512+-+Agenda+-+7.31.17


 * [|Learning Goals] **
 * Teach a new concept (introduce, inform, interact, inspire)
 * Open a lesson (connect, capture interest, communicate objective and plan)
 * Begin to envision planning lessons for diverse learners using a variety of instructional strategies, particularly:
 * inquiry-based instruction

9:00 - 9:15 - Welcome & Review
 * Notetaker: Jennifer, Stephen, Madison
 * Review: Landan & Maria
 * 4 Ingredients of Lesson Plans
 * 1) Setting the stage
 * Gage where the room is at
 * Hook interest
 * Diagnostic Assessment
 * 1) Teaching a New Concept
 * Introduce
 * Inform
 * Interact
 * Inspire
 * Non linear steps;
 * 1) Activity
 * Hands on Experience
 * 1) Assessment
 * Diagnostic
 * Formative
 * Summative
 * DAMMP
 * Descriptive
 * Clear Objective
 * Achievable
 * Capable to learn in time frame
 * Measurable
 * Assessment/ Showing the student has learned something
 * Memorable
 * Interesting and insightful
 * Purposeful
 * Why are the students learning?

9:15 - 10:30 - Teaching demonstrations (seven)
 * 1) Maria:
 * 2) Summary: Demonstrate proper use of homophones and apostrophes
 * 3) Homophone:
 * 4) There, their, and they're
 * 5) Your and you're
 * 6) It's and its
 * 7) Apostrophe
 * 8) Omission: Letter is omitted: You're
 * 9) Possession: Maria's
 * 10) Strength
 * 11) Story was a good way to put skills into practice
 * 12) Friendly, non intimidating
 * 13) Aligned standard, objective, and activity
 * 14) Lesson
 * 15) There is a better way to involve more students
 * 16) Standard doesn't need to be in lesson, but objectives do
 * 17) Chunking/ Layering:
 * 18) Do one portion at a time, and check before moving on
 * 19) Start with example (bad instagram caption)
 * 20) First work with homophones, then check for understanding
 * 21) Then go onto next thing
 * 22) There/their first
 * 23) It it's next
 * 24) Mackenzie:
 * 25) Summary
 * 26) Ser: To be
 * 27) Be able to conjugate the verb Ser
 * 28) Soy, eres, es, somos, sois, son
 * 29) Strength
 * 30) Group participation
 * 31) Alignment of standard, objective, and lesson
 * 32) Asked for input "why did you choose that?"
 * 33) Lesson
 * 34) Activity on board as an added visual
 * 35) Too fast
 * 36) Grammar vs meaning
 * 37) Create a more meaningful context
 * 38) Examples are more powerful that explanations
 * 39) Lacy:
 * 40) Summary
 * 41) Pack of wolves example
 * 42) Carrying Capacity
 * 43) Max number of individuals an area can sustain with resources
 * 44) Limiting Factors
 * 45) Conditions that limit growth or abundance
 * 46) Exponential vs Logistic Growth
 * 47) Logistic: Caps at carrying Capacity
 * 48) Strength
 * 49) Hands on example to refer back to
 * 50) Captured interest
 * 51) Didn't say "who knows?", said "Will someone tell me?"
 * 52) Lesson
 * 53) Cut out density independent and dependent
 * 54) Covering too much in limited time
 * 55) Thought provoking activity! Yay! High ordered thinking!
 * 56) Checks for understanding are very important
 * 57) Throughout lesson, not just at the end
 * 58) Discuss the two terms with partner before moving forward
 * 59) Landon
 * 60) Summary: Semicolon
 * 61) Using semicolon as a supercomma. Two related sentences can utilize a semicolon to connect the sentences.
 * 62) Two related sentences can utilize a semicolon to connect the sentences
 * 63) Strengths
 * 64) Interactive and information was concise and well articulated.
 * 65) Lesson:
 * 66) Excessive amount of targets (choose one target and focus it).
 * 67) Check for understanding
 * 68) Matt
 * 69) Summary: War Rationing Stamps
 * 70) During World War II food was rationed to the general public and stamps were distributed.
 * 71) How would my life be impacted if my access to specific goods was denied? (activity).
 * 72) Rationing during this era was a mechanism of patriotism.
 * 73) Strengths
 * 74) White board exercise was engaging and effective
 * 75) Creating relevance about rationaing to the classroom.
 * 76) Lesson
 * 77) Providng more of the why and who of society would have provided better foundational information.
 * 78) PowerPoint needs to minimize words and increase visual aids.
 * 79) Madison
 * 80) Summary: Unit Rates
 * 81) Rates are a relationship between two different quantities.
 * 82) Unit rates are determined by quantifying ratios and determined rates.
 * 83) Strengths
 * 84) Vocab review was effective for establishing lesson information
 * 85) Creating relevance of unit rate to real life situations.
 * 86) Lesson:
 * 87) Check for understanding, ensure a step by step calculation, especially in mathematics
 * 88) Limit vocabulary, too many textbook definitions are filled with excessive words and information.
 * 89) Richard
 * 90) Summary: Scatter Plots
 * 91) Graphical representation of two or more different data points
 * 92) Purpose is create information based on data points that can provide correlation or other relationships between the two data points.
 * 93) Estimates: Linear and non-linear lines of data points.
 * 94) Strengths
 * 95) Examples of scatterplots were very relatable
 * 96) Responded well to engaged students questioning
 * 97) Lessons
 * 98) Create conscise information
 * 99) Create a mechanism to capture the students learning (guided worksheets)
 * 100) Murphyyy
 * 101) Summary
 * 102) Maps!
 * 103) Key features are used to analyze maps
 * 104) Title: Where
 * 105) Legend/Key: Decipher symbolism
 * 106) Scale: Data relationship to real world
 * 107) Compass: NEWS
 * 108) What is the purpose?
 * 109) Strengths:
 * 110) Pacing
 * 111) Good amount of content
 * 112) Good objectives
 * 113) Lessons:
 * 114) Add visuals of map components
 * 115) Activity would be for next lesson
 * 116) More engagement and checking for understanding
 * 117) Ashley
 * 118) Summary
 * 119) Symbols!
 * 120) Culture and literature
 * 121) Gives more meaning to an icon
 * 122) Heart vs anatomical heart
 * 123) Strengths:
 * 124) Relating culture to content
 * 125) Lots of examples
 * 126) Real and down to earth personality
 * 127) Lessons:
 * 128) For examples use not only images, but transition into poetry more by using literary, culture, daily life symbolism
 * 129) Jenny
 * 130) Summary:
 * 131) Refusal skills
 * 132) Strengths:
 * 133) Good with uncomfortable subjects
 * 134) Realistic expectations
 * 135) Relatable
 * 136) Lessons:
 * 137) More activity
 * 138) More scenarios during it, not just for next activity
 * 139) Madeline
 * 140) Summary
 * 141) Alan Turing
 * 142) Enigma and WWII
 * 143) Cracked enigma and ended war 2 years earlier
 * 144) Homosexuality= criminal offense
 * 145) Strengths
 * 146) Purpose, very relevant to his impact on WW2 and from development of computers
 * 147) Story telling and engaging
 * 148) Lessons:
 * 149) More discussions
 * 150) A lot of information
 * 151) Britta
 * 152) Summary
 * 153) "Not all who wander our lost" = Engaging
 * 154) MLA Citations
 * 155) Why
 * 156) How
 * 157) Make our own quotes and cite them
 * 158) Strengths
 * 159) Importance: giving credit where credit is due
 * 160) "Satisfying timing" (Reyes 1209).
 * 161) Make your own citation was good:)
 * 162) Lessons
 * 163) More checks for understanding
 * 164) State objective clearly
 * 165) Takeaways/Debrief of Classroom Demos
 * 166) Teaching v. Learning "Just because you taught it, doesn't mean they learned it".
 * 167) Very often teaching is listening and learning is talking.
 * 168) Listening and understanding your students is the key to recognizing whether or not they are learning
 * 169) Interaction is the most important aspect of a direct instruction lesson
 * 170) Provide interaction with material during lecture. (guided worksheet, overarching question, physical objects)
 * 171) Inquiry:
 * 172) True inquiry based lessons mean even the teacher may not know the overarching question
 * 173) If we already know the answer then it is not a good inquiry-based objective
 * 174) Review Session: TED TALK on Inquiry-based instruction: Russ-Risher https://www.youtube.com/watch?v=jr63RDHI-DM
 * 1) If we already know the answer then it is not a good inquiry-based objective
 * 2) Review Session: TED TALK on Inquiry-based instruction: Russ-Risher https://www.youtube.com/watch?v=jr63RDHI-DM

10:30 - 10:40 - Break

10:40 - 12:25 - Teaching demonstrations (ten; two classrooms)

12:25 - 1:10 - Lunch

1:10 - 1:30 - Debrief teaching demos
 * Quick return to DI - [|Some thoughts on DI]

1:30 - 1:50 - Inquiry-PET discussion

1:50 - 2:40 - Inquiry-Based Instruction Experience (take a break at some point)

**Objective:**
 * SWBAT analyze credible resources related to a challenging educational issue
 * SWBAT articulate a well-reasoned stance related to a challenging educational issue


 * **Ask** - What options do teachers have besides punishments (i.e. detention, losing points, removing privileges, etc.) for managing student behavior?
 * **Investigate**-
 * Divide up the resources. After reading your article, identify the key arguments in the article with evidence.
 * Discuss your findings as a group.
 * Find additional resources (each person finds one)
 * Share your new resources.
 * Collaboratively choose a promising option that you want to highlight in response to the question. Support your position with evidence (facts/well-reasoned logic)


 * ** Create ** - A billboard advocating your position
 * **Discuss** - Share your positions
 * **Reflect** - On the project

Resources:
 * [|The Dances of Student Discipline]
 * [|Classroom Management Essentials]
 * [|Strategies for Students with Scattered Minds]
 * [|Five Priorities of Classroom Management]
 * [|How to Develop "The Look"]
 * [|Get Curious, Not Furious]
 * [|Strategies for Reaching Struggling Students]
 * [|Connections, Not Consequences]
 * [|Behavior Expectations and How to Teach Them]
 * [|Reintegrative Shame]
 * [|The Intervention Two-Step]
 * [|The Power of Keeping Your Cool]

(P.S. A giant collection of management resources is here: https://www.edutopia.org/article/classroom-management-resources)

2:40 - 3:00 - Debrief inquiry experience Direct Instruction vs. Inquiry Based Be aware of your learning preference as a teacher, do not use the same style everytime
 * All posters are different, they all accomplish synthesizing but there are different ideas represented on each one.
 * Inquiry has to have flexibility, allow students to invest in their creations. We still asses it, but not based on expectations that weren't given.
 * For a more consistent product: Give specific directions (guidelines), examples of what you want it to look like, checklist/rubric for the project, more teacher interaction and check ins (steering)
 * Inquiry allows for curiosity and our own imagination
 * Inquiry: Comprehension and reading based, could be tough for ELLs because it is so open-ended
 * Inquiry: May not be as efficient as Direct instruction
 * Inquiry: Have more ability to connect with the content rather than in direct instruction and having it just told to you

3:00 - 3:30 - Opening a lesson >> Revise your opening to hook attention!!
 * [|First Impressions]
 * How you open a lesson matter too!
 * Connect, Capture interest, Communicate objective and plan)
 * Connect: take a moment to be human together
 * Communicate objective and plan: focus and objective for the day
 * Challenge= Capture Interest: First impressions are everything!
 * You practice: design a compelling opening for a lesson

3:30 - 4:00 - Closure & Housekeeping
 * For Tuesday, 8/1
 * P.E.T. - Cooperative Learning (BB & printed copy)
 * Finish Inquiry PET (if applicable)
 * If you want to . . . . get started on the final project.
 * Prepare a 2-minute revision from today's teaching demo
 * Bring materials for your lesson plans
 * Assignments for 8/1:
 * Notetaker(s): Richard, Ashley, Lacy
 * Reviewers: Stephen, Terence
 * Closers: Emily S, Madeline