418+Agenda+-+3.24.15


 * Learning Goals:**
 * Articulate characteristics of a writing assignment that can support and hinder student engagement.
 * Identify a variety of ways "writing to learn" and "writing to show understanding" could be incorporated in my content area

1:15 - 1:20 - Welcome
 * Notetaker: Audrey

1:20 - 1:35 - Zwiers conversation

1:35 - 2:30 - Writing Workshop, Part 2 =//** Notes **//=
 * Five Minute University ($20)**
 * Language - "Como estas, muy bien"
 * only remember few words
 * Economics
 * supply and demand
 * Business
 * buy something, sell it for more = profit
 * Theology
 * Where is God? Everywhere... because he likes you...
 * DEEP/conceptual learning vs. surface-level learning[[image:http://www.bite.ca/wp-content/uploads/2011/07/father-guido-sarducci_teaser.jpg]]
 * 1) We are teaching for students' **//LEARNING.//**
 * Writing supports content learning.
 * CC wants students to use higher-order thinking/writing.
 * 1) Literacy standards: ways to use reading and writing in non-English classes.
 * synthesize multiple sources
 * investigate
 * analysis
 * examine/convey complex ideas
 * organize research & ideas
 * integrate/connect information
 * draw conclusions
 * Housekeeping: **
 * **For Thursday, "writing to learn" activity - upload to Blackboard [[file:Writing to Learn activity guide.docx]]**
 * **For Tuesday, (3/31), "writing to show learning" activity - Upload to Blackboard [[file:writingtoshowlearn_activity guide.docx]]**