221+Agenda+2.6.14

9:25 - 9:40 - Welcome and Review (Andy)
 * Notetaker: Alina
 * Photographer: Sarah
 * Reviewer: Anne

9:40 - 9:50 - [|Direct Instruction Observation Rubric]

-Pedagogy: how one teaches, techniques of instruction (pedagogue: teacher) -Teaching demos will NOT be perfect - we're still learning how to do this. -Have helpful feedback with evidence of specific things you've seen. -Reflection: what did you learn from your teaching demo? 1/2 page, turned in within 48 hours.

9:50 - 10:20 - **Teaching Demo #1 ANDY** -Great structure - start with what students know (or think they know), give the facts, have students revisit what they previously listed -Great interactive beginning -Might have been helpful to define "Coastal" and "Plateau" before starting -It's one thing to say what to do; it's another thing to MODEL that for the students -"Teaching is a game of SHOW AND TELL." -Images are great ways to support student learning -Checking for understanding along the way - ask higher order questions like, "WHY did...."

10:20 - 10:50 - **Teaching Demo #2 MEGAN** -The difference between teaching and presenting - more interaction, lively tone of voice, conversational aspect, related to students -Very engaging - a lot of variety, very relateable to middle schoolers -Take a great, interactive lesson to the next level - spend more time talking about culture, about how to analyze, etc. -Link a particular lesson to a bigger concept

10:50 - 11:00 - Break

11:00 - 11:30 - **Teaching Demo #3 JULIE** -Defining terms in the beginning was helpful to students - setting, Great Depression, etc -Scaffolding - meeting kids where they are, and helping them get to the next point -Help students keep the end in mind (more explicit mention of the book - showing it in the beginning, reading a passage...) -Keep mentioning and coming back to the big concept that you have in mind

-HOW can this be done in other subjects such as math? ....teachingchannel.org has some great videos -Be confident with what you're presenting. Every lesson you do is a "grand experiment." -Teachers often make assumptions about students (prior knowledge, who they are as people), but these are not always true. DON'T assume, but be very clear with your expectations and what you're talking about. Remember who your students are. -We're still figuring out how to link standards and relevance together. -Modeling is extremely important to help students understand. -Relate back to your central focus.
 * Our Big "Take-Aways"** from today:

11:30 - 12:00 - New Teacher's Survival Guide #1


 * Some previous experiences with attention-getting techniques:
 * clapping
 * repeating phrases back and forth
 * turn off lights
 * stand and give the glare
 * NOT so effective: yelling at students, threatening
 * Sending a student out of the classroom may be rewarding them if they don't want to be in the classroom, it's causing the student to miss out on learning, and it's not that easy in a public school (where will they go?). It might also affect a student more strongly than you think and ruin the student/teacher relationship. A better option might be to say, "I think you might need to get a drink of water now" if the student is having hard time focusing. Build a relationship of trust with your students.
 * **Attention Getting Techniques**
 * Stop. Wait. Smile. [importance of body language and timing]
 * Proximity [nonchalantly moving towards chattery students]
 * Non-verbal Cues
 * Lower your voice
 * State name and give very specific instructions. [do not humiliate or engage in a power-struggle; if student doesn't listen, wait for a break in direct instruction and talk quietly to the student]

12:00 - 12:05 - Closure


 * Housekeeping**
 * P.E.T. Text-Based Instruction
 * Field Journal #1 Due