221+Agenda+1.30.14


 * Post your questions from direct instruction P.E.T. below:**


 * Is it possible that there is more than one appropriate teaching** **method or strategy? How do you determine the best method/strategy for yourself, is it based on the student or on your personal abilities?user:mfreel1**

Do you think that lectures are a good way to teach information? Do you personally enjoy listening to well-done lectures and do you think that you take away something from them? What are the pros of lectures? user:JulieH17

I understand that online classes make it easier for people to continue their education, yet given the option why do people still choose an online education when they have the ability to go to a “real” college? What is the purpose of taking a class in which learning is not individualized, classes lack the personal, face to face interactions/ learning environment that comes with being in a real classroom, and you don’t have a professor with whom you can meet? user:supersarah3

Direct instruction is most commonly done in the form of lectures to a class. It has also been quoted by some as the best way to teach. Do you agree that this is the strongest form of teaching? Why or why not? user:juliag23

As a student, what instructional method(s) do you learn best from? What about the method(s) is so effective? As a future educator, what instructional strategies and methods do you see yourself using? user:AlinaST

In terms of learning, how can direct instruction engage all students if I doesn't work for all students? Do Teacher have to make adjustments for students that are more hands on learners or like to be more engaged in class?user:andyn7 user:andyn7

Do we use interactive lectures for every lesson we teach? Wouldn't that be a lot of work for the teacher to write a different technique of lecture for every thing they teach? Wouldn't the students become exhausted? user:anne957

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


 * Learning Targets **
 * I can explain the characteristics of effective direct instruction

9:40 - 10:00 - Introduction to EdTPA & Field Work Info -EdTPA: Education Teacher Performance Assessment: Not about teaching, about DOING teaching -Must pass EdTPA in order to teach, can re-take but it costs $300 -Will create portfolio to show that we can do 3 critical aspects of the job 1. __Planning__-(series of lesson plans and commentary) 2. __Instruction__-Video (2 ten minute clips) 3. __Assessment-__ design a sample assessment-(analyze assessment artifacts/student work and add commentary) ^*ACADEMIC LANGUAGE*^ -EdTPA isn't a "complete portrait" of good teaching; however, it is consistent with GU's general vision of "good" teaching in what it does cover. -schedule observed lesson by February 20th, get lesson approved by Dr. Case IN ADVANCE -must do "alternative supervised learning experience with supervisor"-easiest to do prior to observed lesson

I found this interesting article about the EdTPA if you want to read it! user:supersarah3 http://www.usatoday.com/story/news/nation/2013/10/07/teachers-classroom-ready/2935727/

10:00 - 10:30 - Re-cap P.E.T. with a partner; Discussion about Direct Instruction 1. Direct Instruction can be useful to get info to students 2. useful depending on subject to use lecture (history) 3. __Lecture should be **student based**, teachers should engage students **x2**__ 4. education should be individualized, adapt lessons to different learners 3. **Enthusiasm** and passion from teachers-inspires students 4. Fun facts/stories 5. Hands on projects 1. Room to make lectures more effective-**LECTURE CAN BE INTERACTIVE**-promotes learning and understanding 2. Use variety of learning styles 3. Discussion boards (especially for on-line classes) 4. Internet/technology should be utilized. Tap into **STUDENT EMOTIONS** 10:30 - 10:40 - Break
 * 5. Lectures shouldn't teach for test, teach for LEARNING**
 * 1. Balance between lecture and creative teaching**
 * 2. QUALITY NOT QUANTITY**
 * Learning is not in the lecture itself, Learning is in the practicing/interacting of the information*
 * TEACHING=LISTENING LEARNING=TALKING**

10:40 - 11:10 Direct Instruction Demo Assessment-just because something has been taught, doesn't mean it's been learned Purpose of Assessment: to make connection between what is taught and learned, and to adjust accordingly types of assessment: 1. DIAGNOSTIC-finding out what students know beforehand (pre-test) 2. FORMATIVE-using assessment to form learning, looking at learning in formation and responding accordingly (MOST IMPORTANT) say: __"what questions do you have?"__ instead of "any questions?" 3. SUMMATIVE- Finding out what students learned at the end of instruction (final exam)
 * ASSESSMENTS FOR LEARNING***
 * []

11:10 - 11:30 - Designing a rubric for direct instruction


 * [[file:Direct Instruction Activity Guide.docx]]
 * Activity Guide guidelines

11:30 - 12:00 Revising a lecture

-images=powerful -utilize student interaction -partner time -key-words/phrases on ppts -teach students how to take notes/give note-taking guidance & structure -put up learning targets AND go over them -interesting introduction -road map of where you're going/what they need to go -end in a way that brings all the information together: main point emphasized -be excited! BE FUN! use stories, hit students emotions.
 * How and when would you make this lecture more interactive?
 * http://ant.umn.edu/
 * http://www.youtube.com/watch?v=Q3fI5mQSlnQ
 * Post the link here: https://docs.google.com/document/d/1IvmpxkyVm8JOE36iqnuLarJyVoBzLZTqvBndLe_XH_k/edit?usp=sharing

12:00 - 12:05 - Closure


 * To Do:**
 * Schedule initial interview with CT - Don't forget to fill out the Context for Learning form during this interview.
 * Direct Instruction Activity Guide - upload to Blackboard - link to a [|model] **(Any topic, use bullet points, should be designed for Garry Middle School Students)**
 * **Teaching Demos for next class**
 * 1) Megan
 * 2) Andy
 * 3) Julie