Session 2 July 24, 2013

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Session 2 July 24, 2013

  1. 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. 2.  CHOOSE YOUR CORNER: ◦ Standards FIRST ◦ Planning FIRST ◦ Assessment FIRST  Prepare yourself to DEFEND! 2
  3. 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. 4. “Bad Influence” “Arturo’s Flight” Cassi Matt 4
  5. 5.  Time to take the quiz: 15 minutes (DON’T OBSESS!)  Please email it back when you’re done! 5
  6. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 16.  Find 3 commonalities  Find 3 differences 16
  17. 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. 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. 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. 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

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