EDTE+566+-+Agenda+-+5.25.17

9:00 - 9:30 - Welcome, Agenda, Housekeeping

 * Notetaker: Robert.....__let's make it a GREEEAAATTTTTT THURSDAY!!!!!! Be Fired Up!!!! Be a Champion!!!__


 * Questions from wiki/syllabus?
 * Reading groups - once a week; individuals prepare template; take turns posting report on Blackboard
 * Proposed groups - 1. Max, Richard, Joanna, Madison; 2. Robert, Carolina, Mackenzie; 3. Britta, Rachel, Emily S.; 4. Tracey, Kelsey, Susan, Emily M.; 5. Bethany, Megan, Chase, Tarrah (groups made on subject areas, and the goal of these groups is to discuss reading 1 hour a week outside of class)...be aware: on some days there are readings that are required, and readings where you get to select one of the available options Anny presents us
 * Keep good, high quality notes on the reading so we can reference them and synthesize multiple readings as the class continues....this will lead to good discussion w/ our reading groups
 * Anny recommends 3-4 hours a week on additional reading....middle ground reading (definitely not skimming, but don't go overkill on each paragraph)
 * Please notice the reading group guidelines
 * Gibbons - reading roundups and reading guide (Keep reading guide current and have available for class discussions - turn in at the end.)
 * We will turn in Gibbons reading guides at end of semester
 * Video Log - choose videos from "artifacts of teaching" list; record on video log; usually 3 videos/week; log may be checked periodically; turn in at the end
 * __Please notice there is a menu of videos/ VIDEO LOG__ (typically 3 videos per week)
 * Writing a brief description/ summary/ catalog regarding each video
 * Professional Toolbox - gather 20 concrete teaching strategies from a variety of sources (course readings, etc.); 5 items/week; you choose the format (i.e. binder, digital table, slides; web-based)
 * 20 FAVORITE ideas/ concrete strategies/ methods
 * Make this YOUR TOOLBOX- have fun with it, use your personal creative skills!!!
 * Text Set - theme-based collection of texts with associated activities (details TBA)
 * You are creating your own curriculum (happening more towards the end of the term)....functions as final project
 * Foundational knowledge test -June 15
 * There is also a checklist to maintain one's overall progress in the course week by week (see that elsewhere here on the WIKI)

9:30 - 10:15 - __//Making meaning from squiggles//__

 * Debrief article experience from Tuesday
 * In what specific ways did you make use of background knowledge to grapple with the text? How did your background knowledge help/hinder your comprehension?
 * Background knowledge critical when trying to understand a text
 * In this exercise we invoked/ activated our own background knowledge by:
 * Attempting to understand how the language works (i.e. Arabic written right to left)
 * Example: "That's capital, that must mean something"
 * __Imagine if you were a student that never wrote or read in original language__ (very intimating new experience)
 * Looking for ANYTHING that possibly could be familiar
 * Utilizing knowledge of culture and the world
 * Trying to imagine visual images
 * Comparing/ contrasting to different languages
 * "Reading with Languages"
 * Determining what type of text: a narrative, fiction/ non-fiction, news story
 * Sometimes we almost apply our prior knowledge too much and it could lead us in the wrong direction!!!! Ughhhh ohhhhh
 * No child encounters a text as a blank slate
 * What tools/strategies did you employ?
 * We tried to find repeating words/ patterns/ symbols
 * Looking at format/ layout of text
 * Collaborating with and utilizing group members
 * Google translator....but be careful, translators can be dangerous haha..........using google images
 * Word ref website
 * __How far would you have gotten without your phone/ technology???__
 * Implementing a strategy in which students write a certain amount of questions in margins of texts
 * **Translanguaging**
 * What additional knowledge, skills, resources, support would have helped you?
 * Imagine if we had a quiz on this by ourselves.....lol....still can't over rely on pictures!!!
 * More pictures would have helped haha
 * Word bank/ KEY VOCAB would have been helpful
 * An introduction (or brief description) about the article and task would have been helpful
 * DECODINGhow do you actually read and pronounce the words/ letters on the page?
 * Wanting the teacher to be 1 on 1 w/ me....
 * Importance of students working in groups (teacher can visit each group)
 * Listening to a text (play an audio recording)
 * Note taking/ reading guides
 * Something to always think about: every student in your class will be at their own language level, and some of those levels will vastly differ
 * What implications can you draw from this experience for working with ELs?
 * Crash course in reading
 * [[file:crash course in reading 2.pptx]]
 * Interactive reading model -- "top down" and "bottom up" processing
 * Getting meaning out of lines and scribbles haha
 * "Amazing Brain"....incredible & sophisticated cognitive process....brain processing visually, connecting it to a sound, bringing background knowledge (schema) to the text
 * Combination of prior knowledge w/ our way to decode (extracting a sound from a symbol)
 * Mus musculus.....(Latin).....Cat chases mus musculus
 * Limits to context clues
 * KEY CONSIDERATIONS FOR READERS (Top Down and Bottom Up): Knowledge of the world, prior schooling, knowledge of texts, knowledge of languages, reading skill, language proficiency, vocabulary knowledge, and decoding skills--phonics
 * Just about everyone talks (all languages), but not everyone reads
 * THINK ABOUT HOW ALL OF THIS RELATES TO YOUR CLASS, YOUR STUDENTS

10:15 - 10:15 - Break

Factors Influencing ELLs' Experience at School
10:15 - 10:45 - [|Immersion]
 * What factors influenced Moises' experience at school?
 * Political backlash/ Culturally Responsive Teaching/ Balancing instruction & realistic expectations w/ standards/ tests/ school board/ government policies
 * How do we differentiate FOR ALL STUDENTS?
 * "I accept this risk"
 * Bilingual education
 * At times, all of these things can come down to local/ neighborhood circumstances
 * Family/ quite possibly low income/ possibility of limited education in regards to parents/ possible transportation challenge, not welcomed by all peers in the school,
 * Moises can recognize numbers (math), his own determination/ motivation/ pushing force, teacher cares for his learning (is aware of his needs), he hand some peer assistance, long term he will be bilingual, he can read/ write in Spanish, Mexican culture strong sense of family
 * SO MANY VARIABLES INFLUENCING HIS TIME IN THE CLASSROOM

//Our job as teachers is to support the **holistic** development of ELLs (language, literacy, academic, cultural, social, emotional, individual, etc.). Reducing English learners to a "language problem" is an unfair oversimplification.//

10:45 - 11:30 - Discuss Gibbons, chapters 1-2
 * Chapter 1 - Emily M.
 * Concept 1: Periods of transition for ELL learners/ upper elementary to middle school.....new content subjects....shift in learning to read to reading to learn.....being able to fully pick up academic language
 * Concept 2: Difference between everyday language and academic language (BICS/ CALPS)
 * Concept 3: All students need a HIGH QUALITY curriculum based to develop high order thinking skills..... HIGH CHALLENGE/ HIGH TEACHER SUPPORT
 * Chapter 2 - Madison
 * Concept 1: Intellectually challenging curriculum....build it, and build your students up.....relate to real world context....constructivism
 * Concept 2: Apprenticeship learning (hands on learning, or other ways in which learning is made visible) can serve as wonderful forms of assessment
 * __Apprenticeship learning activity__
 * __Notice how Madison is modeling/ demonstrating in front of class-__Follows a potential I/ WE/ YOU model (Teacher demonstrates/ then done together as class/ then individual does it on own)
 * Role playing exercise (students play the role of being airplane builders)
 * Possible extension of Madison's lesson: could ask students to write down directions for airplane design as if they had to explain the process for someone (great practice for reading and writing skills)
 * Madison: "Students Positioned as the people they might become"

11:30 - 11:45 - As teachers, what do we need to know about our students in order to design appropriate, intellectually rich instruction?

11:45 - 12:00 - Closure and housekeeping
 * Reading groups (arrange a meeting time)
 * Additional readings (5/25 - 5/29)
 * Week 1 - "Reading with Multiple Languages" - Divide and conquer Grabe/Stoller article and choose one additional article
 * Optional tool for Grabe/Stoller - [[file:Grabe-Stoller chart.docx]]
 * Reading group discussion - representative post report on Blackboard under "discussions"
 * Video log - choose two videos from "Teacher Portraits" under "artifacts of teaching"
 * For 5/30 - Gibbons 3 and 4
 * Reading round up -