221+Agenda+-+12.6.11

9:25 - 9:35 - Good news

9:35 - 10:00 - Reports from the field (nominate agenda items below and sign your posts with three tildes ~)

10:00 - 10:50 - School policy and bureaucracy (continued)



10:50 - 11:00 - Break

11:00 - 11:45 - Technology >>>
 * What is the rationale for using or not using a tech tool?
 * http://languagelinks2006.wikispaces.com/21st+Century+Technologies
 * Open Source vs. Proprietary Tech Tools
 * http://itmanagement.earthweb.com/osrc/article.php/12068_3888901_1/50-Open-Source-Tools-That-Replace-Popular-Education-Apps.htm
 * Playing Around
 * [|Big Huge Labs] [[image:movie_poster.jpg width="62" height="80"]]
 * [|Storybird] -- http://storybird.com/books/max-the-mad-scientist-or-was-he/?token=gupwjp
 * [|Scrapblog]
 * Practice and Play
 * Comic Strip - http://www.makebeliefscomix.com/Comix/ - (9.6.11) - Rene, Brittany
 * Motivational Posters - http://bighugelabs.com/motivator.php - (9.8.11) - Luca, Hilary
 * Storybird - http://www.storybird.com (9.20.11) -- Erin, Jay
 * Glogster - http://www.glogster.com/ (9.27.11) = Christy, Gene
 * Gliffy - http://www.gliffy.com/ (9.15.11) - Mike, Alaina [[file:GLIFFYFTW.docx]] user:Alaina_G
 * Poll Everywhere - http://www.polleverywhere.com/ (10.18.11) - - Josh, Will (http://www.polleverywhere.com/multiple_choice_polls/NDcxOTUyNzgy)
 * Rubistar - http://rubistar.4teachers.org/ (11.1.11) - Shelby, Brett (Voki)
 * Voki - http://www.voki.com/ (11.22.11) -Erin, Lyndsey
 * http://www.voki.com/pickup.php?scid=4977325&height=267&width=200
 * Zamzar - http://zamzar.com/ (Convert youtube videos) (11.29.11) Molly, Paul
 * http://bighugelabs.com/viewpostcard.php?id=232220-345d1

11:45 - 12:00 - Course evaluations

__Announcements__

a. Please submit final project in __one document__//.// Upload to Blackboard. Due Saturday, Dec. 10. (I will start grading first thing Monday morning 12/12) b. Common issues I'm noticing in final project drafts: http://gonzagateach.wikispaces.com/TPA+Information)
 * Standards, objectives, and the lessons need to be aligned
 * Complete the TPA context of learning form (the template can be found in the appendix of the TPA handbooks
 * Be sure there is a clear and obvious connection between your two lesson plans.
 * In the prior knowledge and rationale sections, address the curricular implications (e.g. students learned x last week and y is logical next step), but __also__ consider prior knowledge and experience students bring to the lesson from **their out-of-school lives**. A big part of the TPA is the extent to which you tailor your instruction to **a particular group of individual students**. This means you consider who your students are beyond just consumers of the curriculum.
 * When discussing assessment, also include a general statement of the criteria you will use to evaluate learning.
 * Finally, remember that the reader of your TPA will be a complete stranger. You are writing the plans and commentary to show your professional knowledge. This is different from writing a plan to remind you of key points to carry out a lesson where you can fill in a lot of gaps with your own understanding. In other words, you need to be sufficiently detailed and specific so your plans and rationale can be clear to an outside reader.
 * As much as possible, tie your commentary to educational "theory" and use technical terms from education (e.g. scaffolding, multiple intelligences, differentiation, expectancy & value, inquiry, etc.)