512+Agenda+-+7.23.14

Goals:

 * Become familiar with course expectations, goals, and technology
 * Identify and implement specific strategies to cultivate professional relationships with students
 * Access appropriate curriculum standards for your subject area
 * Explain the purpose and characteristics of high-quality, challenging objectives

Agenda
9:00 - 9:15 - Welcome & Introductions (If you weren't here and could be anywhere, where would you be?)
 * Contact List
 * Notetaker - Henry! user:hharper12
 * Photographer - Alicia
 * Reviewer - Abbie user:Anny1
 * Snacks? - Greg, Jordan user:Anny1

9:15 - 9:45 - What have you learned so far?user:hharper12

i. Adolescent development in the middle school ii. Constructivism vs. behaviorism iii. Culturally responsive teaching iv. Knowledge is socially constructed v. Grading: points are not necessarily the best way to do things vi. Behavior problems often have a deeper root vii. “You don’t’ have to be a social worker, you just have to know one.” viii. “Knowledge is a form of voice; it is not something you can give to someone because they must create it themselves.” i. ACE sensitivity ii. Engage student voice iii. Engage parents iv. Various management techniques v. Break lessons into 15 minute chunks vi. Start with the end in mind during lesson planning i. Be culturally responsive in your classroom ii. Be a lifelong learner as a teacher iii. Remain positive despite being stymied by (insert problem) iv. Respect and patience v. Be developmentally responsive vi. Know student backgrounds vii. Self-evaluate constantly 9:45 - 10:15 - Introduction to the class
 * Knowledge**
 * Skills**
 * Dispositions**
 * Activities & Expectations
 * Technology

10:15 - 10:45 - NTSG - Cultivating professional relationships with students
 * Introducing yourself
 * Sharing level 2 information
 * Notice the best
 * Set appropriate professional boundaries

10:45 - 11:00 - Break

11:00 - 11:45 - Curriculum Standards user:hharper12 i. Settling of US example: often there is a focus on Columbus, but Native American perspective is left out i. Example of refugee children at recess: whistle blows to end recess, kids scatter because of prior knowledge signaling danger i. Teachers generally have more leeway than they think ii. Anny believes in stirring the pot and doing what is right rather than what is prescribed iii. Talk to teachers in placements about this tension because it is a big debate that is happening right now
 * 1) a. Formal curriculum: Guiding documents that specify what teachers should teach
 * 2) b. Informal curriculum: what a teacher teaches that is outside of the formal curriculum
 * 3) c. “Null curriculum”: what is left out of the formal curriculum, what is not taught
 * 1) d. “Hidden curriculum”: teaching kids how to think and behave without explicitly thinking about it; assumed knowledge and skills
 * 1) e. “Received curriculum”: what the students actually learn, not everything that is taught
 * 2) f. How do I negotiate the tension around the prescribed curriculum vs. what should be taught?


 * Standards vs. Objectives**
 * Objectives (Targets/Goals):
 * What are we going to do __today__ (in this lesson) that is going to get us a step closer to that standard?

1. Find the standards documents for your subject area.
 * Math and English - [|Common Core]
 * Science - [|Next Generation Science Standards]
 * Social Studies - [|WA state standards]
 * World Language - [|ACTFL standards]

2. Browse the standards for two grades/courses you could imagine teaching someday.

3. Copy two standards from each grade/course. [|Brainstorm several learning activities] students might do to make progress towards achieving these standards.

11:45 - 12:45- Objectives & Bloom's Taxonomy

>> **Learning Goals for a Lesson:**
 * Familiarize yourself with Bloom's Taxonomy
 * Writing an Objective
 * Tile Game
 * If we have a goal, then we also need a path.
 * Purpose:
 * Focused Teaching: Helps the teacher stay focused and deliberate about what he/she is doing.
 * Relevancy: Understand that there is a purpose for the activity.
 * Connection to assessment
 * May not reflect the reality of the moment.
 * Objectives shouldn't be too broad or too specific. They should be:
 * Descriptive
 * Measurable
 * Achievable
 * Purposeful
 * Memorable
 * Communicating Learning Goals - https://www.teachingchannel.org/videos/making-lesson-objectives-clear
 * Objectives Activity: Go to the lesson plan sites below. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives onto a separate document (include the link to the plan). Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * []
 * []
 * Possible Formula -
 * SWBAT + action verb + specific content [+ format + degree]
 * I can
 * Forbidden words- understand, know, any non-specific words that have vague actions attached to them user:hharper12

12:45 - 1:15 - Lunch

1:15 - Language Camp


 * For next class:**
 * Read syllabus - come to class tomorrow with any questions
 * Professional Engagement - Direct instruction
 * Spend about 90 minutes exploring these sites and other related questions. Be able to demonstrate that you can do the things listed at the top of the page. (Notes are, of course, encouraged!)
 * Before next class, post an "aha," question, or comment on Thursday's agenda.
 * Photographer - post images [|here]
 * Reviewer - Prepare a 5 minute review activity/presentation to begin Thursday's class.
 * Snacks - Greg, Jordan