Session 2 July 24, 2013

  • 39 views
Uploaded on

 

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
39
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1.  Which comes FIRST? Rely on what you’ve encountered in your classes and what your “gut” tells you.  Freewrite (your choice of mode) for 8 minutes.  Be prepared to share your thoughts.  Cassi & Matt—do you need to “set up”? 1
  • 2.  CHOOSE YOUR CORNER: ◦ Standards FIRST ◦ Planning FIRST ◦ Assessment FIRST  Prepare yourself to DEFEND! 2
  • 3.  Bellwork  Student AILY Presentations  Homework Quiz  Review Pre-Assessment Results ◦ The Yellows ◦ The Reds  UbD  Cooperative Learning  Multiple Intelligences  Special Needs Learners  Standards  SIOP Chapter 2  Planning: Burke v Brandvik  Assessments (if we have time!) 3
  • 4. “Bad Influence” “Arturo’s Flight” Cassi Matt 4
  • 5.  Time to take the quiz: 15 minutes (DON’T OBSESS!)  Please email it back when you’re done! 5
  • 6. 6  I used Excel to record HOW MANY people self-evaluated at different levels (you can make graphs with Excel! FUN!)  Red, yellow & green areas  I also identified who rated themselves where in order to ask for assistance from folk who felt very comfortable in certain areas, and to ensure that I met the needs of those who DON’T feel comfortable!
  • 7.  Hierarchy of Needs (handout)  Differentiation ◦ Bloom’s Taxonomy (handout) ◦ Multiple Intelligences (we’ll discuss this today s’more) ◦ Brandvik Appendix C  LET’s HASH THIS OUT!  Pre- & Post-Assessment: what’s challenging here? 7
  • 8.  UbD (Understanding by Design) (Activity Later)  Cooperative Learning (note slide)  Multiple Intelligences (MI) (Activity Later!)  (Zone of Proximal Development) ZPD  Constructivism ◦ Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. Learners are the makers of meaning and knowledge.  Bloom (Addressed Later!)  Special Needs Learners (chapter 16 of Burke) 8
  • 9.  Task ◦ Break into THREE groups ◦ Reading Portion  Everyone reads “UbD in a Nutshell” p. 1  Three Groups: Stage 1 (p. 2); Stage 2 (p. 3); Stage 3 (p. 4)  Everyone considers the UbD Lesson Plan Templates ◦ Responding Portion  What IS UbD?  What happens in Stage ___?  Reactions/Comments on the Lesson Plan Templates 9
  • 10.  Definition: ◦ Student-centered ◦ Social ◦ Groups in which everyone has a defined role ◦ Not a lot of input from the teacher DURING the learning activity ◦ Environment in which everyone’s opinion is valuated ◦ Mutually beneficial; Increased engagement? ◦ Organized structure ◦ Purposeful engagement ◦ Discovery Learning ◦ At the end, everyone understands the concept  Think about: ◦ ROLES ◦ PURPOSEFUL GROUPING ◦ TASK-ORIENTATION ◦ ACCOUNTABILITY / GRADING METHODS ◦ HOW TO DO IT 10
  • 11.  Roles: ◦ Active Participant (everyone) ◦ Facilitator  The person in command & time keeper ◦ Extractor  Responsible to extract essential meaning from the text ◦ Connector  Responsible to connect the info from the article to our future students ◦ Sifter  Responsible to “sift” through the article to find the golden nuggets ◦ Delegate  Responsible to accurately convey the group’s findings  Time: 15 minutes  Task ◦ Group-read your assigned article, taking active notes ◦ Respond to these prompts:  What is the theory behind MI?  Does your group agree with the theory behind MI?  Choose 2-3 particularly illuminating quotations to consider ◦ http://infed.org/mobi/howard -gardner-multiple- intelligences-and-education/11
  • 12. • Go to http://katesportfolio.tripod.com • Click on “UConn Methods of Teaching English Course” • Scroll down to the Multiple Intelligences Resources • Click on “A Multiple Intelligences Self-Test” • Discuss your results with a partner—any surprises? • Would you use this inventory with students? To what end? 12
  • 13.  Handout: Burke p.  Time: 5 minutes- individual reflection)  (Setting up a “Notes Key” is a great way to scaffold for struggling (and non-struggling) readers!) Re-read the strategies; mark them with the following key:  Automatic A (I’d do this without thinking)  Logical L (Makes sense, and I may or may not remember it)  D’oh! D (I should have thought of that, but I might not!)  Blecch! B (I do NOT like that idea!) 13
  • 14.  http://www.corestandards.org/ ◦ Click on “English Language Arts Standards on the bottom right”  Take about 5 minutes to re-familiarize yourself with the site  TASK ◦ Partner with someone who will be teaching the same grade level as you ◦ Choose a LANGUAGE standard ◦ Sketch out an idea for a lesson that would support that standard (initiation, activity, assessment) ◦ Preparation Time: 10 minutes  Happy Excel File for you? (It’s on my website) 14
  • 15.  With a friend, and using the Common Core State Standards Excel Spreadsheet, please align 3 strategies (listed after the “Features,” particularly Features 4 & 5) with an appropriate standard 15
  • 16.  Find 3 commonalities  Find 3 differences 16
  • 17. Comparisons  Concrete (but different) lesson plan ideas  Backwards Design  Focus on classroom management a li’l bit  Outline a timeline (days, weeks, units, course)  Refer to specific works of literature in examples  Establish a clear rationale and/or specific goals Contrasts  Burke has 4-year outline  Burke has lots o’figures & student work  Brandvik has blank tools  Burke was metacognitive… discussed teacher’s progress in addition to students’ progress… talked about the positive side of failure  ELL students mentioned in Brandvik  Burke emphasized making connections, adding meaning to students’ lives via education  huzzah! 17
  • 18.  I emailed your blog #1 grades to you   I emailed your participation rubric to you   I will email your quizzes back to you  18
  • 19.  Burke Chapter 4 (32-112) (Third Edition)  Burke Chapter 5 (Fourth Edition)  SIOP Chapter 3  Brandvik Chapter 6  Blog Post #2  Actively Read AILY: “Beauty Lessons” (Peter); “Catch the Moon” (Mirelinda); “An Hour with Abuelo” (Brian)  Work on AILY Lesson  Work on Unit 19
  • 20.  Answer the following: ◦ Your name ◦ A lingering question you have about today ◦ Something that annoyed you about today or today’s material ◦ Something that you think you might be able to incorporate into your teaching 20