Module+1

=Course Introduction= Review and understand course syllabus

Review MELS handbook for specific requirements related to timeline and assignments associated with MELS 604


 * Artifact Work 1 ** – Assume you are the executive leader of your school site. Based on the data you have analyzed and collected thus far (Artifacts 1C, 2A, 3A, 3B, 6A-E), provide a summary on the status of your school (areas of strength and areas of need) based on this data that is succinct (5-10 minutes) and understandable to a variety of stakeholders (both internal and external to the school site). You may include charts or graphs as means of clarification/illustration. Based on feedback from your colleagues and course instructor, edit the presentation of the data and begin plans for conducting a focus group analysis of the information (Artifact 6D). The results of this focus group will be reported at the end of the semester.

Sample lesson plan for week 1: Athens Drive cohort. In-class activity prompts to accompany Wk 1 Lesson Plan. Week 1 Discussion Topics in 4 quadrants to use as a brainwriting activity - In groups of four, everyone answers question 1; call time, rotate papers, everyone reads first response, writes comments, then answers question 2; this continues until everyone has original paper and reads all of the other responses and comments; end with whole-group debrief. (Breedlove)

Ed. Leadership article "Listen to the Natives" by Marc Prensky (__Educational Leadership__, Jan. 2006) comparing classroom learning with video games. Curriculum Design + Powerpoint to accompany webinars by Doug Eury (Lots of good information that provides a survey of the topic.) Here is the specific webinar that discusses the powerpoint above (Sydney): []

I also added the webinar from Dr. Eury on the MELS program to the MELS information area on my BlackBoard class to show them in their orientation to the course. (Sydney) https://gardner-webb.webex.com/gardner-webb/lsr.php?AT=pb&SP=MC&rID=56131147&rKey=1536dfb066c1d436