418+-+Agenda+-+2.23.17

Today's Goals:

 * Explain the purpose of scaffolding texts using pre- during-, and post- framing

1:50 - 2:00 - Welcome & Agenda
 * Notetaker: user:mjmickey
 * Logs will be returned Tuesday

2:00 - 2:30 - Discuss //Holler//, chapter 4 (Small Group Discussions)
 * Focus on connections to supporting and leveraging language and literacy
 * Insight from Small Groups
 * Leaving hometown as a teacher & coming back to it (p. 77)
 * It's easy to go back home/stay in your comfort zone, it's tough to teach as an 'outsider' (You're a //guest// in the community, what's the role/power of the teacher? the students?)
 * Focus on culturally relevant teaching, remember you are teaching other people's children (Don't make them outsiders to the entire curriculum)
 * Use your students as your curriculum (learn //with// and //from// your students), be willing and open to new experiences
 * Curriculum as a Window vs Mirror - Window = lens/view of the world students don't know, Mirror = lens/view of the world where students can see themselves in the curriculum
 * "But as I was coming to discover, that's part of what teaching is about [...]" (p. 68)
 * What is means to teach is to discover yourself as a teacher with them, follow students in finding "dazzling surprises" along the "dimly lit path" even if it's not on the lesson plan
 * Even the best laid plans will not be perfect/always successful, work //with// students and be flexible (students are unpredictable, and you get to //use that to your advantage!//)
 * Teaching is never risk-free if teachers attempt to see into students' 'worlds' and learn from these perspectives (It shows you care about your students/see them as full individuals)
 * It's important to develop close relationships with students so you can better manage walking the fine line of learning about students and how they identify themsevles vs discriminating
 * Developing deep relationships allows teachers to implement more personal curriculum (and take more risks) while having students trust your motives
 * Parental/Cultural influence over the importance of academic education (Should parents always push for higher education?)
 * Parents' views on higher education directly affects the kids, and, in some cases, can create tensions if the parents & kids have different views on the matter
 * The US has pushed college to the point where other purposeful/meaningful ways of living are not see as valid/equal, attending a 4-year colleges is not the only way
 * Teachers shouldn't try to 'disempower' parents or look down on students' views
 * Teachers can show students their different options that they may not have thought of before/seen as valid before based on their personal experiences
 * Although teachers should not push students in one direct, teachers can be curious, supportive, inspiring, understanding, culturally aware, inclusive, etc. alongside their students in order to develop relationships and help them think about their futures

2:30 - 3:00 - Pre-During-Post Framing

A nanotube sensor with a targeted antibody is extremely sensitive. In a single-blinded test of 100 patient samples, Andraka’s sensor spotted the presence of mesothelin, a protein commonly used as a biomarker for pancreatic cancer, at a limit of 0.156 nano grams per milliliter, well below the 10 ng/mL considered an overexpression of mesothelin consistent with pancreatic cancer. It’s also 100 times more selective than existing diagnostic tests, which means no false positives or false negatives. It ignored healthy patient samples as well as those with mere pancreatitis. Compared with the 60-year-old diagnostic technique called enzyme-linked immunosorbent assay (or ELISA), used in pregnancy test strips and viral checks for HIV, West Nile and hepatitis B, Andraka’s sensor is 168 times faster, 26,667 times less expensive, and 400 times more sensitive. It can spot the presence of the cancer-linked protein well before the cancer itself becomes invasive. This could save the lives of thousands of pancreatic cancer victims each year. The sensor costs $3 (ELISA can cost up to $800) and ten tests can be performed per strip, with each test taking five minutes. It can be used also to monitor resistance to antibiotics and follow the progression of treatment of cancer patients undergoing chemotherapy or radiation. [|Link]


 * [[file:Pre-during-post.docx]]
 * [[file:pre-during-post model lesson.docx]]
 * [[file:andraka lesson.pptx]]
 * Housekeeping:**
 * **For Tuesday, read Zwiers, chapter 7 - Text talk -** Melissa, Athena, Antonio
 * There might be a short reading quiz