Workshop+Materials


 * TAKE AWAYS: DAY 1 **

i. LP Awards ii. LP as ESLRS (expected School-wide Learning Results iii. LP as part of Student evaluation/reporting  iv. LP applied to literature and texts  v. LP as basis for uni recommendations  vi. LP for staff evaluation  vii. What’s missing from the LP—disciplined? Collaborative? Inventive? Resilient?  i. Notion that Part One can/should address the Learning Objectives (page 18) with some literature texts, but this should not be a dominant part of part 1—non literary texts are important (suggestion of Ikea instructions recurs)  i. Assessment used to gather information for improved future instruction  ii. Assessment to help scaffold students up to a summative assessments  i. Shirley Clarke: “Formative Assessment”very practical teaching ideas for creating an assessment rich class  ii. Rob Marzano “Classroom Assessment” : learning how to get better at using Data to drive instruction choices  iii. Wiggins and McTighe (any of the 86 UBD/BBD books) the notion of starting with a big picture sense of concept—what do I want students to know and do at the end of the unit? From these conceptual understandings we then START to plan the tasks that will get students to those outcomes iv. Leading Edge series (edited collections on education topics—very strong series) Vol. 2 is on assessment i. Do we teach theory explicitly? 1. With labels and theorists? 2. With ideas and no labels ii. Do we teach theory implicitly? 1. Norton Critical (100’s of titles)—background primary texts + selected critical response 2. Bedford/St. Martines (fewer titles)—summary of a few theoretical approaches, followed by professional examples
 * 1) Learner Profile as framework or essential classroom agreements
 * 2) Agreements reached on 6 profiles including expectations of computer useage,open and honest discourse, eliciting ideas from wide ranging sources, archiving sources
 * 3) Other ideas for LP intregration (response to class feeling that they are often perfunctory)
 * 1) Texts for Part 1:
 * 2) Examination of the Banerjee “Ghost of a City” text
 * 3) Consideration of IB Text definition
 * 4) Discussion of literature as a subset of text—attempt to define that subset
 * 1) Critical Literacy: 3 Ideas
 * 2) Examination of three ideas of critical literacy to see where our definitions and preferences fall as well as what might be missing.
 * 3) Formative Assessment Thoughts
 * 4) Defined as:
 * 1) Defined as:
 * 1) Recommended Texts:
 * 1) Theory: How do we use it
 * 2) What do we do with the ideological underpinnings of the course?
 * 1) Alternative Editions of Texts
 * 1) Non-Literary text interpretation—cultural context: People’s Desire
 * 2) Use of “house divided” technique to get value statements and questioning, etc.
 * 3) Part 1: Assessment Objectives
 * 4) Broader Sense of Lit texts: John Rives on TED
 * 5) Part 1: Topics