512+Agenda+-+7.21.16


 * Key Objective(s):**
 * **I can explain the defining characteristics and pros/cons of direct instruction, text-based instruction, collaborative learning, and inquiry-based instruction**
 * ** I can describe types and purposes of curriculum and navigate curriculum resources for my content area **


 * Focal Assessment:**
 * **Station activities**

9:00 - 9:15 - Welcome and Review
 * Notetaker: Nancy user:npizano ; Christian user:cspencer13
 * Read the sample lesson plan and evaluate it on the following criteria: (low 1-5 high
 * Rate the objective according to DAMMP
 * Bracket, label, and rate the following sections of the plan (all sections might not exist):
 * Setting the stage (1-5)
 * Teach a new concept (1-5)
 * Learning activity (1-5)
 * Assessment (1-5)
 * Closure (1-5)
 * Rate the lesson plan in terms of transparency for an outside reader (1-5, 1= not clear, 5 = sufficiently detailed)
 * invited students to lesson (good)
 * doesn't reveal process well of how lesson will be taught - need to include content and instructional process
 * better to set up with steps or bullets, not paragraph form
 * Share objectives and curriculum ideas

9:15 - 9:45 - Types of Curriculum "Line up" - Assumptions about Curriculum - Do you agree or disagree with these statements?


 * Curriculum should be grounded in information that every educated person should know.
 * Curriculum should be common across local schools and grades, but doesn't need to be common beyond the state level.
 * A national curriculum is critical to improving the education of students in the United States.
 * Teachers should be allowed to select their own curriculum based on their expertise and the needs and interests of their students.
 * Curriculum should be tailored to the individual student; one-size curriculum does not fit all.
 * Parents should have a major voice in determining school curriculum.
 * Curriculum should focus on developing critical thinking skills rather than covering specific information.
 * The "information age" demands a new approach to curriculum.
 * Teachers are under a professional obligation to teach the prescribed curriculum.
 * Standardized tests are a good way to measure student achievement related to prescribed curriculum

Curriculum - definition -Material that needs to be covered ("stuff" that's given/expected to teach) -Textbooks -Measuring standards ("strait jacket") -Standardized -Collection of lesson plans -Outside teaching materials (curriculum not always prescribed) "That which we subject kids to at school." It is everything that happens at school (not just textbooks, but the way we organize our schools, policy, etc) Christine Slater - "curriculum as windows and mirrors"; She meant sometimes curriculum gives kid a view of the outside world (new perspective like looking out of a window), sometimes its a mirror in that you see yourself in that curriculum. Certain children experience curriculum that is almost always a mirror or always a window, but we need both. (Somali student should be able to see curriculum where they can see themselves, not just outside world, white middle-class student should be able to see outside world, not just self.) We can collectively enrich each other through different cultures


 * A few (of the many) types of curriculum:
 * Formal: prescribed curriculum; ex. district curriculum guide, common core standards
 * Curriculum given to you, "you must teach this", "your kids need to learn this standard"
 * Informal: what the teacher choose to teach that is outside the prescribed curriculum
 * teachers own "stuff"
 * Null: what teachers choose to leave out or don't teach
 * either because out of time or not given priority
 * Hidden: what lessons students take away from underlying disciplines and social interactions, but may not be openly intended to be taught;
 * what to we teach children by the culture of our schools (interactions, communication, rules, grading policy, organization of classrooms)
 * Received: what the students actually learned
 * "Just because I taught it doesn't mean you learned it"

9:45 - 10:00 - Setting the Stage
 * [|Instructional Strategies Case Studies]
 * Many different ways to teach students towards a learning goal
 * Different ways of instruction to learn a goal
 * Doesn't necessarily mean a best way, but ensures variety of opportunities over the course of the year
 * Four different ways to teach the same objective
 * The critical factor is how it is designed and implemented
 * Matter of wisely distributing variety across instruction
 * Variety of kids will be drawn to different approaches

10:00 - 11:00 - New Concepts & Learning Activities
 * Stations
 * 1. Direct Instruction -
 * https://www.youtube.com/watch?v=F-DAFJK2dC8 - Watch this short lecture (the intended audience is high school students).
 * Look at the "Direct Instruction" activity guide on the 512 homepage. Consider the elements represented by the video lecture. Also, consider what elements were missing.
 * Brainstorm __specific__ ways this lecture could be made more interactive and engaging.
 * Pretend that the instructor has asked you to give him professional feedback. Create a 2-minute video that you could send to him with your feedback and suggestions.
 * [[file:Pre-during-post.docx]]Download this document. Assign one page/topic to each person (pre, during, post). Read your assigned page and prepare to teach your colleagues the key concepts. (5 min)
 * Collectively design a pre-, during-, and post- activity for the following text. Write your ideas on [|this document] using an unused page. (For fun: last year's idea on [| this document]) (Don't look at the other group's work yet!) After your group has written your ideas, you may look at the other groups' answers.
 * http://theliterarylink.com/mangostreet.html - Design activities for the first text, "My Name" by Sandra Cisneros from //House on Mango Street//.
 * Watch this example of collaborative learning - https://www.teachingchannel.org/videos/big-brain-protocol
 * Discuss: What is the teacher's role in this lesson? What is the students' role?
 * 4. Inquiry-Based Instruction - Take a close look at the graphic below.
 * [[image:inquiry image.png]]
 * Individually, read the following two articles.
 * http://blogs.ams.org/matheducation/2014/12/01/we-did-the-math-student-perspectives-on-inquiry-based-learning/
 * http://news.nationalpost.com/news/canada/does-discovery-learning-prepare-alberta-students-for-the-21st-century-or-will-it-toss-out-a-top-tier-education-system
 * Which stance resonates most with you? Why? Write your response on an index card and leave in the folder.
 * Debrief **
 * Discussion of limitations and affordances of the models; similarities and differences
 * Is this the right question: "What's the best strategy?"

11:00 - 11:15 - Break

11:15 - 11:45 - Direct Instruction Discussion
 * Peer and self review of PET (hand in your self review)
 * Discussion
 * What makes for good direct instruction?
 * Direct instruction may not be the pedagogy of choice for everyone, but every teacher needs to be able to do it
 * Direct instruction doesn't mean it needs to take the full class period
 * When writing P.E.T. be sure to connect your examples to the sources provided
 * Collaborative teaching lets the students bounce ideas between each other
 * Inquiry based process allows students to develop ideas of a concept
 * Idea of proving proofs in math
 * Teacher more of a mediator
 * Good to use all four teaching methods

11:45 - 12:00 - Closure

12:00 - 12:45 - Lunch

12:45 - 4:00 - Language Program


 * Observation Focus - What elements of planning did you observe? Where could these elements be incorporated?
 * Identify a stated or implied objective - Evidence of individual student learning toward this objective?


 * For Monday:**
 * Using your choice of template, write/adapt a lesson plan for your subject area based on the curriculum content you chose. (BB and bring hard copy to class)
 * Template choices (from the 512 main page):
 * Generic GU secondary template - [[file:Lesson Design Plan - final fillable 9 10 14-6.docx]]
 * Three Segment template - [[file:Guided Instruction Planning Template_512.docx]]
 * Direct Instruction Activity Guide - [[file:Direct Instruction Activity Guide.docx]]
 * Be prepared to give a 10 minute teaching demo based on your plan that demonstrates "setting the stage" and "teaching a new concept"
 * P.E.T. - Inquiry-based Instruction (BB)