of-Unit Survey
V. Student Reflections
VI. Short Story Lesson Plans
VII. Concept Mapping
VIII. Close Reading Assignment Guidelines and Reflection
IX. Open Syllabus Education Presentation
X. Invisible Man Student Surveys
Unit and Lesson Plans
Introduction to Shakespeare's Sonnets
Hamlet - Unit Overview
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Lesson Resources
Act 1 Lesson Plans
Act 2 Lesson Plans
Act 3 Lesson Plans
Act 4 and 5 Lesson Plans
Invisible Man - Unit Overview
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Pre-Reading - Short Stories
Prologue and Close Reading
Chapters 1 - 7
Reading Quiz - Chapters 1-7
Classroom Mentor Feedback on Lessons
Chapters 8 - 15
Chapters 18 - Epilogue
1984 Unit Outline
"I have always imagined that Paradise will be a kind of library"
- Jorge Luis Borges
Chapter 25