Classroom Observation – Kiesler

CLASSROOM OBSERVATION:

 

Jeremy Kiesler is passionate about Biology and wants his students to be just as passionate.  He focuses on providing strategies for identifying unfamiliar vocabulary, uses multiple techniques to maintain student engagement and focus, and blends video explanations with his own explanations to reach all learner types.

TASK- View video and complete observation reflection

Effective teachers always reflect on the lesson, and lesson outcomes.  Listen as the teacher reflects on this lesson, and compare it to the responses you have written on the observation worksheet. Use both the teacher’s reflections and your own observation when writing your overall observational reflection.

 

*****RECORD YOUR ANSWERS ON THE ATTACHED DOCUMENT – OBSERVATIONAL REFLECTION

>>>>> VIEW VIDEO HERE

Shots, Angles, And Movement Sara

Overview:

High Noon is a 1952 film that takes place in close to real time, in a single place, on a single day. IMDb’s logline (n.d.) says: “

In the chapter reading, Director Fred Zinneman talks about his wanting High Noon to have a newsreel/documentary look. To do this they chose to use the elements of flat lighting (sometimes referred to as “general illumination”), a higher-grain film stock, and to not filter the sky; although they kept the camera work unchanged.

A town marshal, despite the disagreements of

his newlywed bride and the townspeople around him, must face a gang of deadly killers

alone at high noon when the gang leader, an outlaw he sent up years ago, arrives on

the noon train.” Basically, one man standing up, alone, for what he believes in.

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Instructions:

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Watch the film High Noon, and examine the American Newsreel on Australia 1950 and

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The Flying Padre documentaries in the Readings and Resources. Then answer the

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following:

If you were directing

, and still had the visual goal Zinneman did, how

could you employ shot choices, lenses, camera angles, and camera

movement/stillness to achieve it?

Other than the light, what elements of the cinematography of American Newsreel

on Australia 1950 and The Flying Padre could you employ to give

even more Documentary look?

What did Zinneman do/use in his film that you would not? Explain.

What are your thoughts on thematic connection between the film and world in

which it was made? How would your choice of “look” feed into that?

1. High Noon

2.

3. 4.

Requirements:

High Noon an

  • Read the assignment instructions and rubric carefully before beginning.
  • Use full sentences and appropriate academic language in all work.
  • Use APA citation format and include a reference/work cited page when
    necessary.
  • Post your work into the Film Lab by creating a new thread.
  • Provide a peer response to at least one of your classmates.

Field Experience Service And Support

Allocate 6 hours in the field to support this field experience.

Volunteer for 6 hours with one or more organizations in your community that support families with K-12 students with disabilities. Be mindful of the policies and procedures of the organizations in which you volunteer.

In a 250-500 word reflection, discuss the following:

  • Your personal frames of reference (e.g., culture, gender, language, abilities, and ways of knowing). Have these changed based on your field experience and other activities in this course?
  • The expectations you had about being a special education teacher before this course. Have your expectations changed?

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    Wraparound Milwaukee BACKGROUND AND HISTORY

    Wraparound Milwaukee is a unique system of care for children with serious emotional, behavioral, and mental health needs and their families.

    It utilizes a WRAPAROUND philosophy and approach which focus on strength-based, individualized care. Combined with a unique organizational structure, Wraparound Milwaukee delivers a comprehensive and flexible array of services to youth and their families.

    Wraparound Milwaukee has been in existence since 1995. It was developed out of a 6 year, $15 million federal grant that Milwaukee County received from the Center for Mental Health Services in Washington, D.C. Milwaukee County was one of the first ten such sites funded throughout the country. The intent of the federal grants was to foster the development of more comprehensive, community-based care for children with serious emotional needs and their families.

    Wraparound Milwaukee was designed to reduce the use of institutional-based care such as residential treatment centers and inpatient psychiatric hospitals while providing more services in the community and in the child’s home. The federal government also stressed more family inclusion in treatment programs along with collaboration among child welfare education, juvenile justice and mental health in the delivery of services.

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    PROGRAM OVERVIEW Role of the Family

    Wraparound Milwaukee involves families at all levels of the system and aggressively monitors quality and outcomes. It operates from a value base that emphasizes building on strengths to meet needs; one family-one plan of care; cost-effective community-based alternatives to residential treatment placements, juvenile correctional placement as appropriate, and psychiatric hospitalization; increased parent choice and family independence; and care for children in the context of their family and community.

    Unique Managed Care Entity Wraparound Milwaukee is a unique type of managed care entity. It was initiated in 1995 with a six year, $15 million grant from the Center for Mental Health Services. Its primary focus is to serve children and adolescents who have serious emotional disorders and who are identified by the Child Welfare or Juvenile Justice System as being at immediate risk of residential or correctional placement or psychiatric hospitalization. Wraparound Milwaukee serves an average enrollment of over 1000 youth and their families.

    Funding A combination of state and county agencies, including the Bureau of Milwaukee Child Welfare, the County’s Delinquency and Court Services, and the State Division of Heath Care Financing who operates Medicaid, provide funding for the system. Funds from these agencies are pooled to create maximum flexibility and a sufficient funding source to meet the comprehensive needs of the families served. Part of the County’s Behavioral Health Division, Wraparound Milwaukee oversees the management and disbursements of those funds acting as a public care management entity.

    WRAPAROUND MILWAUKEE One Child, One Plan

    Contact Information

    Resource & Referral Line: 414-257-7607 Children’s Mobile Crisis Team: 414-257-7621 Wellness Clinic: 414-257-7610 Owen’s Place: 414-977-4249 Synthesis Help Desk: 414-257-7547

    Wraparound Resource Guide

    Wraparound Administration: 414-257-7639 9455 W. Watertown Plank Road Milwaukee, WI 53226

    Programs Family / Youth Care Coordination Quality Assurance Provider Network

    Newsletters & Reports Directory Re-Source Extension Engagement Tool Kit

     

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    Care Coordination Services Wraparound Milwaukee contracts with six community agencies for the over 100 care coordinators who facilitate the delivery of services and other supports to families using a strength-based, highly individualized Wraparound approach. Wraparound Milwaukee has also organized an extensive provider network of over 200 agency and individual providers that offer an array of over 80 services to families. A Wraparound-Milwaukee-operated Mobile Urgent Treatment Team ensures families have access to crisis intervention services.

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    VALUES Wraparound Values are the bedrock of our practice, and ensure the Wraparound Philosophy and Process is operationalized with fidelity, and in alignment with best practice standards of care for the youth, young adults, and families we serve.

    1. Equity: The state, quality or ideal of being just, impartial and fair; the assurance that the culture, values, and opinions of all individuals and groups are represented in the decision- making processes without exclusion or marginalization. Example: Racial Equity is when race no longer determines one’s socioeconomic outcomes; when everyone has what they need to thrive, no matter where they live; race can no longer be used to predict life outcomes and outcomes for all groups are improved.

    2. Cultural Humility: A life long process of self-reflection and self-critique where the individual examines their own beliefs, cultural identities and biases, and results in the ability to understand and recognize the aspects of culture, history, values, traditions, beliefs and rules that are most important to others.

    3. Strength Based: Is the mindset of highlighting the positives in every situation and person, and remaining solution focused.  It is the process of identifying skills, functional strengths, and abilities that point out what the youth, young adult, family and team do well, and what they currently possess that will assist them to move forward and foster resilience.

    4. Unconditional Care: The belief that we never give up on the people we serve, their families as identified by them, and their success. Teams are challenged to reevaluate and revise the plan until they develop a plan that is successful. Unconditional care adopts the motto “no rejection, no ejection” to highlight our commitment to serving youth and families unconditionally through dedicated engagement efforts, creative planning, and resource development.

    5. Normalization: The commitment to keep the process, language, planning, supports and resources as “natural” as possible. It is about taking away the stigma of system involvement and the idea that anyone could be in the position of needing additional support. This includes a ensuring best fit with family preferences, and understanding behavior communicates need based on life experience and development.

    6. Collaboration: The process of partnering with all those who touch the life of the family. This includes honoring that each person has their own voice and strengths, and acknowledging the expertise of the family, to create one comprehensive plan.

    7. System Integration: The team operates from a place of shared resources and responsibilities while ensuring the family’s agenda drives the process. “One family, one plan” includes assisting team members to clearly understand roles, ensure transparency, and build awareness of various system interests, while prioritizing the people families identify as most helpful, and results in a single unified plan.

    8. Investment: The work we do to enhance the lives of families and communities. It is the process of intentionally partnering with natural supports and community resources to build capacity in individuals and communities, empower, and build independence. It means partnering with the family to identify the right intervention at the right time to maximize the benefit of services and transition support to those who will remain in the family’s life as it relates to building skills, knowledge and resources that will remain intact beyond enrollment.

    9. Community Based: The process of looking to the community first to identify supports that can assist the family for the long term. It also involves the team becoming familiar with the communities in which the families they serve live, learn and play, and having a general knowledge of what they offer. Teams partner with communities to understand and meet the needs of the families in an effort to create needed supports.

    10. Needs Driven: Different from goal, problem, and service driven planning, it is the process of observing, learning, and understanding behavior as communicative of unmet need. The team explores areas of wellbeing including: health, education, community work, spiritual, social, housing and food security to identify root cause as prioritized and defined by the family.

    11. Family Driven: The family’s voice and choice drives the process of identifying needs, supports, services, and timelines, to support families in becoming independent from system

     

     

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    involvement. Family driven care seeks, prioritizes, and integrates family voice in program operations such as training, program development, and quality assurance.

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    Program Brochures

    Overview of Children’s Community Mental Health Services & Wraparound Milwaukee

    Children’s Resource & Referral Information Spanish

    CORE Info Sheet CORE Recognizing Psychosis in Youth & Young Adults

    Children’s Mobile Crisis Spanish

    Trauma Response Team Spanish

    Owen’s Place

    MOVE Wisconsin

    Youth Crisis Stabilization Facility

    Family Intervention Support & Services Program (FISS)

    Youth Connect

    Theme by ThemeZee

     

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    http://wraparoundmke.com/wp-content/uploads/2013/07/YCFS-Brochure.pdf
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Arts Analysis

ARTS 1A: Spotlight on Technique 7

Charcoal Drawing Watch the video, “Drawing with Charcoal: Historical Techniques of 19th Century France,” and address the following questions in your notebook: https://youtu.be/mse1AqqHKyI

1. Where does charcoal come from? 2. What kind of paper is ideal for holding charcoal? 3. What is a substance many artists use to remove passages of charcoal from their

drawings?

 

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