Intern+Assignments+Sep+14+-+18

= = == The following Education and Training interns were elected as officers of the BCTAL Birdville/Haltom Educators Rising and TAFE chapters. We look for big things from them as they lead the group this year! ==



A.M. Officer Team
President: Maddie G. Vice President of TRA: Mallory D.  Vice President of LES: Brianna B.  Secretary: Spenser D.  Treasurer: Aurelia H.  Competitive Events: Paulina V. and Claudia C.  Geek Squad: Victor M.

P.M. Officer Team
President: Lauren S. Vice President of TRA: Jamie T.  Vice President of LES: Lydia L.  Secretary: Rebekah B.  Treasurer: Chel$ea M.  Competitive Events: Makaylia and Lindsey = = //**Reminders: **//
 * Due Monday, September 14
 * Permission form packet -- Remember, two forms require notarization. Your packet is not complete until copies of your license, liability insurance (if you drive) and your medical insurance card are copied. These can be made at BCTAL.
 * Supplies for this class are due. There will be a supply check.
 * BCTAL Code of Conduct
 * TAFE and FEA club dues
 * Shirt orders
 * Cookie dough orders

= = =//**Monday **//= It's time to put together the TAFE Plan of Attack for this year. Explore the TAFE website to review the competitive events available to you. Formulate a plan for competing. If you decide that you are not competing, review the guidelines to the TAFE Teacher Created Materials event.


 * TAFE Plan of Attack[[image:Got Plan.jpg align="left"]] **



[|Click Here]
 * TAFE Competitive Events General Guidelines **

Obtain this from your EAT teacher before you proceed with group plans.
 * Group Work Contract **


 * TCM **
 * [|Guidelines] **
 * [|Rubric] **


 * TAFEonline.org **
 * [|Click here] **

Take a gallery walk of previous activities created by students. Identify how the activities could be used, what the activity would teach, and for what grade level this would be appropriate.

//**Tuesday **// Part 1 Make and Take Prepare simple, easy-to-make, activities that teach and reinforce classroom concepts.

Part 2 Continue planning and working on your plans for your competitive event. If you are not competing, work on your plans to make a Teacher Created Material. TCMs must be completed individually. No team projects.

//**Wednesday - Friday **// = How do you learn best? = People learn in different ways based on a number of variables - personality traits, talent, preferences in environment, social, emotional and psychological setting, the type of intelligence from which we operate, etc. So what does this mean? This week you will begin to use some of the following tools and research to better understand what makes you tick. This knowledge will help you find out what you do best, how you learn best, and maybe how you prefer to teach.
 * Gallup Strengths
 * Gardner's Theory of Multiple Intelligences
 * Dunn and Dunn Learning Style Model
 * Learning Styles Assessment

[[image:kkallasbctal/strengthsquest wordle.jpg align="right"]]
Donald Clifton, the father of positive psychology, thought that people make optimum achievements when given the chance to do what they do best. The talents that you use over and over are significant in achieving success. Based on 34 significant themes, the Gallup StrengthsFinder instrument identifies one's five most significant themes.

Listen as the Year II interns perform "Animal School." Discuss how this correlates with the school experiences you have observed or experienced.

Listen carefully to directions that will prepare you to take the Gallup StrengthsFinder.

YEAR I Interns
Login to the Gallup StrengthsQuest. [|Click Here to Begin]. Follow directions on the handout provided to access your account. Be sure to type in your access code accurately to access the instrument.

When you finish, report your top 5 significant themes to your teacher.

Bookmark your results so that you can access them as you for future reference.

Learn about the information you will need to gather to share your findings about your significant themes with your classmates. Access the requirements of the poster project below.