518+Agenda+2.10.12

12:00 - 12:10 - Welcome


 * -Drew filmed his video! YOU GO DREW!**
 * -Jeremy's student wants more Arabic. GET MORE ARABIC, JEREMY!**
 * -Our master teachers suck at filming!**

12:10 - 12:30 - Discuss TPA rubrics


 * Students -- Monkeys to perform for our videos?**
 * 1) **-If the video doesn't match the writing, sketchy...**
 * 2) **-When we watch the videos in class, they look a little too good to be true...**
 * 3) **-Ethics?...**


 * OMG WHAT IS GOING ON WITH THE TPA?!?! HELP US ANNY!**
 * **We might be okay, the WACTE is probably out of date**
 * **If is not, Anny will hook us up with the right one**

**Engagement Rubric**

 * We want to get to at least Level 3. Level 5? CHALLENGE ACCEPTED!**
 * Level 1 - Not with you**
 * Level 2 - Participating, not intellectually engaged.**
 * Level 3 - Participating, intellectually engaged.**
 * Level 4 - Participating, engaged, and doing so with students**
 * Level 5 - GOD MODE ACHIEVED**

**Academic Language Rubric**

 * Level 1 - Focusing on only what they don't have**
 * Level 2 - Primarily focused on needs**
 * Level 3 - Identifies strengths and needs**
 * Level 4 - Highlights group (individual) strengths and needs (more differentiation)**
 * Level 5 - !!!!!!!**

**Support A.L.**

 * Level 1 - Language is oversimplified**
 * Level 2 - Limited support to use the language**
 * Level 3 - Provides support for use of language in academic tasks**
 * Level 4-5 - SEE THE RUBRIC! I CAN'T DO EVERYTHING**

**Evidence of AL learning**

 * Level 1 - Evidence that is unrelated**
 * Level 2 - Limited evidence**
 * Level 3 - Identifies evidence that students had an opportunity**
 * Level 4-5 - LOOK OVERACHIEVER, JUST FIGURE IT OUT FOR YOURSELF**

12:30 - 12:40 - Review of basic instructional strategies
 * When working with a written, oral, or visual text:
 * Pre-
 * During-
 * Post -
 * When incorporating academic language:
 * select
 * teach
 * post
 * practice (language IN USE)
 * revisit, review, recycle
 * When designing a writing task:
 * Pre-writing (idea generation)
 * During-writing (scaffolding the process)
 * Post-writing (sharing, revising)
 * When working with ELLs:
 * Caring
 * Multiple Pathways
 * High Expectations
 * Explicit attention to language
 * Social Support

12:40 - 1:00 - Plan demonstration activities

1:00 - 1:50 - Teaching demos

**JOHNNY -- TEACHER EXTRAORDINAIRE**

 * Prompt - Describe a time you worked really hard physically to complete a chore or to earn extra money:**


 * //*Classroom works busily writing 3-4 sentences about said prompt*//**


 * Mr. P: Does anyone want to share?**


 * Kinsey - "I worked with my dad doing landscape worked. It sucked. But got //PAID//."**
 * Nik - "I wanted a Gamecube //bad//, so I had to DO WORK."**


 * Mr. P: We talked about Industrial Revolution yesterday. What dat about?**
 * Anna: It was a time in our history when there were like machines, n'stuff**


 * Mr. P: Our target is WAH WAHWAHWAH WAH WAAAHHHHH. Think about them kids, what was that about?**

**-END OF SIMULATION-**

 * Thinking about the TPA rubrics, how did John's lesson match?**


 * Whitney - Is there a set number of AL terms we should be aiming for?**
 * -Answer: Nope**


 * -How did the John's nine-minute clip match with the AL rubrics?**
 * **Jeremy - Pictures were great to help with AL comprehension**
 * **Nicky D's - Had writing prompt that engaged with student's lives, background**
 * **Josiah - Allowed for student to identify AL**
 * **Kinsey - When student defined term, rephrase definition as well**
 * **Meg - Let AL come out early so students know why they're writing**
 * **Anna - More specificity with what you were looking for in the writing prompt to make connections better with the Industrial Revolution (Explicitly Connected)**
 * **Anny - "Describe," was a mortar word that came up; make sure that is understood**


 * Love, JSIN**


 * For Next Class:** Module 4 -
 * Monday we're at the ELC - 10:30 - 12:30 - (Meet in the lobby)