221+Agenda+-+1.24.17

Today's Goals:

 * Begin to recognize the complexity of pedagogy
 * Explain why lesson alignment matters
 * Identify lesson elements within a teaching episode (goal, instruction, practice, assessment, student characteristics)

(Attend school community partnership meeting.)

10:15 - 10:30 - Welcome & report from meeting
 * Notetaker: Nicholas user:guteacher529

10:30 - 10:45 - Brief introduction to the course
 * Syllabus un-quiz -
 * Goals:
 * Develop a core set of professional skills and dispositions to launch your profession
 * Provide authentic, high quality academic and social support to middle-schoolers
 * 241/221 Relationships


 * [|A Glimpse of Garry]
 * Begin to embrace the identity of a professional vs. a student
 * Some logistics
 * Course technology (respond to invitations from Wikispaces and Vosaic -- create a professional username)
 * Blackboard
 * Wiki
 * LiveText
 * Vosaic (technical difficulties getting usernames -- stay tuned.)
 * A notebook (the old-fashioned kind)


 * Fingerprints
 * If you are not yet cleared, this is now an emergency!

10:45 - 11:05 - Lesson alignment (continued) 11:05 - 11:35 - Higher Order Thinking P.E.T.
 * [|Presentation Slides]
 * Syllabus Un-Quiz
 * Contact Professor Case if you have to miss class at Garry. See Syllabus.
 * PET is Professional Engagement Task. See this Wiki. Take these resources seriously. Back up professional decisions.
 * Next week, you will be paired with a student. You will make recommendations to the school. The teacher will ask you to understand the student's context. Research test scores and student data with permission.
 * Goal: to meet standard. Continue to show professional growth throughout the whole semester.
 * See this Wiki for a changing schedule.
 * Principals will ask about your student teaching effectiveness.
 * Adopt a professional mindset.
 * Make an authentic difference in the students' classroom. With increased engagement, you can help the teacher.
 * 241 and 221 work together.
 * See Goals above.
 * We use Blackboard for graded assignments.
 * Review list of course technology.
 * Take notes with paper and pencil you take to Garry. A separate notebook would be ideal.
 * Continue ppt:
 * "To progress to the learning goal"
 * Alignment: learning goal, instruction, practice, assessment, and student characteristics.
 * Does your level of assessment fit the context of the class and is easy for the students?
 * "Classroom example": (teachingchannel.org)
 * Notes on the video:
 * Glenda Kampton 6th science: idea edible cells: making sugar cells with cookies. Then, they sit in their groups and reas nonfiction books about cells. In a few minutes, she asks students noticing woindering or learning. Uses curiosity to progress through the day.
 * she shares her students index cards on what they learned.
 * Uses subject terminology.
 * Small group sharing: working with a partner using their own words.
 * After reviewing the vocab, students are able to use the microscope to determine differences.
 * Student autonomy: which part of the cell they get to choose to make either plant or animal cell.
 * Saves the fun for the last timeslot of the class about cells.
 * "Hands-on" learning
 * Learning Goal: be able to create your own understanding and teaching them about the parts of the cells. Used terminology in science.
 * Practice: Using a microscope. Students practice
 * Characteristics: Students are excited. Socially
 * Assessment: asking students the parts of the cell, using worksheets, sharing index cards
 * Thinking outside of the box: Kampton was clear in her teaching.
 * Instruction and/versus practice: Instruction is teacher oriented. the best way to teach blends instruction and practice.
 * Instruction: what is she doing to build the knowledge? __Instruction as knowledge building__. __Practice as knowledge generating__, demonstrating, applying.
 * Ms. Kampton built student engagement/investment by obtaining the student's interests. What interests and background knowledge do your students have?
 * Formative assessment vs summative assessment
 * Alignment: is it engaging to the students and appropriate to the content of the class.
 * At Garry, observe blooms and costos examples. Critical: students should engage in all these different types of learning.
 * Curriculum: What do you teach?
 * State and District Standards, Common Core, Teacher Curriculum, Textbook, many sources.
 * "Curriculum is that which we subject kids to at school." Curriculum beyond content
 * "Curriculum Line Up": Curriculum is complex.
 * How to understand prescribed curriculum, make it meet the needs of your kids, and let it not compromise your integrity. For example, a new drug enters the medical market, you are a teacher, but you don't want to compromise the needs of your patient while the drug becomes expensive.

Create [|group responses]
 * What is the possible educational value/importance of categorizing types of thinking?
 * What is "Bloom's Taxonomy"? In a learning context, what is it designed to do? What is it not designed to do?
 * What is "Costa's Levels of Thinking" framework? In a learning context, what is it designed to do? What is it not designed to do?
 * What thinking levels do you think are most prevalent in K-12 classrooms? What about in university classes? Justify your response with specific examples.
 * How could teachers use Bloom's Taxonomy and Costa's Thinking Levels in planning, instructing, and assessing?
 * Which framework (Bloom's or Costa's) do you prefer? Why?
 * How can //you// imagine using these frameworks in //your// future classroom? What instructional tools are available to help you do this?
 * PET Rubric
 * Model

11:35 - 11:50 - Garry Logistics
 * Thursday (1/26) - meet at Garry Middle School! Thursdays are college swag days, so wear your GU gear. On Tuesdays dress professionally.
 * Check in at the main office and go directly to your first period class. Stand at the back of the room until the teacher invites you to sit elsewhere.
 * You will primarily be observing today unless the CT asks you to do otherwise. Be actively observing and taking notes. What do you notice? What questions do you have? Try to learn as many names of kids as possible. Maintain a teacher's identity -- use your teacher name (Mr./Ms./Miss). Take advantage of any opportunities to connect with kids and support their engagement in the lesson.
 * Be prepared with your introduction. **Rehearse it with a timer beforehand to be sure you can present it confidently and within the 2 minute limit. First impressions matter! Engage the kids with images and involvement.**
 * Practice and time yourself
 * Do you exude confidence and warmth? Do you convey a teacher's presence? Do you feel comfortable using your "teacher name"?
 * Is your presentation interesting **and appropriate** for 7th/8th graders? Are there points of interaction? Do you include a blurb about your decision to go to college?
 * Does the presentation last 1-2 minutes?


 * If you are using slides, upload them to the Jan 26 agenda page on the wiki.
 * Name the file **lastname_221intro_sp17**
 * Sign in to the wiki using your wikispaces username
 * Go to the Jan 21 agenda page
 * Click "edit" at the top right of the page
 * Type your name and click the file icon on the toolbar that should show up on the top of the editable page
 * Upload your presentation - Wait until you can see your file on the upload screen. Double click it.
 * Click "save" on the toolbar at the top of the editable page. You should now see a link to your presentation.


 * ||  || **1st per -** ** 9:25 - 10:18 ** ||   || **2nd per -** ** 10:22 - 11:15 ** ||   || **3rd period**
 * 11:19 - 11:45** ||
 * **Celeste, Abigail, Lauren** ||  || Math - 213 (Brian Thomas) ||   || EDTE 221 - 206 (Anny) ||   || Debrief with Julia - 235 ||
 * **Nicholas, Alex** ||  || Social Studies - 227C (Brittney Bergman) ||   || EDTE 221 - 206 (Anny) ||   || Debrief with Julia - 235 ||
 * **Jordan, Megan, Hannah** ||  || EDTE 221 - 211 (Anny) ||   || Choir - 106 (Chris Poole) ||   || Debrief with Julia - 235 ||
 * **Michael, Elizabeth** ||  || EDTE 221 - 211 (Anny) ||   || ELA - 206C (Mersi Steggall) ||   || Debrief with Julia - 235 ||
 * Housekeeping:**
 * **Due on Monday, Jan 31 by noon.**
 * Direct instruction P.E.T. (upload to BB)
 * Full points for completion. This is for formative feedback -- you will get a rubric score for your information only. Next time, they will be scored officially.