512+Agenda+-+7.28.15

Key Objectives:
 * I can adjust my instruction based on targeted feedback and professional reflection
 * I can explain characteristics of high-quality classroom talk and describe several strategies for eliciting widespread participation.

Focal Assessment:
 * Targeted teaching demos
 * "Top Ten" List

9:00 - 9:15 - Review
 * Notetaker (am)
 * Notetaker (pm)

9:15 - 10:15 - 520 Connection with John Traynor

//What are some connections between this class that you can make with the following concepts from your other two classes (Foundations; Middle School)://


 * Culturally Responsive Teaching: Learning vocabulary words, thinking about the background of every student and accounting for that in your lesson
 * Adolescent Development: Taking an individual approach to each student, need to experiment with different pedagogical styles to find out what works with your students

//What are some connections that you could make between this class and your Interdisciplinary Design? Update your thinking about Instruction and Assessment based on what you have learned so far in this class.//

-At the beginning, there were a lot of summative assessments at the end of the unit. Adding more formative assessments on the way to check student learning.

-Accounting for different knowledge bases coming into a unit. Straying away from only using direct instruction (differentiation).

10:15 - 10:30 - List of questions that you could ask in your lesson

10:30 - 11:30 - Teaching Demos (5)

Vince:
 * Summary: Taught about the United States as a world power through asking definitions of vocabulary words and the use of a timeline.
 * Strengths: Eliciting widespread student participation and choice for defining different terms involving the United States as a world power.

Matt:
 * Summary: Illustrating movement through the use of a map, allowing students to share their own personal movement.
 * Strengths: Set the stage well for a future activity.

Kala:
 * Summary: Brought in personal items and invited students to share sentimental values in groups.
 * Strengths: Bringing in the washboard and mixing bowl allowed the students to connect the teacher and establish trust.

Rob:
 * Summary: Brainstorming ideas about how math is applicable outside of the classroom.
 * Strengths: Getting students to think about the practical use of math and how it impacts the lives of students on an individual level.

Raquel:
 * Summary: Introducing close reading skills using the first paragraph of //A Tale of Two Cities.//
 * Strengths: Working on close reading skills as a whole, honoring the difficulty that comes with close reading of a text

11:30 - 11:40 - Break

11:40 - 12:40 - Teaching Demos (5)

Melissa: Marcy: Sarah: Peter: Megan:
 * Summary: Using music to make connections and introduce literary devices
 * Strengths: Had a good hook to connect with the students and give them a device to remember vocab in an interesting way
 * Summary: Bringing in outside literature to make students feel more comfortable about "work shopping". Also, using some of her old poems for the students to critique and make herself real to the students.
 * Strengths: Giving the student's one of her works, putting up a picture of the author that she gave an excerpt from and doing "popcorn" reading to get student engagement.
 * Summary: using visual aids and pictures from her own life to talk about genetics
 * Strengths: using visual representations and labels but a take away is to utilize think-pair-share to make sure each student is engaging and having opportunity to understand
 * Summary: using a metaphor of what you need to make a house and how that relates to the structure of DNA
 * Strengths: sticking with an analogy that you can keep returning to and providing a frame for understanding
 * Summary: used a handout and "BAG" to introduce DNA structure and replication
 * Strengths: made students get up and move to increase student energy level, made sure to not assume the student's prior knowledge

12:40 - 1:30 - Working Lunch
 * "Setting the Stage"
 * Watch this [|video presentation] - Be prepared to explain the difference between IRE and IC classroom talk
 * Browse this article to learn more - [|Classroom Talk article]

1:30 - 1:50 - Participation Strategies (New Concept)
 * Follow up from lunch activity - IRE/IC roleplay
 * Why does it matter that we a) thoughtfully and purposefully shape classroom discourse, and b) encourage/require widespread participation?

1:50 - 2:20 - Questioning >
 * Forming high quality questions; why/how questions shape participation
 * Bloom's -http://blog.curriculet.com/38-question-starters-based-blooms-taxonomy/
 * Costa - http://hms.d300.org/sites/hms.d300.org/files/documents/costa-question-starters0.pdf

2:20 - 3:00 - "Personal Top Ten" (Learning Activity & Assessment)
 * Student Participation Strategies
 * http://www.edutopia.org/classroom-student-participation-tips
 * http://www.lifescied.org/content/12/3/322.full
 * http://www.teachhub.com/top-12-ways-increase-student-participation
 * http://www.edutopia.org/blog/make-class-discussions-more-exciting-richard-curwin
 * http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley
 * Individual conferences - lesson plans

3:00 - 3:15 - Closure
 * For tomorrow:
 * P.E.T. - Differentiation (BB)
 * Lesson Plan #2 - due July 30th
 * July 30th - 20 minute teaching demo (show the whole process - setting the stage, teaching a new concept, learning activity, assessment, closure)