512+Agenda+-+7.28.14

The topic of analyzing the veracity and trustworthiness was both the focus of one of the videos and mentioned in the reading, and is something that I see as being absolutely critical for students today. I have personally observed the powerful effect that bad sources can have on warping someone's perspective of an issue, and often these untrustworthy sources are found online. Students today absolutely must know how to tell when they are being fed misleading or questionable information from a source. Without this skill, the power of the internet often turns negative by misleading readers. The internet is a powerful tool for the sharing of information, unfortunately much of that information is incorrect and misleading. user:pcocco9870

This topic is particularly interesting as it relates to mathematics instruction, I think. Mathematical literacy and the types of literacy discussed in what commentaries we read are similar in many ways. It was mentioned that, while teachers presume that textbooks will be a source of information about other subjects, some students have trouble simply knowing how to read and interpret the textbook. I think that this is especially true in mathematics. In high school, "the value" of math textbooks, as I saw them, lay entirely in the example problems, which constitute the material of perhaps 30% of the pages of a typical high school book. The rest of the book, to me at the time, was not worth my time! I didn't learn to read math textbooks properly until several semesters into my college experience, and I missed out because of this. user:jones.alecj

I really liked this topic and a lot of it made perfect sense to me because I worked with first graders and we did a lot of reading. A LOT! Comprehension was absolutely crucial. I had students who could read at a second grade level, however, when I asked them a series of questions about the book they could not remember. So, I would have them preview the book first and look an the pictures and predict what they might expect in the story. Then after they read it I would ask them questions and I found it helped them more when they looked at the pictures beforehand or even read the title of the book and predicted what it might be about. These were also the tips mentioned in the article about reading strategies for middle and high school students, which I find very helpful even for myself. user:mona.ali

Text-based instruction was nothing like what I imagined it to be before starting. I found it to be extremely interesting from a teacher's perspective and highly engaging from the students' perspective. I really enjoyed the video about New Brunswick Public Schools. It is truly incredible how much of the information that I learned in elementary school is completely obsolete because of how the world has changed. As an educator, it is important that I am keeping not only the content I am teaching up to what current research is showing to be the most accepted version of historical event, but also the skills I am integrating into the content. I am sure that there are professional development courses that will help with this, but are there any other ways to make sure I am keeping up with the times? user:hharper12

This was a really interesting subject to me. I have never had a problem with reading competency so I hadn't considered that some students will have difficulty reading or even be unable to make sense of material such as text books. I really liked the idea of using a concept map of reading. I thought having the student guess what the material was going to be about, even examining how the title page and words were formatted, would help readers know what to look for so they have a better understanding of the text. I thought the social studies video of the Urban Academy was really cool. It demonstrated the kind of collaborative classroom I hope to lead, and it was great to see the students reading primary sources instead of just textbooks. A question I would have is how that teacher ensures reading competency and how he addresses problems with students who might be behind in literacy skills, especially since some primary sources are very difficult to understand. user:mterry36

I thought there were some insightful strategies for text-based instruction. The "fix-up" strategies in the first link were especially helpful. There were some that I recall using in the language camp, but most of the strategies were new to me. Definitely something to take into the classroom. I also found the article discussing adolescent literacy in the 21st century intriguing. Reading the article, and looking at the date it was written, I wonder how they figure text messaging has influenced student literacy. Specifically, I imagine that texting language has impacted literacy in adolescents on some level. I would be very interested to find out if that impact has been positive or negative. The inquiry-based classroom video was awesome to see. It reminded me of several courses I took as an undergrad, and I think it allows the students a level of autonomy that leads to very good discussion. I would love to bring some of that style of instruction to my own classroom. I think students excel when they are given that type of freedom in discussion.user:gmaechler

I think when you sign up to be a teacher, you agree to the before-during-after principle. Introducing the content and assessing at the end is pretty easy to implement, but I’m stuck on the during. In one of the videos the teacher facilitated classroom discussion around the table. As an English teacher, I would love that, but how is that even possible in a thirty-person classroom? Another text suggested using graphic organizers during the lesson, and although they can be useful, some students hate them. I know we can’t cater to every student, but there has to be some give and take, right? I guess my concern isn’t with the during principle, but rather asking how we make school interesting and worth it to a student when it’s so much easier to just drop out and do other things. user:krystalvalle

I really like the “5 keys to helping students read difficult texts” article. It gives the student stepping stones to help them along the way as they struggle to make sense of the text. I have never really thought about preparing my students to complete a reading but I can see its value. I’m curious to see how many schools incorporate media into their classrooms and lessons. With the advances in technology I’m surprised that there isn’t more options for digital textbooks and other interactive learning media. user:Ben.Davis7

The fact that most students don't know how to read effectively makes these strategies even more important. Being an avid reader myself, I never had problems with primary or secondary sources, but did find that the graphic organizers would keep my thoughts in order. That being said, I also had teachers who overused these types of strategies officially. I think once you teach students how to use these types of tools, it is important to let them have some choice on which one that they can use for the reading, that way they get some freedom in what best organizes their thoughts. This may only be effective for upper levels, but I think even at the middle school level, once you have taught three or fours ways to read effectively, giving some choice to students will ensure boredom will never set it. user:am_kruse

I found this topic to be very interesting. It was helpful to have some strategies explained to this method because it is something I had to learn the hard way myself. I didn't think of this teaching strategy at first and that was in large part due to never learning about what a good way to do this. It is something now after years of studying science and reading countless science papers. The things I am going to take away are going to be the key steps. Personally I liked the PLAN one because it made the most sense to me to start with. The word cloud one was something I also found interesting because that was also a science teacher and from his experience it would be helpful for students to know what they were reading and understanding the more difficult words. user:Tomas427

21st century literacy and reading strategies are two of the aspects of ELA that got me excited about teaching. I have utilized multi-media assignments in the past, usually to great success. I am constantly on the lookout for new software and apps like Easel.ly (a kind of online story board/infographic creator) that can give new blood to old tools like graphic organizers or brain maps. However, I also wonder if these kinds of innovations will be viable in rural or impoverished regions where the digital divide is more pronounced. I am also interested in information literacy education at the high school level. Teens' constant use of digital writing and their exposure to media provides us--especially English teachers--with the opportunity to make connections between rhetoric and the activities students engage in on a daily basis. The NCTE article points out how important it is that we make these connections. And as excited as I am to teach rhetoric of media and public writing, I also question whether I will be able to make units on literature as interesting and real-world applicable. user:AliciaRosman

I thought the information in //Writing Between the Lines and Everywhere Else// was really interesting. Especially the 2008 poll from //Writing, Technology, and Teens// that found that most teens don’t consider blog posts, emails, and test messages to be ‘real’ writing. While most adults do consider digital writing to be real writing and that they believe it has a positive impact. I definitely see the impact that digital writing has on writing in general so it is imperative that teachers bring online writing tools into the classroom so students can learn the importance and weight behind what they write online. user:jordanashley016

I knew about students lacking in reading, but never knew that they would have such difficult time in understanding the material in their assigned textbooks. Using map reading was very interesting to me in how it helps students understand the subject material quite effectively. I believe this can be useful in schools that are chapter 1 schools and otehr schools that have students who are in mainstream classes, but need a different approach in understanding the subject material. By doing this, it will help students from falling behind in class and be able to succeed along with their peers. user:kevinrenner89


 * Objectives:**
 * **I can describe and observe characteristics of effective direct instruction**
 * **I can describe the purposes of pre-, during-, and post- text instruction**

9:00 - 9:15 - Welcome and Review
 * Notetaker - Greg
 * Photographer - Jordan
 * Reviewer- Alec
 * Snacks - Kevin, Abbie, Alicia

9:15 - 9:30 - Workshop DI guides

9:30 - 10:10 - Teaching demo #1

10:10 - 10:50 - Teaching demo #2

10:50 - 11:00 - Break

11:00 - 11:40 - Teaching demo #3

11:40 - 12:20 - Teaching demo #4

12:20 - 1:00 - Lunch/ Text-based instruction conversations

1:00 - 1:45 - Text-Based Instruction teaching demo Pre-During-Post Activities - teaching demo and discussion
 * [[file:text-based activityguide-revised.docx]]
 * Pre-during-post handout - [[file:Pre-during-post.docx]]
 * Model Lesson - http://gonzagateach.wikispaces.com/Model+-+Pre-During-Post
 * Video - The future of textbooks - []
 * Text - [|Suffrage] - []
 * Song - Math rap? - []
 * Song - Math rap? - []
 * Song - Math rap? - []

1:45 - 2:05 - Writing lesson plans, how and why
 * What __questions__ do you have about the lesson design plan?
 * Why do we write them? -
 * How do you write them? - detailed form (not required as often), outlines, templates, sticky note?

2:05 - 2:45 - NTSG - Classroom Management - Channeling Energy
 * []
 * []
 * []


 * Focus - pencil tap
 * Calm down - http://grooveshark.com/#!/search?q=yoga
 * Energize - -http://grooveshark.com/#!/search?q=don%27t+stop+believin
 * Refresh - trivia questions, exercise, song - 2 minute rejuvenation

2:45 - 3:00 - Closure

To do . ..

 * Text-Based Activity Guides - due Tuesday
 * Text-Based Teaching Demo for Tuesday
 * Professional Engagement **-** Cooperative Learning
 * Reflective Journals can be uploaded to Blackboard
 * Start thinking about your first full lesson plan using the lesson design plan. Draft of one plan is due on Wednesday. Final versions of both plans due on Monday, Aug 4 at noon. (The final "exam" task is to write two connected lesson plans using the lesson design plan. Plans should demonstrate at least two different teaching strategies and follow the TPA focus guidelines. For the context of learning, just provide a brief description of the class/group of students you are targeting.)
 * TPA Focus
 * English – “construct meaning from and interpret a complex text”
 * History/Social Studies – “critically evaluate accounts or interpretations about an historical event or social studies phenomenon, and to defend their claims/arguments”
 * Math – “develop their understanding of mathematical concepts, procedures, and reasoning/problem solving”
 * Science – “develop their science inquiry skills to collect and record scientific evidence, using the evidence along with science concepts to explain a phenomenon”
 * World Languages – “develop students’ communicative proficiency in the target language in a meaningful
 * cultural context.”

Notes-7/28


 * __Text-Based Instruction__**

-Can students read to learn? -Learning to read---Reading to Learn -information age has made reading to learn even more critical -Major shift in common core teaching -Every teacher is a literacy teacher -New formats for text -Multimedia/21st century literacies -Different skill set in reading multimedia text -Need for ability to read large, traditional texts and navigate 21st century multimedia


 * __Pre, During, and Post__**

-Critical structural frame for teachers in text-based instruction is to use pre-, during-, post- instruction


 * Pre-reading**

-Purpose -to build and draw upon schema -to generate interest in text/video -to establish a purpose for reading (pleasure, information, answer a question, etc) -to prepare student with necessary; vocab, familiarity, etc


 * During**

-Purpose -support comprehension -help active listening/engagement -create foundation for extension activities

-Implementation -Graphic organizers -Teach quality note taking skills -personal responses; have students respond to the text in personal way


 * After**

-Purpose -check comprehension -reinforce language and content knowledge -practice language skills gained and modeled in text/video -extend understanding of text/video -prepare students for next installment of the text


 * __Classroom Management__**

-Critical to redirect energy in students rather than completely control it. -windmill vs volcano -Recognizing, diagnosing, and changing instruction to account for lack, or surge, of energy -Focus -Calm down -Energize -Refresh

1) Relationship 2) Energy 3) Proceduresuser:gmaechler