221+Agenda+-+11.6.14

Target

 * ** I can identify key considerations and characteristics for successfully enacting a CL lesson. **

9:25 - 9:40 - Welcome and Review (Alex)
 * Notetaker: Dawn
 * Reviewer: Dawn
 * Have you met with me?

9:40 - 10:15 - Demo #1

10:15 - 10:50 - Demo #2

10:50 - 11:00 - Break

11:00 - 11:35 - Demo #3

11:35 - 12:00 - EdTPA
 * EdTPA Major Assessment Components
 * "Context for Learning" for one of your Garry classes
 * Two connected lesson plans using lesson design template (the observed lesson you taught at Garry plus a lesson that could come right before or right after that lesson); Be sure you align with the central focus!
 * Responses to EdTPA Task 1 planning commentary questions 1, 2, 3, 5
 * Scored on the Task 1 rubrics
 * Timeline for EdTPA Major Assessment
 * Context for Learning - Nov 20
 * Second lesson plan - Nov 25
 * Draft of commentary (must have at least 2 questions thoroughly answered) - Dec 2
 * Final product - Dec 11


 * Housekeeping:**
 * Class on Tuesday - 11/11 - teaching demos and discuss academic conversations (AVID skills) -
 * Teaching demos - Dawn, MacKenzie
 * Due on Thursday 11/13 - P.E.T. Differentiation - NOTE: You should come with written answers to the five guiding questions at the top of the P.E.T. Your answers should reflect specific engagement with the PET resources and will be turned in.
 * Field Journal #4 - due Thursday 11/13


 * Notes: **

Lesson of the day: Summon your inner Mark Few.


 * Class on tuesday! :) **

Alex review on collaborative learning:

Pros:
 * Teaching good life skills
 * Makes the kids think for themselves
 * Responsible for their own stuff
 * The process
 * **Not a grade but rather a product**
 * **Higher level thinking/learning**
 * **Ask peers questions**
 * Students can go their own pace
 * Bonding
 * //__You can meet a potential love interest!__//

Cons:
 * Not much control
 * Some students might depend on others heavily
 * Some students hate group work
 * Opportunity to slack off
 * One student could take over
 * **Difficult to have individual assessment**
 * **Over or lack of participation**
 * Could be over used
 * //__Could form an arch nemesis and risk losing your mate__//

Considerations:
 * Have a backup plan
 * Target must be relevant
 * Groups must have chemistry
 * Setting up directions to make sure the students are responsible for their own work
 * Difficult to manage – how?
 * o Set up groups
 * o Structure

Teaching Demo: Jenn Objective: SWBAT create sentences using FANBOYs, adjectives, and adverbs, and identify and correct run-on sentences:

Highlights: The stations were well instructed and went smoothly. It also allowed us to get up and move around, which is a good way to wake up students if the class is in the morning. Picking groups beforehand allows the activity to get started right away. Sometimes when you ask students to pick groups, it might take a few more minutes that could cut into the lesson time. You had a strong structure and good management. The timing was really good.

Feedback: > When you are teaching, pay close attention to transitions. Whether it be in a lesson, group, or stations. Tell your students what you expect during transitions. You could count down to make sure they go quickly, you could have them carry a minimal amount of items, reiterate instructions. Could also practice the transition and put up boundaries and set them.
 * Mary: “Good energy.”
 * Chris: “Stations were great and fun. Instructions were clear.”
 * Hailey: “All the stations built on one another. The sentences were funny and the creative piece was fun.”
 * Make sure to check all groups because sometimes students are afraid to ask for help.
 * Tasks were meaningful, engaging, and connected.

SWBAT identify the problems over population causes Tokyo Bay and discuss some solutions during “hook stations.”
 * Teaching Demo: Mary**

Great idea to count down during transitions to make sure no time is wasted during that period. It also gives the students a sense of urgency so they get to the next station faster.

Hook stations used to peek interest = J

Splitting up groups by favorite subject. Since people who love math think differently than people who like English. It’s cool to have different learners in the group. Adds variety.

>>>> >>>
 * Feedback from class:**
 * It’s cool that it also raised awareness
 * Stations were amazing and were managed well and there was a great variety
 * Visual learning
 * Reading
 * Watching
 * Provide a bit more instructions and more clearly explained at front
 * Directions on the board
 * Assign them to stations instead of having the students pick which stations they want to go to. It will save time
 * Teacher station was awesome
 * You summoned your inner coach!
 * You designed tasks that were interesting
 * Set expectations and raise accountability


 * Teaching Demo: Alex**

SWBAT speak about their families using vocab and verbs in a present tense that are presented. It was fun to get into groups with people who were at different levels in regards to their Spanish. So the more expert Spanish speakers were able to help the ones who aren’t familiar with Spanish at all. It initiates responsibility. Especially if the teacher is busy, the students can ask each other

Not only talk about your family, but ask the students as well J
 * Feedback:**

Or even ask the group members, “What did you learn about a person in your group?”

Splitting students into groups based on level is a good idea so then the advanced ones can help the beginners.

Have a reflection at the end to ensure the material was learned.

Have some of the advance students act as dictionaries

Really great control of the class

Don’t be afraid about pushing them. Let them know it’s okay to make mistakes. If you hold them back they won’t gain confidence.