512+Agenda+-+7.25.16


 * Key Objectives:**
 * **I can effectively "set the stage" for a lesson and teach a new concept**
 * **I can analyze my teaching based on evidence of student learning and engagement**

user:barippon
 * Focal Assessment:**
 * **Teaching Demo**

9:00 - 9:15 - Welcome and Review
 * Notetaker: Chris, Stef, Kayla
 * Review:
 * Your definition of curriculum
 * Five types of curriculum
 * Common themes from objectives and PET
 * learning goals vs. activity descriptions - ask yourself "why" are we doing this?
 * PET - critical analysis vs. reporting info, specific references to multiple resources

9:15 - 9:30 - Teaching Demo Guidelines and Focus
 * Speak as though we were your students
 * When needed take a "teacher time out" to rewind or fast-forward
 * Time warnings - 5, 8, 10 minutes
 * Two observers
 * Debrief - a) teacher responds, b) what worked to support student learning, c) what could be improved, d) specific ideas, extensions
 * Teacher jots down notes after his/her demonstration

Miss Moon

Leah

__Focus__
 * Setting the Stage - connect with/to students, capture interest, communicate learning goal and plan
 * Teach a New Concept - multiple access points,connect to prior knowledge, clarity, check for understanding, critical thinking

9:30 - 11:15- Teaching Demos (five) - 11:15 - 11:30 - Break
 * Megan (model for notetaking)
 * Summary: Taught about DNA replication with zipper metaphor and video
 * Strength: Student involvement BUT still need to make sure there is widespread participation
 * Lesson learned: Check for comprehension more often- take time to let students talk to a neighbor and explain new concepts in their own language. Also need to remember the importance of prior knowledge- not everyone will have the same level of knowledge, this is where direct mini-lesson is great
 * Jessica
 * Summary: Taught the meaning of some basic mathematical vocabulary.
 * Strength: Great at getting student participation and engaging critical thinking.
 * Lesson learned: Better prepare for possible questions and being able to respond in language they can understand. Work on anticipating what students might ask. State and post the target to have it visual, take a moment to have students question what it means and its significance. A little more selling in peaking curiousity and building investment. Be more clear on the responsibility of the student while you're teaching to prevent kids from just hanging back, be really clear what the task is for the students. Check for understanding with more students, have students give or say examples of things being taught to check their understanding.
 * Brandy
 * Summary: Taught about finding textual evidence in literature to support posited arguments.
 * Strength: Strong choice in resources for exemplifying strong and weak examples of providing textual evidence.
 * Lesson learned: Raise opportunities in the capture interest moments for student interaction, challenge students emotional engagement. Take students questions seriously to help elaborate and engage. Needed a moment to assess students understanding of the textual passage, summarize to help in students synthesis of the material. Show and tell students what the task is, do an example so students can later follow the same procedure. Use fewer questions with "does anyone know?", "does anyone want to?", make questions more direct; instead directly ask something like "what does this mean?", then give invitations to students to talk to partner or write it down. Example such as "i'd like to hear three questions before we move on" can set the pace for the lesson.
 * Kara
 * Summary: Taught the difference between classical and romantic eras of music.
 * Strength: Good description of the characteristic differences in the music from the different eras.
 * Lesson learned: Play a snippet of both types of music at the beginning to engage students, then do it again at the end to check students understanding of the lesson. Draw out interesting and quirky facts more to peak student interest. Utilize multiple pathways for engagement, use visual support; use key images to stay engaged and care. Establish a framework and use small video clips and other resources to build understanding. Create a clear structure, organization helps students stay invested in whats going on. Possibly create a skeletal outline for students to fill in to help follow along. Build in logical segments to check for understanding.
 * Kayla
 * Summary: Taught Spanish vocabulary related to globalization.
 * Strength: Good at creating hand signals and using images to build understanding of new vocabulary. Strong use of multiple access points.
 * Lesson learned: Important to get a sense of understanding, a student might be doing a gesture but still not understand what it means. High challenge-high support commitment strongly reinforced the learning process, high-support allowed students to stay with you. Ambitious agenda is doable if high-support is provided. Before you set kids loose on a task, model it and check for understanding. Build vocabulary within a context of words they already know. Language vocab needs verbs to be completely effective.
 * Christian
 * Summary: Taught about density and how to measure it.
 * Strength: Strong student interaction by having them hypothesize what might happen with an experiment.
 * Lesson learned: Could have been more efficient by using a power point to organize instructional items. Utilize the doc cam for demonstration so everyone can see. Use more common language to aid in understanding of definitions/explanations. Be aware of the academic language, but don't avoid it. Utilize student names for more personal communication.

11:30 - 12:30 - Teaching Demos (three) 12:30 - 1:15 - Lunch
 * Nancy
 * Summary: Identify root causes of Palestinian-Israeli conflict
 * Strength: Strong hook with the anecdotes, and brought them full circle. Teaching with a variety of material- multiple access points like videos that are engaging.
 * Lesson learned: Check for student understanding by asking students to reiterate to a partner. Make information relatable and current by showing news clips. Use maps and visuals.
 * Leah
 * Summary: Symbolism and circular narrative explained through Lion King example
 * Strength: Very engaging example, inviting presence that encouraged students to participate.
 * Lesson learned: Nail down concrete definitions of concepts after students have "discovered" about them. Keep learning target on board.
 * Chris
 * Summary: Amplitude, wavelength, and frequency
 * Strength: Encouraging students to respond by playing on their previous knowledge of waves.
 * Lesson learned: Conceptual structure: Have good structure that explains concept, gives examples, and allows time to interact with and process the information. Have power point with graphs and definitions already written to be more time efficient.

1:15 - 2:15 - Teaching Demos (three) 2:15 - 2:25 - Crafting lesson reflections -Check for student understanding -Provide some sort of visual component as well as other access points -Be professional, but yourself -Logically sound lesson plans -Lessons plans will rarely be perfect -Model what you want students to do -"Package and organize" lesson -Include strategies for student engagement in your lesson plan -Supporting material are important - worksheets, PowerPoint, etc. -Ask Direct Questions user:sguadarrama23
 * Stef
 * Summary: Revealing x-intercepts of a factored quadratic using sports metaphor
 * Strength: Very engaging to students with using white boards, also useful for checking for student understanding.
 * Lesson learned: Have a structure that helps keep the flow organized. Unpack the objective and connect it back to the sports metaphor.
 * Summary: Holidays in Latin America. Compare Halloween y Dia de los Muertos using holiday vocabulary.
 * Strength: Emphasizing that different countries celebrate holidays differently. The worksheet was great; it is obvious the teacher put a lot of work into this lesson. Content is relate-able. Challenged the students. Committed to speaking Spanish. Meaningful student participation. Warm presence.
 * Lesson Learned: Let students know what is expected of them. Model the instructions. Speak a //little// slower. Find the balance of the challenge level. Incorporate both English and Spanish. Use visuals more. A //little// more scaffolding.
 * Summary: How third party candidates might affect the 2016 presidential election
 * Strength: Logic of the lesson was great.
 * Lesson Learned: Make it easier for students to follow your thinking. Know your class and their prior knowledge. Engage the students more and try to get them participating.
 * [[file:Lesson Reflection model.pdf]]
 * Overarching themes/Lessons learned today:**

2:25 - 3:15 - PET Discussion (Inquiry) "Fish Bowl" Inner Circle
 * Renaming of the Constructivist approach
 * Comparing the different kinds of IBL depending on the subject
 * English example: seminar
 * college level
 * allows students to change opinions and hear other people's opinions
 * important skills to have in today's society
 * Minimal Guidance article - doesn't mean that teacher is not doing work, it may even be the opposite. Have to over-prepare; students may not go in the direction you intend.
 * contradicting examples of this article and the things that we have learned in Foundations and Teaching in Middle School
 * IBL allows students to gain critical thinking and problem solving skills as well as conversation and communication skills
 * stressed students being respectful to each other and being mindul of difference of cultures
 * allowing students to become confident in their thoughts
 * lets them take control of their learning
 * Instructional Decisions that may sabotage your goals
 * lack of planning: if you cannot anticipate a question, students may become
 * questioning things that the teacher wants the students to question - then it is not student-centered
 * need to know students, otherwise conversation may go not as planned
 * Not knowing how to mitigate if there are strong opinions expressed
 * How might IBL be used in your discipline
 * math
 * science
 * social studies
 * English
 * What we want: students to come up with a question that no one else has fully considered

Closure:


 * For next time:**
 * Choose an element of your lesson to re-teach; prepare a five-minute demo for tomorrow.
 * Teaching demo reflection [[file:Lesson Reflection--Analysis of Teaching.docx]] (BB)
 * P.E.T. - Cooperative Learning (BB)