session 2 july 24, 2013

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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”?

Bellwork: “Standards, Planning, or Assessment”

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CHOOSE YOUR CORNER:◦ Standards FIRST◦ Planning FIRST◦ Assessment FIRST

Prepare yourself to DEFEND!

Post Bellwork

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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!)

Agenda for Today

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“Bad Influence”“Arturo’s Flight”

CassiMatt

Student Presentations10 MINUTES… ON THE TIMER

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Time to take the quiz: 15 minutes (DON’T OBSESS!)

Please email it back when you’re done!

Homework Quiz!

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Results: Pre-Assessment 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!

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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?

The “Yellows” from the Self-Assessments

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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)

The “Reds” from the Self-Assessments

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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

UbD: Understanding by Design

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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

Cooperative Learning

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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/

Multiple Intelligences: A CRASH Course

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• 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?

How does YOUR brain work?

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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!)

Special Needs Learners

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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)

Standards…

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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

SIOP Chapter 2

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Find 3 commonalities Find 3 differences

Burke Chapter 10 (3rd) or 3 (4th) v Brandvik Chap 3: GRUDGE MATCH

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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!

Burke v. Brandvik

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I emailed your blog #1 grades to you I emailed your participation rubric to you I will email your quizzes back to you

Your Work…

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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

For Next Week…

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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

Exit Card