518+Agenda+1.15.14

8:00 - 8:15 - Welcome
 * Notetaker - Katherine ya baby!
 * Most memorable moment from winter break

8:15 - 8:45 - Course Overview
 * Syllabus
 * [[file:EDTE 518_discipline specific literacy_Case_Spring 2014.pdf]]
 * Reading accountability? - focus on prep for discussion, mix up each week
 * written main idea or essential questions
 * quiz
 * gist statement
 * oral questions
 * 3 level questions
 * most applicable / least applicable
 * if you miss a reading, write up 2 pg critical response


 * Calendar and Sign-Ups

8:45 - 9:25 - Discuss Zwiers, chapter 1
 * different types of English and thought organization
 * schools use and value the mainstream, often leaving non-mainstream students behind
 * invisible criteria & capital (linguistic, cultural, social, knowledge)
 * ex. Downtown Abbey
 * effects how you are perceived and can interact
 * register - how you adapt language to the appropriate context and audience
 * some people have more opportunities to switch registers (develop fluency)
 * main idea - language is a social justice issue
 * need to provide access to multiple registers - teach academic language purposefully without devaluing
 * teaching to become multilingual & multicultural
 * don't need to replace "mother tongue" or identity - just adding another layer
 * Zwier's study of social and academic language - students use social language for academic purposes (then some translate into academic for formal presentation)
 * language is power - be heard

9:25 - 9:35 - Break

9:35 - 10:15 - What does engagement look like in your discipline?
 * Small group sharing
 * math/science - activity is challenging, students taking ownership, evaluate and state own perspectives, relevant, explain why important, culturally significant, inquiry based, collaborative
 * English - connection to self and to big ideas, practical application, web of knowledge, flavorful lessons, participation, intellectually challenging and thought-provoking, use great metaphors
 * social studies - building and supporting arguments, take the role of the historian, interpretive skills, analyzing evidence, respectfully challenging ideas, student awareness of own learning & understanding, relevancy
 * Common threads
 * relevancy / connection to self, challenging yet differentiated, student involvement & inquiry, learn & practice respect for each other and subject matter, active students, safe learning environment, building on existing framework, learning as process rather than product, student ownership\
 * relevancy, agency, respect, challenge

10:15 - 10:45 - PECS, a framework for engagement - http://gonzagateach.wikispaces.com/Engagement
 * video examples

10:45 - 11:15 - Highly engaging lesson concepts using Common Core

11:15 - 11:40 - Refining your own lesson using PECS

11:40 - 11:50 - Closure & Housekeeping

For Wednesday 1/22 -
 * EdTPA/CC Visions of Engagement
 * [[file:EdTPA-CC-Engagement.docx]]
 * Zwiers, chapters 2-3
 * Three robust discussion questions
 * Swap Shop (2) - Jeni, Katherine
 * Anny's bringing treats!