418+Agenda+3.20.14

1:15 - 1:25 - Welcome and Review
 * http://padlet.com/wall/p96rahdri9


 * Targets**
 * Identify/define components of reading comprehension
 * Describe components of effective scaffolding of a complex text

1:25 - 2:05 - Text-Based Instruction Teaching Demo
 * Re-Cap
 * How would you feel if the quiz was high stakes:
 * Demoralized, Cheated, Unfair. Why should we bother trying?
 * Difficulties with the text:
 * The overall grammar structure made it difficult. The words were understandable individually but not as a whole.
 * Too much at one time.
 * No background knowledge
 * Loaded with legal AL
 * Not interesting at all
 * Problems with the task:
 * No background knowledge was given
 * Didn't know what parts of it were important, where to focus on.
 * Didn't know how to approach it
 * No debrief or interaction around the text
 * Pressured to finish in short time
 * No prior lessons
 * This is a relatively common problem with teaching texts, sets struggling readers up for failure.
 * Is copyright outdated?
 * To an extent
 * If you aren't trying to profit or steal there isn't harm in it
 * Unless there is money involved, but it is hard to enforce even with money.
 * Can stifle creativity if strongly enforced
 * Copy Left initiative: Creative Commons, 21st century approach to copyright and licensing (Video)
 * Creative Commons
 * []
 * Watched video on Youtube
 * Laws are outdated
 * Makes it public domain to be re-used
 * You can specify how it is to be re-used, I.E. not for commercial purposes
 * creativecommons.org
 * Legal language is still really tricky, so provide "human readable summary"
 * I will share my work as long as you **give me credit**
 * Could be abused by the internet, make it a lot easier for commercial companies and organizations to take your work
 * Sui Generis Database Rights, looked at slide show
 * official glossary definition still unclear
 * Google: property right comparable to but distinct from copyright
 * different countries different rules
 * recognizes the organizer of databases as well as the originators
 * Given simpler, shorter, data sheet and get quiz back.
 * Look at little section of the text to see what it tells us
 * Specifically what do we need to include
 * Read section 3.1 one more time by yourself
 * Write 2 sentence summary
 * Can you now answer the quiz questions? -Yes

What did she do to scaffold this?
 * Translate into human readable version
 * Was significantly less material to decipher
 * Modeled how to read it and work through it
 * Where can you find this if you don't know it?
 * Much less stress in the environment, worked together.
 * Better sense of what we were trying to get out of it
 * Questions came before the text
 * Pre-Reading

2:05 - 2:30 - Pre-During-Post Activities >
 * What do we mean by the "adolescent literacy crisis"? How do you feel about the term "crisis" applied in this context?
 * What are specific features of texts in your discipline? What are useful instructional strategies you could imagine using in your classroom?
 * [[file:Pre-during-post.docx]]
 * http://prezi.com/zge4hiduyyxo/pre-during-post-activities/?auth_key=5e94b3e310e1a7861c26532a18e8a7b42cf0a681


 * Housekeeping:**
 * Revise and resubmit lesson plan A - due Friday
 * Be sure you've scheduled your videotaped lesson and check the EdTPA handbook (Task 2 directions) to ascertain what each clip must demonstrate (Videos should be done by April 4)
 * Lesson Plan B (text-based) - due 3/28
 * All the key assessment directions and rubrics are up on Blackboard
 * Thursday 3/27 - I will be out of town. You will be workshopping your lesson plan B assignment. Bring a solid draft of your plan to class.