512+Agenda+-+7.26.16

Key Objectives:
 * I can adjust my instruction based on targeted feedback and professional reflection
 * I can explain characteristics of high-quality classroom talk and describe several strategies for eliciting widespread participation.

Focal Assessment:
 * Targeted teaching demos
 * "Top Ten" List

9:00 - 9:15 - Review
 * Notetaker- Jess, Leah
 * Teaching demo #2 day preferences

Notes
 * Lesson plans right now: about 2 hours
 * We are doing great guys! :)

9:15 - 10:50 - Teaching Demos (re-teach)
 * (Refer to yesterday's notes)


 * Brandy
 * Visual component to the background information to the Othello scene (hahahaha funny memes)
 * Model what she wants students to do (shows example of how she annotates a passage)
 * Ask direct questions (3 people to share what is happening in the play)
 * Lets students know what she wants them to do while she is lecturing, warning them she will call on someone (take notes)
 * Kara
 * Provided a handout and ask students to take notes
 * Shared only going to focus on Techniques
 * Slow downed speech :) feel as if it's not rushed
 * Involved group discussions, involved students in sharing their discussions
 * Maybe share a clip of the heroin musicians master piece, so interesting!
 * Kayla
 * Gave students sentence model of what she wants students to discuss
 * Shares with students to speak and write their conversation
 * Walked around the classroom to give support! teaching and assessment
 * Christian
 * Provided students with white boards to participate in class activity
 * Added Visuals :)
 * Checked understanding by having students draw pictures and show (volume)
 * Ask students to critically think then share with a partner
 * Nancy
 * [[file:Israeli-Palestinian Conflict Lecture.pptx]]
 * Added PowerPoint!
 * Posted metaphors with cartoon pictures of the metaphors
 * Added the map of the land that is being fought over and that was promised to the jews
 * Used an example with the laptop to explain the 3 promises made
 * Asked students questions
 * high order thinking
 * Leah
 * Group work and discussion about symbolism
 * showed a visual
 * gave examples, modeled for students
 * Shared with students the ultimate goal before setting them loose
 * Reframing students answer and having them critically think of an example to support their definition
 * In literary definition, reads out loud but points to students ideas that come from the definition
 * Chris
 * Added visual (PowerPoint) the color scheme suits the topic perfectly! :)
 * Provided a video to demonstrate the course of a transverse wave
 * question students of review and where they see it in everyday life
 * Provided a video to demonstrate the course of longitudinal wave
 * question students to review and where they see it in everyday life
 * Clearly labeled graph that has all the components of the vocabulary of the wave
 * Interactive visual
 * Ask students to predict and then check prediction (SO FUN!!)
 * Jess
 * Added the whiteboards, had students share their whiteboards and responded to their answers.
 * Using two colors to help define the difference between terms and expression. Polling students to check for understanding.
 * Asking students for examples to help check for understanding. Great enthusiasm.
 * Great timing for students to deepen understanding through reflecting
 * Carolina
 * Added the whiteboards for each students, used the whiteboard in the front of the room. Answered students individual questions about certain days.
 * Being able to check for student understanding through checking the whiteboards
 * Supportive of all student levels (by adding the sentence structures on the board for students who might need more scaffolding)
 * Stef
 * Made adjustments to the learning objective (only learning the first part - the part about determining zeros in a quadratic formula), used the whiteboards and checked for student understanding.
 * Clear order helped a lot, breaking down the steps was very helpful,
 * Filled in steps that might have not been made (doing +3 and -3)
 * The throughline was clear, built in opportunities for students to interact and process
 * Katherine
 * Had students interact with the results of the poll and talk to each other. 1 idea per group. Students responded to questions and explained why they thought that.
 * The discussion allowed students to think about prior knowledge and new ideas. Able to check for student understanding through what their responses.
 * Able to fill in students questions.

10:50 - 11:00 - Break

11:00 - 12:00 - Questioning and Participation Strategies (Cooperative Learning Demo) Learning Goals:
 * I can use Bloom's Taxonomy to design questions that encourage higher order thinking.
 * I can explain the difference between IRE and IC classroom discourse.
 * I can describe several strategies for encouraging widespread classroom participation.


 * **Station #1 - Higher Order Questioning**
 * Write a list of 7 questions you could ask students in your lesson plan #1
 * Review together the document describing Bloom's Revised Taxonomy (the pyramid)
 * Individually, categorize your 7 questions according to Bloom's Taxonomy
 * Discuss: Where do your questions fall? What areas are missing? What are some other questions you could ask?
 * Put your work in the folder on the desk.


 * **Station #2 - IC vs. IRE**
 * Watch this [|video presentation] - Be prepared to explain the difference between IRE and IC classroom talk
 * Discuss - How can you prepare to make instructional conversation a significant part of your classroom discourse?
 * Collaboratively, create a graphic representation of IRE in contrast to IC. Draw this on the white piece of paper. Put your names on it and leave it in the folder.


 * **Station #3 - Participation Strategies**
 * Divide up the following links. Take 7 minutes to peruse your site. Look for specific ideas that you want to remember and try out to encourage widespread participation.
 * http://www.edutopia.org/classroom-student-participation-tips
 * http://www.lifescied.org/content/12/3/322.full
 * http://www.teachhub.com/top-12-ways-increase-student-participation
 * http://www.edutopia.org/blog/make-class-discussions-more-exciting-richard-curwin
 * http://www.edutopia.org/blog/rethinking-whole-class-discussion-todd-finley
 * Collaboratively, create a "Top 10" list of participation strategies. Write these on the poster. Each person should share ideas from his/her website. Put your names on your poster.

Individual assessment and debrief user:lsimeon2


 * Creating a culture where kids can work independently, this is an on going process.
 * Key to cooperative learning is group and individual accountability, not just for completing the class but actually learning. Rigor goes up when they are built in (for the group stations it was actually producing something to turn in - us creating posters, drawings, turning in our questions)
 * Classroom set-up: Clear and specific instructions (posted), behavior expectations are clearly set up, small groups, materials for each station provided, different kinds of tasks for each group, timer for pacing, tried to design activities that could be completed in 15 minutes but had to work for the entire 15 minutes (no time to mess around)
 * Groups: Clearly and deliberately split up, example from ELL teacher:
 * Coded symbols for each kid - "today we're grouping by color, by shape, by pattern"
 * Each category means something different - "blue = extroverted, square = low-level proficiency"
 * Teacher going to each group to answer questions and make sure that groups were on task.

12:00 - 12:10 - Housekeeping

12:10 - 1:00 - Lunch

1:00 - Language Camp

Housekeeping:
 * For tomorrow (flexible deadline - Friday):
 * P.E.T. - Differentiation (BB)
 * Lesson Plan #2 - due July 28 (BB)
 * Use this template - [[file:Lesson Design Plan - final fillable 9 10 14-6.docx]]
 * July 27 & 28 -- 25 - 30 minute teaching demo (show the whole process - setting the stage, teaching a new concept, learning activity, assessment, closure) - Will be videotaped.
 * Wednesday - Nancy, Chris, Kayla, Stef, Brandy, Leah
 * Thursday - Jess, Carolina, Christian, Kara, Katherine
 * August 1 - Video Reflection due