221+Agenda+2.20.14

9:25 - 9:40 - Welcome and Review (Julie)
 * Notetaker: Julie
 * Photographer:
 * Reviewer:

9:40 - 10:10 - Teaching Demo #1 - Alina -It's hard for middle schoolers to stay engaged when someone else is reading, so maybe try popcorn reading. However, this can be difficult if you have struggling readers because the reader feels intimidated, and comprehension may be difficult for the listeners. -When planning, think about which words middle schoolers might need help understanding (ex: "perspective"). -If reading a longer and/or more complicated text, make sure to stop frequently to check for understanding -If the text has a passage that will elicit emotional response, make sure to pause so that students have time to soak this in and respond. Emotional responses and middle schoolers go hand in hand.

10:10 - 10:40 - Teaching Demo #2- Anne Barnes - be prepared that some middle schoolers do not want to be called on (ask for volunteers) - have more time to process information before moving on - asking understanding questions during lesson is vital - explain the bigger picture of the lesson (goal) - clear definitions are helpful

10:40 - 10:50 - Break

10:50 - 11:20 - Teaching Demo #3 - Sarah -be sure to discuss all aspects of the lesson, not just one (ex. discussing poem before moving on to the video) -give students key words so that they can understand what they're reading; will increase comprehension -apply concepts learned through various tools such as T-charts, Venn Diagrams, summaries, etc) -apply the standards and assess learning

11:20 - 11:40 - Introduction to Field Observation Rubric and Co-Teaching

11:40 - 12:00 - Field discussion based on field journal #1

12:00 - 12:05 - Closure

__Text based vs. Direct instruction based in Real Life__ What works better? Andy has noticed that text based works better at Garry because "you, yourself" work with the material What the different strategies facilitate make the better lesson What is the difference between direct and text? Can you fully separate them? Boundaries are permeable and fuzzy, but distinguishing both allows us to understand different pedagogical frameworks Don't need to be fully separated How are you seeing each of these different techniques used at Garry? It's not the subject, it's the way you teach it (pedagogy) __Field Journal Discussion__ Teaching, not the teacher Don't judge because you only have a snapshot Substitutes... How can you get the most out of your day? What are reasons behind why people act the way they do? We have to write lesson plans that can be read, understood, and put into application by fellow colleagues How you present the idea of substitutes to your kids? Are you happy about it? Frustrated? What behavioral tactics will you use to ensure the kids are respectful? Awareness as a teacher... How do you keep track of everything going on in a classroom? Strategies include moving around the room, proximity, switch seating charts, intentionally looking at students, eye contact, ask more than the same people questions How are we perceived at Garry? How do you craft that relationship that you're seen as a teacher, not another older friend?
 * Notes:**


 * Housekeeping:**
 * P.E.T. - Discussion-Based Instruction
 * Be prepared to show me on Thursday how you are "capturing your learning"
 * Field Journal #2 due 2/27
 * Initial Interview with CT due to Field Office 2/21