518+Agenda+1.29.14

8:00 - 8:15 - Welcome and Swap Shop (Kari)
 * Notetaker:
 * Mini quiz
 * Look for feedback on your lesson concept on Blackboard

Goals for this class session:
 * 1) I can explain the importance of assessing AL.
 * 2) For a given lesson, I can determine a language function, learning task, and language demands (vocabulary + syntax/discourse).
 * 3) I have a growing toolbox of instructional strategies to support AL development.
 * 4) I am prepared to answer Task 1 AL Commentary.

8:15 - 8:45 - Discuss Zwiers, chapters 9-10

8:45 - 9:30 - Model Lesson

9:30 - 9:40 - Break

9:40 - 10:30 - Top Ten Strategies

10:30 - 10:45 - EdTPA Task 1 AL Commentary; Task 3 AL Assessment

10:45 - 10:50 - Closure

The goal is to videotape your lesson the week of Feb 3. Be sure you have cleared this with your CT and have any necessary permission. You will upload your video clips (only the clips) to Blackboard under "Teaching Videos."
 * Housekeeping:**

NOTES 1/29/14: language supports: scaffolding (before and after) the key learning....scaffolding the academic language in the context needed. Zwiers ch. 9-10 discussion: giving feedback, on going assessment (assessment for learning)/how do you make sure that grades don't penalize students AS they are learning?, post reading strategies (going beyond Zwiers), persuasive language is needed for all subjects/how do you balance academic language with content you need to teach? smudge the line between language and content...you can't have one without the other...peanut butter AND jelly, snow AND cold, leah AND kathy :) Model Lesson (Anny): perspective (the way we see something)...characters from video (heiner, fritizi, solider, fritzi's friend)....fritizi's perspective (doesn't want heiner to die, perhaps didn't want him to attempt an escape)...heiner (trying to escape, truly thought trying escaping was the right thing)....solider (trying to stop heiner, a sense of hesitation in wanting to kill him)...crowd (probably isn't as emotionally connected to heiner and what's happening). germany....west germany/east germany....berlin wall (cold war). was it a good idea to build a wall??? (shannon): no, divides people/families...(kathryn): from some people's PERSPECTIVE, it was a good thing...they believe they were doing the right thing, felt they were morally doing the right thing. was the berlin wall justified?: There are multiple perspectives on whether or not building the Berlin Wall was justified. Considering geography and acknowledging Berlin's location in the middle of East Germany, the East German government felt justified in building the wall to protect their interests. Academic Language often requires longer sentences...and multiple parts within each sentence. in sentence above "interests" doesn't mean hobbies..., but rather resources, wellbeing, things that benefit the country. How was academic language supported: giving praise for students using academic language, modeling 'perspective', teacher repeating academic language a lot, graphic organizer/word bank, sentence frames What do we do when we have a classroom of students who vary greatly in their ability to utilize academic language? Differentiate for the higher level students….have them use direct quote from source, have them justify why they use that….(KATHRYN): how do you explain to students why one has to do less or more than another??? Dare to differentiate wiki…in the real world, not every lesson is going to be perfectly structured for every kid….maybe 20% of the lesson I’m challenging the lower level….engaging content that everyone can care about…look into IEP’s/504s…see how you can adjustment assignments based on goals/struggles….ESL kids: have them point out or highlight words that are giving them trouble What could Anny have done differently in her lesson (especially in terms of academic language): Let us know what perspectives to look for in the videos, word bank: doesn’t show students how to REALLY use the language, what’s an effective way of teaching it without taking a long time…ask students for examples on how to use them. don’t give them list, but ask students to generate language. Word bank/example/and real word content students can relate to Vocabulary: giving definitions or making students memorize dictionary definitions isn’t teaching language…it isn’t getting them to understand and know the vocabulary…often times dictionary language is hard to understand. Put vocabulary in a context

Friday 1/31 by 6 p.m.
 * Lesson Plan A due
 * AL Task 1 commentary

Mon 2/3 - Literacy/Reading
 * Michie, chapters 1-2
 * Secondary Literacy, chapter 1 + your assigned chapter from 2-4, [|http://teachingasleadership.org/sites/default/files/Related-Readings/SL_2011.pdf]
 * Chap 2 Presenter: Kari
 * Chap 3 Presenter: Katherine
 * Chap 4 Presenter: Charlie
 * Presenters should present for 10 minutes and provide a 1 page handout
 * Swap Shop
 * Marin