512+Agenda+-+7.25.13

Whadya Think?
Post questions, comments, ideas to discuss based on your professional engagement research on searching. (To post - 1) Sign in, 2) Click "edit", 3) Type your entry, 4) Sign your post (three tildes ~), 5) Click "save")

I think it's cool that everyone can search google using images…not just Niv from Catfish. How might I use this tool in the classroom though? user:kdobler1Kari

You can do a Google search depending upon reading levels? Would have been so good to know in the remedial English class I aided for last year. user:wbrown84

As far as credibility goes, that requires critical thinking and evaluation. I am sorry Google, but Wikipedia is not a good source – however it is a great starting point. If you look at the citations at the bottom of the page, you can follow those back to more scholarly, reliable sources. In other words, evaluate the original for yourself. When in doubt, doubt some more, and find more sources that could either support or contradict what you are working with. Researching is infinitely complex. The internet makes much more available, but you still need to use your best tool, your brain.user:potterkc

I am really excited about the ability to find sources from other countries. This could be helpful when looking for things for a French class.user:hutchesonk

I think the coolest thing is searching backwards through the image.user:Matt1777

Dear Google: You’ve blown my mind!!! I am pretty excited about having the ability to search based on reading level…excellent for ELLs!! And finding credible sources….very good for showing students how to do research papers and EXTRA excited about filtering inappropriate sites….if only I’d known that sooner….. user:nanako_32

I did know a lot of these things before, but i never knew you could do site specific searches. I think it's great that you can type something like global warming site:edu and only get educational sites in your results. That is something that is really great for social studies. I think this all shows how important and helpful it can be to show your students how to improve their own searches.user:Ltormey

I also knew about many of these features before but it had been a while since I had messed around with Google and I realized that a lot of the interface had changed so it was good for me to get a chance to familiarize myself with its newest interface. My aha moment occured when I found out I could search near my location so of course I typed my own name in. Normally I have been safe from the Google search because my last name is an object, so millions of results come up. But, when I type my name in quotes and search locally, all the results are for me. Nothing bad, but kind of creepy. user:ccoffin12

I just downloaded the google search app for my iphone and you can take pictures of things and it will search them for you, like the image search without the computer/files. Needless to say, i just spent 20 minutes wandering around looking for obscure things to search for. This could be really useful in a science class for things like botany etc. Google, you have done it again! user:marinhatcher

Agenda

 * New Teacher's Survival Guide - Core classroom management practices - attention getting techniques
 * Professional Toolbox - Lesson Planning (level of detail; compare to a recipe) and giving directions
 * Teaching Lab - Modeling & setting expectations for a task
 * Professional Engagement - Pros/Cons of Direct Instruction; questioning; Zen of Powerpoint

9:00 - 9:10 - Welcome & Review (Katherine)
 * Notetaker - Jeni, Marin
 * Photographer - Katherine
 * Reviewer - Leah

9:10 - 9:30 - Writing objectives practice
 * Bloom's Taxonomy -http://pinterest.com/justinstallings/blooms-taxonomy/
 * http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF (Verbs for objectives)

9:30 - 10:00 - Introductions to your students

10:00 - 10:30 - NTSG - Attention Getting Techniques (stop. wait. smile, proximity, call out desirable behavior, future conversation, specific instructions, lower your voice, focus energy, 2 minute re-focus activities) > 10:30 -10:40 - Break
 * Practice introducing your objectives - []

10:40 - 11:10 - Crash Course in Direct Instruction
 * []

11:10 - 11:30 - Designing a rubric for direct instruction
 * [[file:Direct Instruction Activity Guide.docx]]

11:30 - 12:00 - Writing a Lesson Plan

12:00 - 12:20 - Lunch

12:20 - 1:00 - (working lunch) Write a direct instruction activity guide
 * 15 minutes, no more than 7 slides
 * Compelling introduction
 * Engaging throughout (interest, passion, enthusiasm)
 * Clear objective
 * At least 3 opportunities for interaction
 * Effective visuals
 * Checking for understanding
 * Conclusion

1:00 - 2:20 - Teaching Demos

2:20 - 2:40 - Is the "sage on the stage" metaphor still applicable today?
 * Discuss ideas from reSearching
 * http://agoogleaday.com/#game=started

2:40 - 2:50 - Housekeeping

2:50 - 3:00 - Closing Thoughts


 * For next class:**
 * Professional Engagement - Text-Based Instruction
 * Spend about 90 minutes exploring these sites and other related questions. Take notes on what you find meaningful. Come prepared to discuss what you learned and to ask questions related to text-based instruction. Post 1-2 questions at the top of the agenda page.
 * Zen of Powerpoint: Think about the powerpoints you've experienced and created. What are the best and worst presentations? Watch this video: https://www.youtube.com/watch?v=50mHX8_B5-s and read this blog post: http://presentationzen.blogs.com/presentationzen/2005/09/whats_good_powe.html
 * Given what you learned, how would you change the way you create presentation slides? Revise the presentation you made for your direct instruction lesson.
 * Start to think about what lessons you'd like to plan for the final assessment for this course. You'll plan two connected lessons in your subject area using the lesson design plan and following the TPA focus for your subject area:
 * English – “construct meaning from and interpret a complex text”
 * History/Social Studies – “critically evaluate accounts or interpretations about an historical event or social studies phenomenon, and to defend their claims/arguments”
 * Math – “develop their understanding of mathematical concepts, procedures, and reasoning/problem solving”
 * Science – “develop their science inquiry skills to collect and record scientific evidence, using the evidence along with science concepts to explain a phenomenon”
 * World Languages – “develop students’ communicative proficiency in the target language in a meaningful cultural context.”
 * Reviewer? Leah

SWBAT: Utilize several attention getting techniques -identify components of effective direct instruction -explain characteristics/purposes of effective lesson plans -present/reflect on a DI teaching demo
 * NOTES (Thursday 7/25/13):**

-benefits of wiki???: everyone can edit; it's free; it lasts forever; private or public; access anywhere -culture of teaching: perspectives; practices; products -common core: currently math/english; spiral staircase; implemented now; a lot of knowledge subjects are covered under english; very broad standards; texas has not adopted them -objectives; descriptive; memorable; specific; achievable; realistic; measurable
 * review (katherine):**

(bad) the student will be able to write a report on the civil war (no quality, thinking, doesn't require higher academic skills) Bloom's Taxonomy: pyramid (goes from lower level thinking to higher level thinking) student definitions: food pyramid for thought; building on what you already know (very hierarchical) ---not all things we ask students to do require the same level of thinking you still need to include all levels, but in varying forms and degrees of importance
 * Thinking Objectives:**

APP (Digital Popsicle Sticks---I'm writing this because I can't remember the actual name) ---used to help develop questions to initiate whatever type of thinking you're aiming for

-consider your audience (think about classroom management) -visuals are always good -engaging questions/activities/facts about yourself
 * Two minute introductions:**

1. Stop, Wait, Smile scenario: bell rings...students come into class...they're chatting...you want to say something. they want to talk ---flip lights on and off (signals) with older kids...works a couple times, but eventually becomes a form of mockery ---talk over them "you have fifteen more second, then i have the floor!"....wait 'em out (#1 on the list)...stop, wait, smile in your mind, you have to determine you're not going to talk over students, they're not going to talk over you....stop, wait...have a pleasant look on your face...say something like "Are we ready to begin?" "You have fifteen seconds to wrap up your conversations"...waiting long enough, but not too long....wait until silence. ---get students attention ---stand your ground ---don't engage in power struggles 2. Stand near student(s)...proximity 3. non-verbal actions (pointing,gesturing,showing the student what you want them to bring out) 4. lower your voice ---came into class (announced he wanted class to calm down)....quietly grabbed a chair, sat down, got a student's attention and about how his/her weekend...asked another student....then thanked them for coming back to him. (BRILLIANT!) ---changed the subject to something fun/friendly
 * Classroom management strategies**:

scenario: too many fires to put out ---quietly whispering to student drawing on the board (not making a big deal) ---getting a bit more assertive once you give them a 10 second warning ---firmer tone of voice ---giving a consequence for student behavior that's disruptive "if you don't sit down, I'm unfortunately going to have to ask you step out" be aware of policies when sending a kid out of class

scenario: too many fires (part 2): ---much more assertive ---non-verbal authority

organize different approaches (prescribed content, open content, teacher-centered, student-centered) where does direct instruction fit within the four methods above??? -between prescribed/teacher centered cooperative learning (between prescribed/student or student/open)
 * Direct Instruction:**

-boring (talking head) -not very flexible for teachable moments -students will learn what the need to know (whatever you set out to teach them) -get through a lot of stuff in a short amount of time -students hear it, but you don't know if they internalized it...they're not given a chance to interact with it
 * PROS/CONS:**

**KEY ELEMENTS FOR DIRECT INSTRUCTION**: -interesting hook -organized in way that makes sense to students (shows them the why)--clear objective -opportunities to interact (no more than 10 minutes before stopping)---at least 3 -checking for understanding (assessment)---not limited to just one/two people...think of ways to check everyone's understanding -conclusion

-how do you know i you've taught something? -how do you know if your students have learned something? -how do you know what they've learned?
 * Assessment**

Types of assessment: 1. diagnostic finding out what they know beforehand 2. formative finding out how students' understanding is being formed along the way stop and ask questions, i'm going to have them do homework before the test, quizzes, discussion, activities 3. summative finding out what students learned at the end of instruction (at the end, final exams, etc....)

Afternoon Session:

When making comments, be specific and respectful. 3 specific positive comments and 1 or 2 suggestions as a guide. Vowel- minor distraction Q- you don't get it Consonant- you don't get it