Nov+8

November 8, 2010 Class Schedule and Notes

 Goals


 * 1) Enjoying each others' company: encouragement and synergy
 * 2) Deepen our understanding of assigned texts through discussion and connection to experience
 * 3) Support each other in pre-assessment and post-assessment plan development and/or **reflection**.
 * 4) Create plan for rough draft assessment of final papers.

Schedule of activities

 2:00 How are we doing? Energy level and emotional support check in

2:15 Review readings to generate lenses:
 * To what extent do your classrooms functions as social situations that require your students to conceive of themselves "from the standpoint of the welfare of the group"? (Dewey 215)
 * To what extent is the reason for learning explained to students in terms of their present life-in-community or in terms of their future living? (216)
 * To what extend do your schools represent life as real and vital to students as their lives at home, in their neighborhoods, or on the playground? (Dewey 216)
 * What are the "fundamental types of activit[ies] which make civilization what it is"? (Dewey 218)
 * to what extend is there "continual and sympathetic observation of [students'] interests" in order to see what students are ready to learn next? (Dewey 219)
 * To what extent do teachers model dropping their "own defensiveness, at least temporarily, and try[ing] to understand" the way in which another's experience feels? (Rogers 223)
 * To what extent do your CTs model being a learner? (Rogers 223)
 * To what extent does your curriculum "help students see relationships and patterns and gain understanding beyond the separate academic subjects"? (Boyer 226)
 * To what extend does your curriculum help students to understand their bodies, their society, their natural world, their language, their parents' work...? (Boyer)
 * To what extend does your curriculum help students to feel needed, to identify a purpose for their lives? (229 Boyer)
 * To what extent are teachers explicit about the ethics and morality of good classroom citizenship? (Damon)
 * provide rich experiences to enable learners with multiple intelligences to engage? (Moran et al 190)
 * structure cooperative or high-performance cooperative learning groups? (Johnson and Johnson 195)
 * stays consistant with its learning goals while differentiating methods of getting there? (Tomlinson 204)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">scaffold students' success through formative assessment? (Shepard 209)
 * <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;"><span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0.5em; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">teach students how to assess their own learning? (Shepard 211)

3:00 Draft pre-assessment plans or post-assessment reflections. Draft any other significant critical moment

3:15 Discussion