418+Agenda+-+3.3.15


 * I can describe specific ways pre- ,during-, and post- activities are being used in the field.

1:15 - 1:20 - Welcome
 * Notetaker:

1:20 - 1:40 - Discuss //Holler//
 * Extra opportunities for learning beyond formal assessment that are related to the students personally
 * Don't shut out opportunities for students to express their own culture and experiences
 * Be careful about how you handle discipline related to not completing assignments
 * Be explicit in what you expect from students or the purpose of the assignment can be lost
 * Giving students the tools to develop their own perspectives rather than just giving students other peoples perspectives
 * Students will respect the learning that takes place if it is real and authentic like their lives
 * Let learning in the classroom be guided by the students, apply what their interested in to meet the standards
 * Make every class significant by basing it on students lives and their experiences

1:40 - 2:00 - Classroom Examples Pre- breakup letter (gain interest, connecting to students experiences), historic overview (building prior knowledge), students shared prior knowledge with each other (activating prior knowledge), modeled annotating the text and look for themes (establish purpose) During- graphic organizer (stay focused on purpose), annotating a section of the text Post- Focus on why it matters and how it influences them, write a letter as Great Britain in response to the Declaration of Independence, add to the DOI, index card of what mattered to you
 * https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction
 * https://www.teachingchannel.org/videos/inquiry-based-teaching-with-literature
 * https://www.teachingchannel.org/videos/teaching-declaration-of-independence

2:00 - 2:20 - Field Discussion
 * How are texts being used?

2:20 - 2:30 - Quiz questions