Notes from Readings 20%

    • Students must keep “take-away” notes from each reading. The idea is not to produce a comprehensive summary of the reading, rather to highlight the key points you found most directly relevant to your own teaching.
    • Studies show that handwritten notes are more effective in helping students process information than typed notes. Handwritten notes are recommended for those who are able to take them; typed notes are permitted.
    • Most readings are in English; notes may be in English or Spanish.
    • Each week students will upload a copy of their notes to Moodle.
    • See Rubric here.

Weekly lesson plans, classroom instruction, and grade-level teamwork 20%

Weekly reflection 15%

    • After each lesson at DK-8, students will write a 250-word blog post identifying areas of success or challenge. The purpose of this post is both to encourage the student to reflect, and to offer insight for fellow students. The reflection is graded on completion and depth of thought, not on whether the lesson was a complete success. Making mistakes and learning from them is a truly valuable experience, and reflection is a critical component in the development of a teacher.

Peer observations and Critiques (two) 20%

    • Students will attend two DK-8 lessons taught by their peers and offer verbal and written critiques. Each student will also respond to the critiques that were made of them.
      • Observe and offer feedback
      • Be observed, receive feedback, and respond to feedback
    • See: Expectations for observationsObservation rubric

Final e-Portfolio 25%

We will meet a T&I instructional specialist to help with the technological aspects of the design of the final e-portfolio, which will include the items listed below. The e-Portfolio will be publicly shared unless the student explicitly requests it be private. e-Portfolios are due by Monday, December 6 at 23:59h.

    • Your biography (copied from the webpage) • 5 puntos
    • A spreadsheet in Excel: This sheet will be a summary of all the semester’s lesson plans. It will inform the spring volunteers of your students’ work. The spreadsheet must include links to your lesson plans, videos, music, etc. • 10 puntos
    • Two modified lesson plans: You will revisit two of your lessons and modify them based on how the lesson actually went and on the wisdom you gained over the course of the semester. • 10 puntos
    • Two of your favorite activities: Include a description and instructions to be shared with future volunteers. • 10 puntos
    • Peer observations: Brief narrative (350-400) on the value of observations. What did you learn through your observations as well as being observed? • Podéis usar partes de vuestras narrativas anteriores sobre las observaciones, pero esa narrativa debe ser más global y retrospectiva. • 15 puntos
    • Photographs/Videos: Images of you working with your students. This material may be shared, unless you specify otherwise. • Se permiten fotos de los miembros de equipo, el uso del logotipo, fotos del edificio, fotos del trabajo de los niños, o cualquier otro material visual que dé vida a la página web. 5 puntos
    • A compilation of your take-away notes from readings: In digital form (scanned, not necessarily typed) • Se pide la organización de estos apuntes. Es decir, la intención es que los apuntes sirvan de referencia en el futuro y, por lo tanto, debéis pensar en la “buscabilidad”• 10 puntos
    • List of cultural events attended and a one-paragraph reflection for each event (pensando en la aplicabilidad–o falta de ello–del evento en tu crecimiento como profesor/a o cuidadano/a del mundo) • 10 puntos
    • Final Reflection paper (enlace aquí con más instrucciones): Reflect on what you’ve learned through your experience as a teacher and peer observer. Excerpts of this material may be shared anonymously. (10% of the e-Portfolio) • 25 puntos

Grading Scale:

A       (4.0) = 100-95               C+        (2.33) = 79-78
A-     (3.67) = 94-90                C          (2.0) = 77-74
B+     (3.33) = 89-88               C-        (1.67) = 73-70
B       (3.0) = 87-83                  D+       (1.33) = 69-68
B-     (2.67) = 83-80                D         (1.0) = 67-65 (lowest passing grade)

Office Hours:

My office hours are on Wednesdays and can be scheduled via Calendly.
If you need to see me outside of Wednesdays, please send me an email and we’ll set up a time.


I have learned from student feedback that SLACK is a more efficient and effective means of communicating than email. We will set up a SLACK chat for class, group, and grade team communications.

Access and Accommodations:

The college welcomes requests for accommodations related to disability and will grant those that are determined to be reasonable and maintain the integrity of a program or curriculum. To make such a request or to begin a conversation about a possible request, please contact the Office of Academic Access and Disability Resources, which is located in the Center for Teaching and Learning in the E.H. Little Library: Beth Bleil, Director,, 704-894-2129; or Alysen Beaty, Assistant Director,, 704-894-2939. It is best to submit accommodation requests within the drop/add period; however, requests can be made at any time in the semester. Please keep in mind that accommodations are not retroactive.

This semester might be particularly trying in ways both expected and unexpected. If you are experiencing difficulty at any time for any reason, do not hesitate to let me know. Together, we will devise a plan for your success.

Showing up:

If you are ill, do not attend class, your lesson, or your prep meeting. If you ever need to miss a class at Davidson K-8, you must notify your partner and DK-8 teacher as soon as possible. I will provide you with your teacher’s email. Copy me on the message to your teacher. Remember that your classroom teacher plans their daily lessons around your Spanish Lesson. Missing class is highly disruptive and unfair to the teacher, the students, and your partner. Don’t worry, the lessons will go on without you, and clear and prompt communication with your team (peers, classroom teacher and professor) is critical.

An important note about religious observance:

Please look carefully at the syllabus during the first week of class.  If any of the assignments or class meetings conflict with a major religious holiday for your faith, then please let me know. Together, we will make the necessary accommodations. Religious observance warrants a legitimately excused absence, but please be courteous and tell us ahead of time.


You are expected to complete all readings and lesson plans for our Monday meetings. Extensions cannot be granted due to the nature of our course. Because of the nature of teaching, lesson plans (HW) must be completed on time.

Given the possibility that COVID could disrupt our routine and our mission, working in teams is more important than ever. If an individual student cannot participate on a particular assignment, the goal is that the team will still be functional.

Honor Code:

Much of the work required for this course is collaborative. It is your responsibility, on your honor, to commit to collaborating. Specifically, you’ll work together with your teammates and spark each other’s creativity to craft the most effective and stimulating lesson plans. In other words, “teamwork” does not mean dividing the work (e.g. Student A writes a lesson plan for Week 1 and Student B writes a lesson plan for Week 2); it does mean that Students A & B work together on Weeks 1 & 2, etc.

Many of the readings are in English, but our conversation and writing will be in Spanish (with the exception of Reading Notes, which may be either or both languages.) You may visit the Spanish tutors in the Writing Center for help with your grammar, but you must hand in both drafts of your work.

The use of Spanish Spell Check is recommended and encouraged in this class.

© Copyright - Professor Kyra Kietrys