512+Agenda+-+8.2.17


 * [|Learning Goals] **


 * Create clear, compelling, and visually appealing instructional materials
 * Begin to envision planning lessons for diverse learners using a variety of instructional strategies, particularly:
 * discussion-based instruction
 * Deploy several core classroom management techniques

9:00 - 9:15 - Welcome and Review
 * Review: Mackenzie, Richard
 * Notetakers: Rachel, Maria, Emily S

9:15 - 10:45 - Facilitating an Instructional Conversation


 * With the Anny Dialogues,
 * Some classmates felt stupid, or felt the teacher was being rude.
 * Felt like an insult to our intelligence.
 * No reciprocated dialogue
 * It wasn't a conversation, just asking questions with a one word answer.
 * Teacher Fishing
 * The discourse pattern that was modeled is usually bizarre, except in a classroom.
 * "What are the three kinds of rocks?" *student answers* "Yes, that's right!"
 * This pattern is not very conversational or interesting or honoring of your student's ideas.
 * It's like an oral quiz
 * but students and teachers engage in this without thinking.
 * IRE vs IC**
 * IRE vs IC**

IRE: Initiation response evaluation IC: Instructional conversation


 * We need to think about going from IRE, to IC.
 * But it's not completely bad
 * Can help teachers check for understanding.
 * It's cold calling, so everyone is anticipating being called upon. Productive Anxiety
 * (Though IRE does not require cold calling)
 * Even if not entirely bad, it's limiting. And it gives the impression of being teacher-led with yes/no answers.
 * We need to think of the nature of the questions we ask, and the dialogue patterns we use.
 * With IC, there is a clear instructional purpose
 * It has more broad questions
 * invites students to state, use, and revise their thinking.


 * [|video presentation]
 * [|discourse primer]
 * Talk moves (This is a linguistic toolbox, You should use all of them. These will help you get away from common replies)
 * pressing: Follow up questions about reasoning. Give reasons, examples, etc. The students will more than likely squirm.
 * probing: Asking questions about previous information, seeking out student answers.
 * re-voicing: Teacher paraphrasing and re-broadcasting student answers.
 * peer-to-peer talk: Students taking over conversations amongst themselves..
 * putting ideas on hold: In discussions, taking the deeper questions and off topic questions, acknowledging them, but then putting it to the side.
 * Just remember, don't always having to evaluate. But sometimes, if you don't affirm thoughts, then you become doubtful of your answer.
 * If someone offers an answer that is incorrect/incomplete, don't have to agree with them or not respond, You can say:
 * "Okay, here's another question." "I can see why you think that, but consider this."
 * Or, "consult with the people at your table." As another option
 * Remember, this is a real skill that takes development and experience. Well get it!
 * So, IRE = right/wrong questions while IC = more conversational questions.
 * honoring student input


 * Three Discussion-Based Strategies **
 * Higher Order Thinking Questions -
 * [|Bloom's Taxonomy]
 * Hierarchy that was designed to capture different levels of thinking. A common framework used in educational circles.
 * The idea is that lower levels of thinking = "What color is my shirt?"
 * Recognizes that remembering something is a different cognition than making/creating something.
 * Different pats of Bloom's Taxonomy (Remember, these overlap with one another. Not separate.)
 * Remembering: being able to recall the information
 * Understanding: Remember the rules, and how it fits in the bigger picture/
 * Applying: Carrying out or using a procedure through executing, or implementing.
 * Analyzing: Questioning a concept, breaking it down and then trying to figure it out and how it may apply.
 * Evaluating: Making judgments based on criteria and standards through checking and critiquing
 * Creating: Putting elements together to form a coherent or functional while: reorganizing elements into a new pattern or structure through generating, planning, or producing. (Harry Teacher Dumbledore's Army! Make a Patronus!")
 * With IRE, we only question the student's remembering level. We need to question at other levels of Bloom's Taxonomy.
 * Read a colleague's PET -- Based on this text, write six questions representing different levels of Blooms.
 * How was it like writing questions at different levels?
 * A challenge was thinking through how you would form questions at that level, especially with the middle ones.
 * How can you do analysis without understanding?
 * Crafting higher order questions is not natural
 * So, prepare! You cannot just naturally on the fly ask higher order questions.

> 10:45 - 11:00 - Break
 * Fish Bowl
 * Inner and outer circle - Discuss questions developed above.
 * Constructive Controversy - The claim: "Whole class discussions is not the best use of class time."
 * Prepare the best case possible to support your position
 * Present your case and listen to the opposing viewpoint
 * Discuss and attempt to persuade the other side
 * Reverse positions and prepare a case for the other perspective
 * Present the other perspective. Just listen
 * Discuss and come to a group consensus on the issue.
 * This allows students to share opinions and make them heard, not not make it into a mess.
 * However, the think time and switching point of views on the discussion can cause problems. It is not a quick activity.
 * However, you should/think of having a sense of urgency.
 * Or, what happens if students can't find a consensus?
 * It shouldn't be simple to come to consensus, sometimes it's okay to look at what you can agree on, and recognize what you can't agree on.
 * It forces you to care about something. Makes students invested.
 * It becomes a form of assessment. A beginning of a year vs middle vs end
 * Listen to students and how they engage and how they think.

11:00 - 12:00 - Becoming an effective classroom leader
 * This is a really important part of being a classroom teacher.
 * Two Keys to being a classroom leader
 * Strong relationships creates a productive and warm atmosphere
 * Teaching well (no really)


 * Harnessing Energy
 *  []
 * [|http://youtube.com/watch?v=Gu3EyzOYpG]
 * Controlled vs. Uncontrolled energy
 * The energy is always going to be there; the key is harnessing it positively (like the windmills) and finding ways to avoid it exploding harmfully (the exploding)
 * High energy vs low energy
 * Sometimes kids are tired (after lunch, first period
 * Strategies for Raising or Focusing Energy at the beginning of a class
 * Pencil Game (students go around the room tapping their pencils- how fast can they do it)
 * Show a short clip
 * Have them do yoga poses
 * Intro song
 * Two Fundamentals
 * High quality teaching
 * Strong relationships
 * Management Strategies that take care of 90% of the problems
 * http://gonzagateach.wikispaces.com/Core+Classroom+Management
 * Roleplay

12:00 - 12:45 - Lunch

12:45 - 1:00 - Mackenzie's teaching demo Lesson: use of ser and estar - Uses knowledge of descriptive words in the first language and translates words into Spanish - uses a worksheet to introduce the verb "ser" (introduce new concepts) - Incorporated the use of white boards to check knowledge 1:00 - 1:30 - Slide Makeover
 * Checked for understanding with board, but could have improved lesson by incorporating it before the application.
 * Graphic design principles
 * contrast
 * pattern and alignment
 * more visuals, fewer words
 * high quality images
 * readability (basic fonts, large enough to see)
 * support not replace your instruction
 * break up directions into steps using succinct language
 * Choose one slide to makeover - Share the before and after

1:30 - 2:30 - Writing lesson plans (final project)
 * Questions?
 * Competency chart -- Where are you now?
 * Individual meetings with Anny

2:30 - 3:00 - Closure & Housekeeping
 * Due tomorrow
 * Differentiation PET
 * 10-minute teaching demonstration (priority -- if you can't get the PET done by tomorrow, that can be postponed till Friday)
 * Notetaker(s): Terence, Emily M, Madeline
 * Reviewers: Ashley, Joanna
 * Closers: Britta, Matthew
 * Remember to discuss cell phones tomorrow!
 * Final Project
 * Upload to BB by August 7 at noon

3:00 - 4:00 - Work time!