512+-+Agenda+-+8.1.17


 * [|Learning Goals] **
 * Organize and monitor a learning activity (model, monitor, mentor)
 * Create clear, compelling, and visually appealing instructional materials
 * Begin to envision planning lessons for diverse learners using a variety of instructional strategies, particularly:
 * cooperative learning

9:00 - 9:15 - Welcome & Review
 * Notetaker: Richard, Ashley, Lacy
 * Review: Stephen, Terence
 * Review Time with Terence and Stephen!**
 * Ted Talk!!
 * **Note: before introducing a video, give students some expectations**
 * Look for how we use inquiry-based learning in the classroom and during 1-on-1 interactions
 * Validate student interest – as a teacher encourage their creativity/inquiry, be a mentor
 * Research should be key in education – it is how we ask, question, discuss, inquire. We learn and express creativity through researching what we want
 * Inquiry is not restricted to science, it can be used anywhere and helps engage the student

9:15 - 11:10 - 2 minute teaching demo (revisions)


 * Teaching Demos (redo…)**
 * **Terence**: revision – opening with an activity to relate immigration today to the lesson
 * Important: write discussion questions on the board, don’t be vague (otherwise students won’t give a crap). Was much more engaging and involved
 * **Stephen**: assigned tables into countries – our worksheet has an explanation of events (who will attack who) and each group has to decide what move to make without knowing the other countries decisions – would show us how a 30second decision that was made without knowing what the other countries were doing can lead to. Had more energy and engagement.
 * **Emily S**: Taking a student response, deepening it, and utilizing whiteboards to land on the important concept. Was an improvement to just reading the class the definitions, got us thinking.
 * **Rachel**: sensory language – what is it (words/phrases that help the reader see/connect with an image/description), as a group come up with a sentence, share one to the class. The visuals used were much better, more explanatory.
 * **Joanna**: rather than whiteboards, switched it up and used paper for us to keep. Was more interactive and more clearly explained.
 * **Britta**: showed us a quote, asked us to discuss in groups. Used this discussion to show the importance of in text citations. Better connected it to the objective, the context, and in text citations. Provided a mini experience to get the class hooked then led us to the topic
 * **Madeline**: gave each group a code to crack (in a frustrating amount of time). Used this feeling to help us understand how Turing and his homies felt when the codes were constantly changing on them.
 * **Jenny**: redoing the ending of the lesson. Had groups come up with a scenario and assigned them a say no strategy. Shared with the class what their story was and how they used their no strategy. This was more interactive as opposed to just reflecting and the task was more clear.
 * **Ashley**: redoing the intro, showed us images and had us talk about what they meant to us. Transitioned into “how do we know what these things mean when they do not have any titles?”. Great transition into symbolism. Allowed us to come to our own conclusions rather than her just tell us definitions.
 * **Murphy**: redoing the direct instruction (before it was dictionary definitions without pictures). Was more clear and understandable, came with visuals which helped us relate it to maps we have seen.
 * **Richard**: had us all draw a dot then discuss as a group what kind of a scatter plot it is before transitioning into the lesson. Was more interactive and interesting.
 * **Madison**: redid the explanation to be more clear. For the second math problem have someone come up and write it on the board to prove they know it (as opposed to just asking if we know)
 * **Matt**: each table was given a different doc – what does it tell us about the life of the average American in the 1940s? Also say how you know. Thie activity was much more engaging as opposed to just showing us them on the doc cam. Also gave us more creativity and investigation
 * **Landon**: asked us a question to ponder in groups. This was a better intro because it made us consider
 * **Lacy** (ME!!): Redid my teaching segment to make it more user friendly and clearly explained. Also enlightened ya’ll that you already knew the answers without me even telling you
 * **Mackenzie**: redoing check-in on understanding. Made it into a challenge/game (fill in the blank on the board + a race). Made it more interactive, fun, challenging, etc. good ol productive anxiety
 * **Maria**: redid the activity/close exercise. Rather than doing it out loud on the doc cam we each had a paper to fill out on their own, then came together to go over it. It was more inclusive, got everyone interacting not just a few people who answer the questions.
 * **Anny’s Words of Wisdom: awesome mantra/scaffolding in a nutshell: “I do, you watch. I do, you help. You do, I help. You do, I watch”**
 * Our themes for today were: being clearer in directions/more organized, more student inspiration/emotion, more involvement, utilize your own mistakes as a teaching moment, student-centered, all while being in the context of direct instruction.

11:10 - 11:20 - Break

11:20 - 11:40 - Cooperative Learning PET - share and discuss Cooperative learning:
 * Cheers, Jeers, & Unclears
 * Setting students up for success with CL - intentional instructional/organizational moves
 * Cheers:
 * o High level of student engagement
 * o High level of student thinking
 * o Student are contributing to peers understanding
 * o Collaboration/Interdependence
 * o Ownership of own learning
 * o Process focused
 * o Group selection methods are highly important
 * o Diversity
 * o Lifelong interpersonal skills
 * Jeers:
 * o Can be difficult or unclear for certain students
 * o Allows certain students to dominate others
 * o Marginalizes certain populations (introverts/extroverts)
 * o Off task behavior
 * o Self-selected groups can be clique-ish
 * o Grouping students can lead to deficits
 * <span style="font-family: 'Courier New',serif;">o Dependent on teacher participation
 * <span style="font-family: 'Courier New',serif;">o Unclear/new to parents and principles (gives the appearance of chaos)
 * Unclears:
 * <span style="font-family: 'Courier New',serif;">o Is it good for introverts?
 * <span style="font-family: 'Courier New',serif;">o Yes and no.
 * <span style="font-family: 'Courier New',serif;">o There is no such thing as a complete introvert or a complete extrovert.
 * <span style="font-family: 'Courier New',serif;">o Good for people to work out of their comfort zone, but may be difficult for students.
 * <span style="font-family: 'Courier New',serif;">o Consider time of day. Introverts might need to recharge and decompress after lunch, so group work might not be effective right away.
 * <span style="font-family: 'Courier New',serif;">o Student profiles may change based on the class or the material.
 * <span style="font-family: 'Courier New',serif;">o How do you manage groups and ensure learning?
 * <span style="font-family: 'Courier New',serif;">o There must be individual accountability and group accountability.
 * <span style="font-family: 'Courier New',serif;">o Effectively use group roles.
 * <span style="font-family: 'Courier New',serif;">o Self-assessment.
 * <span style="font-family: 'Courier New',serif;">o Should we group by ability?
 * <span style="font-family: 'Courier New',serif;">o This can work sometimes.
 * <span style="font-family: 'Courier New',serif;">o You can take it personally when you aren’t placed in a high group.
 * <span style="font-family: 'Courier New',serif;">o Everyone needs to struggle sometimes and get pushed out of their comfort zone.
 * <span style="font-family: 'Courier New',serif;">o Must also provide opportunities for students to shine as well.
 * <span style="font-family: 'Courier New',serif;">o Stations can be group work, individualized, or a hybrid.
 * <span style="font-family: 'Courier New',serif;">o Does cooperation take more preparation?
 * <span style="font-family: 'Courier New',serif;">o Prep time might not take longer, but you must be intentional with what you plan.
 * <span style="font-family: 'Courier New',serif;">o You are required to think much more because you are relinquishing control of the classroom.
 * <span style="font-family: 'Courier New',serif;">o How can we focus the groups on the process instead of the outcome?
 * <span style="font-family: 'Courier New',serif;">o Have the class decide what is valued (therefore what will be assessed).
 * <span style="font-family: 'Courier New',serif;">o Encourage by-in.
 * <span style="font-family: 'Courier New',serif;">o Encourage true collaboration by teaching collaboration.
 * <span style="font-family: 'Courier New',serif;">o You must attend to the process.
 * <span style="font-family: 'Courier New',serif;">o How do you manage group and ensure learning?
 * <span style="font-family: 'Courier New',serif;">o Be intentional.
 * <span style="font-family: 'Courier New',serif;">o Be clear.
 * <span style="font-family: 'Courier New',serif;">o Monitor groups.
 * <span style="font-family: 'Courier New',serif;">o If students can’t handle group work, maybe go back and scaffold better.
 * <span style="font-family: 'Courier New',serif;">o Teachers need to develop the right culture.
 * <span style="font-family: 'Courier New',serif;">o Build student capacity to do group work.
 * <span style="font-family: 'Courier New',serif;">o Will always be a work in progress.
 * **Visual Design Principles:**
 * Understanding human perception
 * <span style="font-family: 'Courier New',serif;">o We don’t process images like a camera.
 * <span style="font-family: 'Courier New',serif;">o Our brain has a narrow field of clear vision
 * <span style="font-family: 'Courier New',serif;">o Rapid eye movement only absorbs little pieces of the image at the same time.
 * Designing content
 * <span style="font-family: 'Courier New',serif;">o Contrast
 * Things to know
 * <span style="font-family: 'Courier New',serif;">o Establish focal point
 * <span style="font-family: 'Courier New',serif;">o Differentiate content
 * <span style="font-family: 'Courier New',serif;">o Patterns are your friends
 * <span style="font-family: 'Courier New',serif;">o Simplify to improve the focus
 * Minimize the content/text
 * Use visual cues
 * Allow eyes to easily navigate information
 * <span style="font-family: 'Courier New',serif;">o Create interactivity
 * § Apply short animations
 * § Subtle emphasis
 * <span style="font-family: 'Courier New',serif;">o Key Points:
 * The way we design visual materials has an effect on how we take in the material.
 * We can support learning by creating visually appealing material.
 * Material applies to worksheets, directions, hand-outs.
 * Need to create clear and inviting visual information.

11:40 - 12:15 - CL Experience (Creating high quality instructional materials)
 * Station 1 - Teacher center - Revise/create your own instructional materials
 * Return to the slides you designed for your 7-minute lesson. Consider changes you could make to improve the visual design.
 * Workshop 2 slides together.
 * Revise 2 slides independently.
 * Share.
 * Station 2 - Evaluate instructional artifacts
 * As a whole group, review the visual design checklist. What questions do you have? Work together to come to a shared understanding of the criteria. (It's ok if you don't have a perfect understanding yet. Use your best judgment based on what you know now.)
 * In partners, evaluate these three instructional artifacts using the checklist.
 * [[file:the-great-pyramids.pdf]]
 * [[file:Sports Related Issue – Article.docx]]
 * [|Quadratic Equation PPT]
 * Spend the last three minutes of your station discussing what you have learned from this experience. What common themes emerged from your evaluations? How will this change your approach to creating instructional materials?
 * Station 3 - Principles of Design
 * Watch this video: https://www.youtube.com/watch?v=lKqqA4fCDzA&t=1s
 * As you are watching, consider answers to these two questions:
 * Why does visual design matter in the creation of instructional materials?
 * What are some key design principles that you could apply as you design curriculum?
 * After watching, discuss your answers to those two questions.
 * Resources - http://gonzagateach.wikispaces.com/Graphic+Design+for+Teachers

12:15 - 12:30 - Organizing and monitoring a learning activity
 * Guiding principles -
 * Model, Monitor, Mentor
 * MODEL
 * **Show** and tell
 * clear and posted step-by-step directions
 * tools and resources - what to do if you get stuck
 * how long, why, expectations for quality, participation, behavior
 * MONITOR
 * timing, circulating, checkpoints and check-ins
 * MENTOR
 * checking for understanding not just on-taskness/completion
 * teachable moments, individual connection and reinforcement and feedback
 * https://www.youtube.com/watch?v=XIuC--xXMXI
 * https://www.youtube.com/watch?v=DJsn7v-Qjak
 * Role Play

12:30 - 1:40 - Working Lunch

Your task:

 * Based on one of your group member's demonstration lessons (or you can choose something else entirely), design a guided practice activity that engages students in practicing a skill or working with a concept.
 * Create a handout and/or slide(s) that accompany it (follow design principles)
 * Resources to consult if desired:
 * http://www.ispringsolutions.com/blog/10-powerpoint-tips-to-make-your-slides-more-effective/
 * https://blog.slideshare.net/2014/05/14/presentation-design-lessons-from-real-slides
 * Your task is to set up the activity so that there is clarity and engagement. (**You will have seven minutes.**) Be sure that each teacher in your group has a clear role.
 * Keep these pedagogical principles in mind:
 * MODEL
 * **Show** and tell what you expect students to do
 * Provide clear and posted step-by-step directions
 * Identify tools and resources - what to do if you get stuck
 * Establish how long, why, expectations for quality, participation, behavior
 * MONITOR
 * While students are working, pay attention to timing, circulating, checkpoints and check-ins
 * MENTOR
 * checking for understanding not just on-taskness/completion
 * teachable moments, individual connection and reinforcement and feedback

2:00 - 3:15 - Teaching demonstrations
 * "The MIT program is like drinking from a firehose!"
 * "Way to hang in there and demonstrating professional growth and better teaching!"
 * "You are doing GREAT!!!"


 * MATH: Jo, Madison, and Richard (No Notes)


 * SCIENCE: Lacy and Jenny
 * Construct a food web: Draw and Explain
 * Precisely modelled, effective visual, and available for monitoring and mentoring


 * SOCIAL STUDIES: Mackenzie and Matt
 * Worksheet guide; group share then whole class share
 * Precisely modelled, monitored, and mentored
 * Clear, simple worksheet and hands-on materials
 * Use only necessary information on the slides
 * Model what is NOT so obvious to "set the tone"


 * ENGLISH: Britta and Ashley
 * Symbolism/Imagery in Harlem by Langston Hughes
 * Modelled well with clear instructions
 * Simple, clean, and legible materials
 * Clearly modelled white board work
 * Instead of "No wrong answers" state "Multiple interpretations apply"
 * **NOT ANYTHING GOES**, Intellectual Accountability


 * SOCIAL STUDIES: Madeline and Terence
 * Split into cultural, immigrant groups and create an immigration story
 * Modelling dual teacher instructions lowering student to teacher ratio
 * Well chosen map and pictures with few words


 * SOCIAL STUDIES (Geography): Murphy and Stephen
 * Read a map and plan a route using the four parts of a map
 * IDEAS for Materials
 * Key words written on white board
 * Pictures matched the map
 * Larger font, fewer words
 * Model "how to choose a route"
 * IDEAS for instruction
 * Deliver full set of instructions and then start activity
 * Chunk directions and tasks
 * Deliver first set of instructions then scaffold second set of directions


 * ENGLISH: Landen and Rachel
 * Students define abstract words in group setting and then guess words using those definitions in whole class setting
 * Students use their own language to define words
 * IDEAS for materials
 * Contrast, fewer words, legible font and font size
 * Better to have more slides with less content
 * Model a concise example


 * ENGLISH: Emily and Maria
 * Repeat after me, read, think, and discuss in groups and whole class Shakespearian Sonnet 18
 * Clearly model example
 * Graphic design dilemma: Whole Sonnet on one slide. Maybe use a handout.
 * Reminder to be aware of students' funds of knowledge
 * Break complex tasks into simpler component parts

3:00 - 3:30 - Final Project
 * Lesson plans (models)
 * Expectations and rubric

3:30 - 4:00 - Closure and Housekeeping
 * Closure: Emily, Madeline
 * Groups identify three things learned today and share one
 * Modeling
 * Fewer words; Less is more
 * Intentional grouping
 * Design--Contrast
 * Combine visuals with content

>> Reviewers: Mackenzie, Richard >> Closer: Murphy
 * For Wednesday:
 * BRING laptops and materials to work on Final Project
 * BRING day one pre-assessment
 * PET Fostering Discussion (BB and printed copy)
 * Note taker(s): Rachel, Maria, Emily S
 * IF YOU HAVE TIME: Bring draft of one lesson plan to workshop