Friday, January 13, 2012
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Time |
Topic |
Activity |
Presenter |
Resources |
8:00-8:15 |
Rebooting |
Discussion -Remembering Yesterday; Planning for Today
Inquiry Journal
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Day 1 Agenda
Day 2 Agenda
- Goals and objectives for Day 2
- Roadmap and expectations (what we expect & what you'll do)
A Metaphor for learning: http://epicgraphic.com/data-cake/
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8:15 - 8:45
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CONSTRUCT
Application in Classroom
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Cynthia Stout |
Round Robin
Review the learning activities in pairs or a small group. Discuss how you would change the activities for at least one of the following: ELL, Advanced/Gifted and Talented, and other differentiation. Write your thoughts on the chart on the wall.
Question: how might you use this activity around the questions you generated. What do the students I am working with need?
Is this the right activity for this question and these documents.
How can this activity help students answer a historical question. Does it fit these documents in answering this question?
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TPS Goal 3: Teaching with Primary Sources; Goal 4: Exploring www.loc.gov; Goal 5: Understanding legal/ethical use
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A Guided Inquiry --
4. Investigating, Constructing about, & Expressing about the Library of Congress & Using Primary Sources
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Time |
Topic |
Activity |
Presenter |
Resources |
8:45-9:15 |
INVESTIGATE; CONSTRUCT
Unexplored Library of Congress Resources
Objective 3b: Investigate the ways primary sources and various technologies can promote inquiry, literacy, differentiated learning, and creative expression of knowledge.
Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.
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Becoming a Library of Congress Expert - Group work, preparing for reports to other participants
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- Other Collection Highlights:
- THOMAS Legislative Information
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9:15-9:45 |
CONSTRUCT; EXPRESS
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Sharing Expertise |
Small Groups |
What to report:
- What it is
- Why it's useful to a learner
- Why it's useful to a teacher
- A really interesting tidbit (or two)
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9:45-10:00 |
INVESTIGATE; CONSTRUCT
Copyright and Primary Sources
Objective 5a: Explore copyright, public domain and citation issues related to the use of digitize primary sources.
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Short Tour of Copyright and Primary Sources |
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Copyright
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10:00-10:10 |
CONSTRUCT; REFLECT
Objective 4a: Access, save, and present primary sources from the Library of Congress website that fit your instructional needs.
Objective 6a: Examine inquiry learning models and methods.
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REFLECT
Inquiry Journal -
Teacher Side
Construct
Reflect
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After 3 hours investigating Library of Congress materials...
- What have you discovered about the LoC and primary sources?
(Use goals and objectives)
- What have you discovered about the investigation stage of the inquiry process?
- Finding & evaluating information
- Thinking about information obtained
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10:10 - 10:25 |
Break |
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TPS Goal 3: Teaching with Primary Sources; Goal 7: Creating Inquiry Activities
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A Guided Inquiry --
6. Constructing & Expressing about Using Primary Sources
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Time |
Topic |
Activity |
Presenter |
Resources |
10:25-10:40
|
CONSTRUCT
Standards and Primary Sources
The Teacher as Instructional Designer
Objective 3a: Use primary sources to align instruction with Common Core and state standards
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Incorporating Standards and Essential Questions into the ARS
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Self-Directed Inquiry
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Washington State Standards
9-10 CCSS & GLE alignment to primary sources.doc
11-12 CCSS & GLE alignment to primary sources.doc
Common Core Standards
Notes: The standards that are relevant to analysis of resources. One sheet that aligns. A few key standards posted around the room. When something targets the standards, note it.
Ryan: create the one-page standards. Post each standards around the room.
Relate to EQ discussion from day 1.
15 minutes
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10:40-11:10
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CONSTRUCT; EXPRESS
Creating a Tool for Facilitating Inquiry
The Teacher as Instructional Designer
Objective 3b: Investigate the ways primary sources and various technologies can promote inquiry, literacy, differentiated learning, and creative expression of knowledge.
Objective 7a: Design and create inquiry-based learning activities using primary sources from the Library of Congress.
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Developing Annotated Resource Sets |
Work Time |
TPS_ARS_Template.doc
TPS_ARS_Industrial_Revolution
ARS Imperialism
Instructions for linking and downloading:
Selecting Primary Sources, Part I: Knowing Your Students (advice from the Teaching with the Library of Congress blog)
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11:10 - 12:00 |
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Work Time |
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12:00-12:30 |
Lunch
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12:30-2:20 |
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Continue ARS Development
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Work Time |
Check-in at 1:40
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2:20-2:45 |
CONSTRUCT; EXPRESS; REFLECT
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Peer critiques
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Cynthia Stout
Matt Karlsen
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Debrief Protocol
Notes: Matt and Cindy - match to lesson study debrief. How we will look at student work together.
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2:45 -
3:30
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Work Time |
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3:30-3:45 |
REFLECT |
REFLECT
Inquiry Journal -
Teacher Side
Connect
Wonder
Investigate
Construct
Express
Reflect
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As a Teacher, consider...
How do I build in time for formal/informal reflection during the learning process? How do I acknowledge the power of reflection in learning?
As a Learner, consider...
Do I purposefully reflect on my learning throughout? Do I acknowledge the value of my own metacognition and its contribution to my learning?
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3:45-4:00 |
Wrap-up
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End of Workshop Survey
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Kathy Wolfley, Ryan Theordoriches,
Matt Karlsen
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Post-Workshop Survey
Notes: Have ARS developed that align with Imperialism questions.
See what kids do with it--through lesson study.
Matt, Ryan, Toni: send questions.
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