221+Agenda+11.11.14

I can articulate characteristics of a learning discussion and specific ways teachers can support one.
 * Target:**

9:25 - 9:40 - Welcome and Review (Dawn)
 * Notetaker: Hailey
 * Reviewer: Dawn

Good News!


 * Chris's mom was SUPER CUTE for halloween
 * Mary's Mom is in town.... Christmas shopping YAY
 * Morgan's Sister's soccer team is here GO SNOHOMISH!
 * Stacia is conducting the Wind Symphony!! (way better than basketball duh)
 * Friday @ 7:30pm - Fox Theatre



9:40 - 10:10 - Teaching Demo #1-Dawn Feedback:
 * Count off notes - Stacia
 * Stand up straighter and speak a little louder - Mackenzie
 * Seeing the history with the music was super interesting, could have had a little more post - Mary
 * We needed a little more interaction with explicit Pre, During, Post exercises - Anny
 * Just interacting with them a little more
 * Really good scaffolding - Go Shut the Door was really helpful!



10:10 - 10:40 - Teaching Demo #2 - Mackenzie 10:40 - 10:50 - Break
 * "I liked that you clearly stated the close" - Mary
 * You could structure it even more to help teach five paragraph essays by giving them sentence strips to create a thesis, etc. -Stacia
 * "You do a really good job of being enthusiastic/ teacher hat" -Morgan
 * "You had super specific instructions and expectations" -Audrey
 * "Put down your pencils and look at me"
 * "Quick transitions now go!"
 * By assigning roles, you eliminated useless transition time - Dawn
 * good facial expressions -Mary
 * Good structure, timing and management -Audrey
 * Chris said lots- Good hook, good group work, good tone, meaningful and fun, good check for understanding, basically you're awesome
 * Breaking down definitions a little bit -Hailey
 * Pictures of despot/utopia? - Mary
 * Scaffolding -getting from where we are to learning target
 * this means adding scaffolding to structure to ensure learning is actually happening- not just being presented with information and assuming they know what it means
 * [[image:Unknown-8 link="http://weknowmemes.com/wp-content/uploads/2012/04/hunger-games-logic.jpg"]]

10:50 - 11:30 - Learning Discussions //Those who felt like 4's:// //Those who felt like 2's// Transcript of conversation:
 * Pre-Assessment
 * Video examples - [|__https://www.youtube.com/watch?v=AMAPwVsn2Rs__]
 * https://www.teachingchannel.org/videos/common-core-teaching-division
 * A learning discussion is . . . /is not . . ..
 * Possible teacher moves:
 * Our concerns:**
 * Feels like just focusing on micro tasks
 * Just sitting down and getting something done is a struggle
 * Crawling through sentence by sentence - just finding the skills they need is a big struggle
 * Spending most of the time deconstructing the problem
 * On the other hand, Mary (and her class) love the TRF form - this class seems to really like the process of self-discovery
 * Just the TRF is a daunting task
 * Same thing ever week - if they came with TRFs if might be way better (waiting for the day....)
 * Social pressure maybe to not succeed?
 * High difficulty with material
 * New substitute coming
 * First priority is going through question
 * Sometimes the TRF form stifles thinking -focuses too much on task completion
 * Teacher summarizes the ideas, invites students to question while being unsure- inviting uncertainty, and then creating culture of curiosity
 * helps to engage critical thinking
 * creates atmosphere that fosters conversation
 * "helps students feel comfortable about being uncomfortable"
 * establishes curiosity - makes it OK to wonder and not know
 * Academic Conversation Placemat

11:30 - 11:45 - EdTPA task
 * EdTPA Major Assessment Components
 * "Context for Learning" for one of your Garry classes
 * Two connected lesson plans using lesson design template (the observed lesson you taught at Garry plus a lesson that could come right before or right after that lesson); Be sure you align with the central focus!
 * Responses to EdTPA Task 1 planning commentary questions 1, 2, 3, 5
 * Scored on the Task 1 rubrics
 * Timeline for EdTPA Major Assessment
 * Context for Learning - Nov 20
 * Second lesson plan - Nov 25
 * Draft of commentary (must have at least 2 questions thoroughly answered) - Dec 2
 * Final product - Dec 11
 * How to find ED TPA**
 * Blackboard -Ed TPA materials
 * "Content"
 * Scroll down to your handbook-go into folder
 * click on template - then context for learning
 * THIS IS WHAT WE TURN IN (only ask CT once - plan with your classroom buddy)


 * Basically, everything is in the handbook "You have to like, read it" - Anny**
 * Housekeeping:**
 * Due on Thursday 11/13 - P.E.T. Differentiation - NOTE: You should come with written answers to the five guiding questions at the top of the P.E.T. Your answers should reflect specific engagement with the PET resources and will be turned in.
 * Field Journal #4 - due Thursday 11/13