418+-+Agenda+-+4.28.16

1:15 - 1:20 - Welcome and Agenda
 * Notetaker: tilde tilde tilde Julie Henling user:JulieH17JulieH17

1:20 - 1:40 - Debrief experience at Sacajawea
 * thank you note from "The Other Julie"

Whip-Around and comments https://www.youtube.com/watch?v=ymKLymvwD2U

__Mathletes__ Ben: Teachers should differentiate homework in order to foster successful learners Morgan: Nine-grids are not for squares

__An Ode to Standard Based Grading__

Is it simply fudging the lines and leaving children behind? Or can we make that students do fine, and give them the ability to express their minds? With constant care and devotion, We teachers can place in motion A way to make sure all students succeed All they need is a 1:1 ratio and a teacher to lead

Racing against the clock: Much like track athletes, ELL kids are racing time. Hopefully they don't end up in a boot.

__English Nerds__ Annie, Gladys, Lauren and me, myself and I tried to teach setting....turns out, we needed to learn our setting better. Or at least be more aware of it. Sassy students save school. Teacher reflex is not like acid reflux. ELL's are the best, and remind us to why we learn.

__Historians__ Critical error (in the best way possible): forgot to explain pride What do you have pride in?

__Pemusic__ Show AND Tell Snap back to realia, oh there goes gravia Lose yourself in the music the moment you own it you better never let it go You only got one shot, do not miss your chance to teach Lauren: exuding confidence from every pore. Is confidence like sweat?

__Mathletes (RII)__ Ben realized something quickly (important to note in and of itself) Multiple pathways Pizza Pathways Pizza Path Pizza Pipe in a Path Pizza Pipe Pizza Pipe _________ Pizza Pipeline Therefore, everything goes back to pizza
 * Theorem of Pizza**

1:40 - 2:10 - Instructional strategy examples
 * "Do you understand?" vs. Show me (fractions)
 * Using multiple examples to teach a concept (portion)
 * Visuals, examples, repetition
 * Visuals, examples, repetition
 * Visuals, examples, repetition
 * Kinesthetic language learning (line dance)
 * Music: a tool for memory
 * Line dancin' less abstractin'
 * Familiar to abstract (nationalism)
 * Scaffolded language production (nationalism)
 * Producin' language
 * In-the-moment adaptation (setting)
 * Thinkin' on our feet, we can't be beat (except by the Beatniks)
 * Visual expression (setting)
 * Choral reading; chunked reading (setting)
 * Poetry is lovely and hard to understand

2:10 - 2:30 - [|ELL Unquiz]



Th – May 5 – 3:30 - 5:30 – Final exam session - Bring laptops.
 * Housekeeping:**
 * We will be revisiting some guiding questions from the course and discuss a blog by Greg Michie.
 * DUE: //Holler,// chapters 9-10
 * o Come to class with 2 discussion questions and a passage you want to share.
 * DUE: Zwiers, chapter 9-10
 * o As you are reading, think about this question: “What does it mean in your discipline to “seriously smudge the line between assessment and instruction” as it relates to academic language development and content learning?”
 * o Come to class with 2 genuine discussion questions from chapters 9-10.