221+Agenda+-+1.26.17

Professional Introductions
(Upload here following the directions on 1/24 agenda page.)

Annie Stanger

Celeste Hatfield

Today's Goals:

 * I can describe common curriculum sources used in K-12 schools.
 * I can evaluate a learning objective according to DAMMP criteria.

9:25 - 9:35 - Welcome and announcements
 * Notetaker: Nicholas user:guteacher529
 * Mumps -- go to health center and get your immunization records.

9:35 - 10:00 - Rehearse professional introductions

10:00 - 10:20 - Pre-Survey - @https://byu.az1.qualtrics.com/SE/?SID=SV_b7RBuFziducAC7r

10:20 - 10:30 - Break

10:30 - 11:00 - Types of curriculum; curriculum sources [|Presentation slides]
 * **Notes**:
 * Formal curriculum is state standards.
 * Hidden curriculum: is the way we teacher the children what they learn from the culture of our classroom and building and the underlying meaning and common assumptions. Hidden goals, unsaid rules. Tension and challenges. Social norms. Classroom norms. Tardy policies.
 * Positive versus Negative hidden meanings in policy, practice, culture.
 * Putting kids in rows.
 * Null curriculum is what you do not teach. For example, in math and social studies, certain beliefs that memorizing multiplication tables, so some kids instead do things like learn multiplication by creating addition problems for multiplication and they will learn how to use a calculator. But, if you grew up in a textbook that doesn't believe in memorizing math facts, then that is different. Also with social studies, for many years, us history has the dominant narrative of the white man, so we have a responsibility to mention the non white people and their stories. Also, religion played and continues to play a role in hisroty.
 * You cannot teach everything you would like to teach, so you have to question the curriculum you are given. Does it make sense to give a perspective of one culture versus the world cultures? No.
 * In English, what books do we use?
 * Curriculum in Use is the curriculum you actually use. Teacher adapt to their specific group of students. Do the kids understand the concepts? What is priority learning?
 * The Received Curriculum is what actually sticks? What do your students remember? Less and more of what the teacher officially taught. Just because the teacher tested you doesn't mean you understood it the way the teacher intended.
 * Curriculum as Windows or Curriculum as Mirrors is the idea that is the curriculum and content a window to an outside world or a reflective experience for the students. For example, students are not the same and have had different experiences such as traveling. For example, maybe the kids read Anne of Green Gables, and maybe the females love the book (students), but the male students do not favor the book. For example, Mango Street the book connects Hispanic/Puerto Rican culture, but in addition, this may not engage middle school Caucasian students. Can we as teachers help the students find value? Curriculum should be windows and mirrors. The goal/answer is both but that will not happen without intentionality.
 * The goal is to teach for learning. There will not be a perfect match. The goal is to learn how to learn and individualize how they learn and learn from experiences.


 * "Line up" - Assumptions about Curriculum **


 * Types of Curriculum**
 * Formal:
 * Hidden:
 * Null:
 * Curriculum in Use:
 * Received Curriculum:
 * Curriculum as windows or mirrors:

http://gonzagateach.wikispaces.com/221-512+Course+Resources Common Core -- www.corestandards.org
 * Browse curriculum resources for your content** -

11:00 - 12:00 - Writing Objectives
 * Writing an Objective
 * Learning Objectives = Learning Goals = Targets
 * learning outcome that we are building in the lesson
 * SWBAT: Students will be able to...


 * **Learning Goals for a Lesson:**
 * If we have a goal, then we also need a path.
 * Purpose:
 * Characteristics:
 * Descriptive:
 * Achievable:
 * Memorable:
 * Measurable:
 * Purposeful:
 * Communicating Learning Goals - [|https://www.teachingchannel.org/videos/making-lesson-objectives-clea]
 * Objectives Activity: Go to the lesson plan sites below or find your own. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives [|here]. Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * SWBAT + action verb + specific content [+ format + degree]
 * I can
 * Fuzzy verbs (understand, feel, know) are not good objective goal verbs to use
 * SWBAT can be more academic with "I can" model being rewritten for clarity for students


 * Difference between describing what students will do and what students will learn
 * Which is it? //Is it a description of what they will do, or what they will learn? A learning goal is meant to specify the learning.//
 * SWBAT complete a project analyzing the root causes of the Civil War.
 * I can thoughtfully answer comprehension questions at the end of the chapter.
 * SWBAT identify the main idea in an informational text.
 * SWBAT develop strategies to solve a two-step equation.
 * I can dissect a frog.

>>>
 * Practice writing objectives
 * Start with the standard (umbrella / big-picture learning)
 * Break it down into its components -- lesson-sized stepping stones (objectives are the sub-skills/pathways to get to the standard)
 * || [[image:gonzagateach/525px-Build-a-Big-Lego-Tower-Step-3.jpg caption="525px-Build-a-Big-Lego-Tower-Step-3.jpg"]] ||


 * Housekeeping:**
 * **P.E.T. - Direct Instruction** - upload synthesis paper to Blackboard by Monday at noon