Tuesday, November 19, 2013
TASK 1 - GROUP #1
Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities. Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it. Please choose one of the chapters below to read and become an expert on.
English Language Arts
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 5 pp. 120-153
Science
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 6 pp. 154-171
Mathematics
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 7 pp. 172-198
History
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 8 pp. 199-226
Art
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 9 pp. 227-266
What is Jigsaw?
Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.
Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.
(Essential Question A)
Pre-Posting – Read JUST ONE of the chapters above.
Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group. You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter. To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification. This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point.
Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings. You might consider other information, questions you still have as a future teacher, etc.
TASK 1 -- GROUP #2
Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities. Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it. Please choose one of the chapters below to read and become an expert on.
English Language Arts
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 5 pp. 120-153
Science
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 6 pp. 154-171
Mathematics
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 7 pp. 172-198
History
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 8 pp. 199-226
Art
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 9 pp. 227-266
What is Jigsaw?
Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.
Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.
(Essential Question A)
Pre-Posting – Read JUST ONE of the chapters above.
Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group. You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter. To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification. This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point.
Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings. You might consider other information, questions you still have as a future teacher, etc.
TASK 1--GROUP #3
Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities. Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it. Please choose one of the chapters below to read and become an expert on.
English Language Arts
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 5 pp. 120-153
Science
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 6 pp. 154-171
Mathematics
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 7 pp. 172-198
History
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 8 pp. 199-226
Art
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 9 pp. 227-266
What is Jigsaw?
Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.
Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.
(Essential Question A)
Pre-Posting – Read JUST ONE of the chapters above.
Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group. You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter. To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification. This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point.
Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings. You might consider other information, questions you still have as a future teacher, etc.
TASK 1-- GROUP #4
Task 1: (Essential Question A) Jigsaw Reading: This week we will look at a few disciplines (sorry not all are represented here) which our school systems recognize and regularly assess adolescents’ abilities. Each of the chapters listed below explores learning within a particular discipline from the perspectives of both a literacy expert, who understands the reading, and writing challenges that adolescents encounter, and a discipline expert, who understand the nature of the discipline and how literacy processes operate within it. Please choose one of the chapters below to read and become an expert on.
English Language Arts
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 5 pp. 120-153
Science
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 6 pp. 154-171
Mathematics
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 7 pp. 172-198
History
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 8 pp. 199-226
Art
Jetton, T. L., & Shanahan, C (2012). Adolescent literacy in the academic disciplines. Chapt. 9 pp. 227-266
What is Jigsaw?
Jigsaw is a cooperative learning strategy that enables each student to specialize in one aspect of a learning unit. Students meet with members to teach the material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full understanding of the final product. If each student's part is essential, then each student is essential. That is what makes the Jigsaw instructional strategy so effective.
Description of Lesson: In a typical jigsaw activity, students are given a topic on which to become an expert, either individually or as part of a group. The student or group of students then teaches the material to the rest of the class. For our online meeting week you will read JUST ONE of the chapters above teach the other members of your group about your chapter.
(Essential Question A)
Pre-Posting – Read JUST ONE of the chapters above.
Posting – For a full discussion of the readings, in your assigned small group, you are to become the expert of your chapter and teach the material to the rest of your group. You need to not only summarize the chapter, but to help everyone in your group to develop a deeper depth of knowledge in relation to your chapter. To do this you will need to explain and clarify meanings with personal examples or applied examples for further clarification. This posting should indicate deep thinking and reflection on your part, along with supporting evidence that shows your own learning from reading and experience to this point.
Response Postings -- Everyone should respond at least 1-2 times to each group member with a question, clarification, or addition to the thoughts on their postings. You might consider other information, questions you still have as a future teacher, etc.
TASK 3- All Groups
Task 3: View “A Crash Course in Academic Language”—a Prezi presentation (Essential Questions B)
Pre-Posting – The Prezi presentation is a review of the different components that make up academic language. View the presentation while taking notes. Pay close attention to:
- What is meant by language function
- What is meant by lexicon
- What is meant by discourse
- What is meant by syntax
- What is meant by language supports
Posting – There are six (6) major areas on the edTPA that need to be addressed (Language Demand Objective(s); Prior Academic Language Development; Language Function; Content Specific Vocab (lexicon); Syntax, Discourse, and language supports. As a group you will create several graphic clarifying tables for the essential areas of the Academic Language Demands section on the edTPA. Together on a shared Google Doc you will be invited to explore each of these areas in depth and to take up, together, the important work of coming to a better understanding of these concepts. This will essentially be a working document as you all work together to develop a tool to help you determine what needs to be represented in each area. I encourage each of you to print this document off after it is completed to use when working on your edTPA. Each person must contribute to EACH area. I expect each person to contribute at least one sentence/thought/idea to each area. IMPORTANT: Each person MUST CLEARLY IDENTIFY THEIR WORK BY PUTTING THEIR NAME UNDER “AUTHOR”.
Together, as a group, you will go to the Google Link below and do the following:
- Define: Each member of the group will provide a definition from a different source or area of the edTPA. The first member to start the process will copy/paste the definition from the edTPA glossary. Group member number two (whoever is the second person within the group to work on this document) will look within the pages of the edTPA to find what is said about this concept (It is located in the Planning Commentary section, usually around pg. 12). Group members #3 & #4 will find outside sources to define the concept. Group members #3 & #4 will need to cite their source and give the link to the source.
- List the core ideas—a summary statement of the definition.
- List the clarifiers or critical attributes that explicate the concept.
- Brainstorm for knowledge connections—personal links from prior knowledge.
- Give an example of the concept; link to clarifiers, “Why is this an example of _______?”
- Construct a sentence that shows you know.
Below you will find an example of the contents for a clarifying table. In this table the author is defining the word: Satire.
Term: SATIRE
Core Idea: Any Work That Uses Wit to Attack Foolishness
Clarifiers
• Can be oral or written.
• Ridicule or expose vice in a clever way.
• Can include irony exaggeration, name-calling, understatement.
• Are usually based on a real person or event.
Example
A story that exposes the acts of corrupt politicians by making fun of them
Example sentence
Charles Dickens used satire to expose the problems of common folks in working-class England.
Knowledge Connections
• Political cartoons on the editorial pages of our paper.
• Stories TV comics tell to make fun of the President—like Saturday Night Live.
• My mom's humor at dinner time!
Group #1 Google Doc link
Group #2 Google Doc Link
TASK 4: GROUP #1
Task 4: Group Peer Review/Edit
Post:
We have many talented and gifted members of our learning community. Please use each other to view/review your edTPA lesson plans and receive feedback before turning your unit in next week. I invite you to submit the Academic Language Demands section (including Language Demands Objectives) that you have written for ONE of your lessons (Though you could use this space to take up any work on the edTPA. Please post the following:
· Central Focus of the Learning Segment,
· Content Learning Objectives,
· Language Demand Objectives;
· Prior Academic Language Development;
· Language Function;
· Content Specific Vocabulary;
· Syntax;
· Discourse; and
· Language Supports.
Response to Post:
Please conduct a peer review on each members work. Think about all that we have talked about and give a helping hand to the members of your group. For each member of your group:
· Identify the parts that are the most effective and why.
· Identify any parts that may need improvement and why.
TASK 4: GROUP #2
Task 4: Group Peer Review/Edit
Post:
We have many talented and gifted members of our learning community. Please use each other to view/review your edTPA lesson plans and receive feedback before turning your unit in next week. I invite you to submit the Academic Language Demands section (including Language Demands Objectives) that you have written for ONE of your lessons (Though you could use this space to take up any work on the edTPA. Please post the following:
· Central Focus of the Learning Segment,
· Content Learning Objectives,
· Language Demand Objectives;
· Prior Academic Language Development;
· Language Function;
· Content Specific Vocabulary;
· Syntax;
· Discourse; and
· Language Supports.
Response to Post:
Please conduct a peer review on each members work. Think about all that we have talked about and give a helping hand to the members of your group. For each member of your group:
· Identify the parts that are the most effective and why.
· Identify any parts that may need improvement and why.
TASK 4: Group 3
Task 4: Group Peer Review/Edit
Post:
We have many talented and gifted members of our learning community. Please use each other to view/review your edTPA lesson plans and receive feedback before turning your unit in next week. I invite you to submit the Academic Language Demands section (including Language Demands Objectives) that you have written for ONE of your lessons (Though you could use this space to take up any work on the edTPA. Please post the following:
· Central Focus of the Learning Segment,
· Content Learning Objectives,
· Language Demand Objectives;
· Prior Academic Language Development;
· Language Function;
· Content Specific Vocabulary;
· Syntax;
· Discourse; and
· Language Supports.
Response to Post:
Please conduct a peer review on each members work. Think about all that we have talked about and give a helping hand to the members of your group. For each member of your group:
· Identify the parts that are the most effective and why.
· Identify any parts that may need improvement and why.
TASK 4: Group 4
Task 4: Group Peer Review/Edit
Post:
We have many talented and gifted members of our learning community. Please use each other to view/review your edTPA lesson plans and receive feedback before turning your unit in next week. I invite you to submit the Academic Language Demands section (including Language Demands Objectives) that you have written for ONE of your lessons (Though you could use this space to take up any work on the edTPA. Please post the following:
· Central Focus of the Learning Segment,
· Content Learning Objectives,
· Language Demand Objectives;
· Prior Academic Language Development;
· Language Function;
· Content Specific Vocabulary;
· Syntax;
· Discourse; and
· Language Supports.
Response to Post:
Please conduct a peer review on each members work. Think about all that we have talked about and give a helping hand to the members of your group. For each member of your group:
· Identify the parts that are the most effective and why.
· Identify any parts that may need improvement and why.
Subscribe to:
Posts (Atom)