512+Agenda+-+7.29.15

Key Objectives:
 * I can explain what it means to differentiate by product, process, and content
 * I can conduct an activity implementing clear instructions, modeling, and appropriate scaffolding

Focal Assessment:
 * Lesson plan differentiation
 * Small group teaching demos

(copy final assessments; figure out recording device)

9:00 - 9:15 - Welcome and Review
 * Notetaker am:
 * Notetaker pm:
 * Review
 * Bloom's Taxonomy
 * Six levels of question starters
 * Level 1: Remember--recalling information
 * Identify the base pair
 * Level 2: Understanding--making sense out of the information
 * Can you describe the components of a base pair?
 * Level 3: Applying--use information in a new but similar situation
 * Draw and label (not copying) a strand of DNA
 * Calculate odds of your kids having blue eyes
 * Level 4: Analyzing--Take info apart and explore relationships
 * Compare DNA to a real world situation
 * Level 5: Evaluating--critically examine info and make judgement
 * Critique the effects of the industrial revolution in the state of Washington
 * Defend or critique a different stance on animal testing or the ethics of cloning
 * Level 6: Creating--use information to create something new
 * Design an experiment
 * Students create their own bill of rights
 * Laminate this!! http://gonzagateach.wikispaces.com/Objectives+-+Learning+Targets
 * Bloom's Taxonomy isn't a staircase it's a web
 * You can go "in reverse" starting with creating and then mapping on information afterward
 * In regards to differentiated instruction . ..
 * not tracking kids in a particular framework (remembering or creating)
 * understanding how prepared they are for learning activities and adjusting accordingly
 * expecting the same thing isn't fair
 * push all students to work at the edge of their individual ability

9:15 - 9:30 - Follow up from yesterday's activity (participation strategies and questioning)

9:30 - 10:45 - Crash Course in Differentiation []
 * What does this have to do with teaching and learning?
 * [[file:differentiation_cuecard.pdf]]

How to start?
 * Military Routine
 * Students doing different things at different times but it adds to the whole learning of the group/classroom
 * focus on their strengths
 * It's intricate and interesting rather than distracting
 * School as a controlling machine that attempts to produce similar products
 * Ken Robinson--schools as factories
 * parental expectations
 * explaining to and involving parents in student engagement
 * Play to students' strengths and interest
 * Individualization vs. Standardization
 * Why you're doing what you're doing
 * Create a classroom culture
 * not all of us are good at sports, not all of us like music
 * now let's talk about their learning strengths and weaknesses
 * Two Zones: Required Differentiation and Differentiated Classroom
 * Required--kids with individual exceptionalities
 * can't expect a blind student to read texts they can't see
 * Differentiated Classroom--every kid could have his/her own learning plan--every kid is different
 * Laminate this too!! CUE card (link above)
 * Learning goals
 * every kid needs to be reaching them and moving toward a standard
 * they'll master these standards in different ways
 * Ongoing assessment and adjustment
 * not sticking kids on certain tracks
 * Flexible grouping
 * not always with the same group (again, not tracking)
 * assign groups for a variety of reasons
 * Positive learning environment
 * Respectful task
 * we don't want to copy definitions from the dictionary
 * Anny isn't ready for pointe shoes in dance class
 * challenging, interesting, engaging, extending
 * differentiate content
 * change content students learn based on readiness, interest, learning profile.
 * differentiate process
 * watch video, read text, conversation
 * differentiate product
 * poster, video, text that students create to demonstrate learning
 * differentiate tools
 * special technology for dyslexic, or visually impaired, etc.
 * We don't differentiate by "ability"
 * ability suggests that knowledge is fixed and leans toward a tracking model
 * Differentiate based on Readiness, Interest, Learning Profile (also not fixed)
 * https://www.youtube.com/watch?v=LGYa6ZacUTM

__Learning Activities__ 1. Case studies - How could you differentiate your lesson for these students?
 * Mariah--shy, anxious, loves hedgehogs!
 * Content--genomes of hedgehogs
 * Process--participate through writing or small groups
 * small, consistent, intentionally chosen groups
 * Product
 * written work, film of presentation only for the teacher, rather than oral presentation
 * Tools
 * comfort zone
 * We can't protect students so they don't have opportunities for growth, but we also don't want to traumatize them
 * have Mariah set up a timeline of when she'll be able to present to the class
 * baby steps toward that goal
 * just for the teacher
 * just passing out papers
 * clicking the powerpoint
 * short presentation
 * final presentation!
 * John--communication exceptionality--visual spatial processing difficulties (non-verbal learning disability)
 * Product--oral assessments
 * Process--explicit instructions, recorded instructions, supplementary videos, daily lectures
 * Tools--recorded instructions, computer, consistent communication
 * Content--worksheets
 * What is the nature of this disability
 * learn more
 * can he process text in smaller chunks
 * do all textual representations jumble up
 * reaching out to other resources
 * IEP--case worker
 * parents/guardian
 * guidance counselor
 * previous teachers
 * computers and technology that could assist with this disability
 * Steven--mild cerebral palsy, difficulty handwriting
 * Process--a more verbal/oral approach, group work, picture of class whiteboard work or group work
 * allowing more time, giving assignments in advance
 * recorded lecture
 * Tools--talk to text
 * Moodle/blackboard for notes
 * online math excel coursework
 * Product--oral slam poetry
 * Content--don't need to differentiate by content--difficult speech doesn't need an intellectual disability
 * You have to know your students!

__2. Some Common DI Strategies (Topic is "cooperative learning")__
 * R.A.F.T.S - http://daretodifferentiate.wikispaces.com/R.A.F.T.+Assignments
 * Student Choice Boards - http://daretodifferentiate.wikispaces.com/Choice+Boards
 * Tiered Curriculum - http://daretodifferentiate.wikispaces.com/Tiering


 * Carol Tomlinson--the Queen of Differentiation
 * Study your students--for a month, a marking period, a certain amount of time
 * talk to them, intentionally or casually
 * take notes on them
 * pay attention to what interests or excites students
 * survey of learning preferences or interests
 * pre-assessment
 * build up differentiate ideas over time
 * low prep: meeting with small groups to check for understanding, teach, extend
 * Low prep: two options for homework once a week
 * High prep: designing a curriculum module that is a higher differentiation (once a semester)
 * R.A.F.T., stations, Choice Boards, etc.
 * Giving Instructions**
 * Video--Giving Instructions in the Classroom-
 * Example of giving instructions that are too complicated:
 * too much information
 * too fast
 * one way
 * Effective Direction Giving: Training Video
 * Compared with instructions of characteristics we already identified
 * 4 Main Aspects of Effective Instruction
 * Why are we doing this activity?
 * Who am I working with?
 * What are we supposed to do?
 * How much time do I have?
 * Put them onto a slide or chart to refer back to
 * Give students one instruction at a time
 * Complete an instruction before you have them move on to the next one
 * Move out of the area, don't get involved, and let them work it out (specific to adults)
 * 5th Grade Teacher, Does Not Explain Every Detail
 * Philosophy--Students rise to expectations
 * Students have enough information to solve problems on their own
 * Uses "That's all I'm telling you" as a hook and to remind students that they have all the information they need to solve the problem themselves
 * Provided various resources, like a model and written instructions to support students being self-sufficient
 * Take Aways:
 * Clarity
 * Modeling
 * Providing another resource (like posting directions)
 * Show, tell, post
 * Activity: Learning activity with partner to model a lesson with students from lesson
 * write critical info
 * rehearse
 * feedback
 * revise
 * Activity Observations:
 * Put up an online timer
 * Put directions under the doc cam or on a presentation
 * Length and complexity and importance of the task--what you invest in the directions, so directions should be in proportion with the task you are asking them to do (ex. spending more time on the initial think-pair-share)


 * Teaching Demo for Tomorrow:**
 * **Post lesson plans to blackboard**
 * **Demo--20 minutes**
 * **needs to show set the stage**
 * **new content**
 * **learning activity**
 * **assessment**
 * **closure**


 * Cathy Dieter: Field Placement**
 * Logistics of the field--Cathy
 * Meeting on Sept 3 will be in the Hemming center
 * One year--in classroom Aug 31st, only have classes at night
 * Will be in placement every Tuesday and Thursday
 * DO NOT BRING UP THE EdTPA IN YOUR FIELD PLACEMENT


 * Establishing Yourself**
 * Remember that you are a teacher
 * Look like a teacher!
 * Convey the authority of a teacher
 * Co-teaching
 * One of the first conversations--How can I be supportive; How can I help?; What can I do when I have questions?; What places in the classroom are sacred?
 * Must learn the names of the students as quickly as possible--as for attendance sheet!!!!!

10:45 - 10:55 - Break

10:55 - 11:30 - Finish differentiation activity

11:30 - 12:30 - Conducting a learning activity
 * Clear directions
 * Supporting materials
 * Modeling
 * Clear expectations for participation/completion of the activity

https://www.youtube.com/watch?v=pXw7LYWNi5E https://www.teachingchannel.org/videos/independent-problem-solving https://www.youtube.com/watch?v=Ig3G2NFZBqw

Small group practice: organize your learning activity

12:30 - 1:15 - Lunch
 * Work on lesson plan

1:15 - 2:00 - Management Strategies
 * Harnessing Energy
 *  []
 * []


 * []
 * http://gonzagateach.wikispaces.com/Core+Classroom+Management

2:00 - 3:00 - Field Orientation (Cathy Dieter)


 * Common challenges
 * I'd like to do more . ..
 * How can I help?
 * Observe a need or identify something specific you'd like to do -- then propose it.
 * I'd like more support . ..
 * Identify specific areas in which you'd like support. Imagine what that might look like. Then have a conversation.
 * I feel so lucky to be learning from you! This time is so short and I want to get the most possible out of it. Would you be willing to . . . or It would help me a lot if . ..
 * I disagree with what/how you're teaching . ..
 * As a new teacher I'm still trying to figure things out. Could you help me understand x?
 * Tell me about your decision to x.
 * Can you tell me about other things you've tried in regards to x?
 * How did you feel about x?
 * I'd like more feedback . ..
 * Identify a specific area of feedback and ask for it. When I'm teaching, could you please watch for x?
 * Could we start a dialogue journal?
 * When would be a good time for us to talk about how I'm doing?
 * I need help with . . ..
 * I feel inadequate/insecure as a teacher . ..
 * Tell me about your experience learning to teach.
 * What am I doing well? What is an area I can improve on?
 * Am I where you'd expect me to be?


 * Lines of support
 * 1) supervisor, 2) GU faculty (especially Cathy Dieter - field office and John - secondary MIT director), 3) your MIT peers
 * Do NOT
 * Complain to other teachers, administrators, or parents
 * Voice your concerns in a public space (including virtual public spaces)
 * Speak unprofessionally.

3:00 - 3:15- Closure


 * Recording device?