Download - Welcome Back to Team ELA!
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Welcome Back to Team ELA!
Kick-Off 2014
Tuesday, July 22
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Learning about & loving each other
LIGHTNING FAST, you’ll write a haiku describing…
Given your experience at Institute, why do YOU believe ELA– this content that you’ll be teaching for 2+ years!-- is important for students?
ELA Network =
POWER
WHY? •Continue to get to know your professional support network. •We MUST practice the art of reading & writing constantly otherwise we might lose our passion for it amid all the chaos of teaching.
“Speakers Plugged into the Heart”
If I was in loveLove would be very verbalMy heart with full sound.
O’lajuwon Thomas, class of 2013Full scholarship recipient, MVSU
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Who Is In This Room?
(And who is not?)Sarah Franzen, ELA Instructional SpecialistMarissa Cumbers, TLD Coach, ELA-colleagueKacie Neville, ELA Subject Area LeaderAshley Lamica, CMA, ‘12 ELAJessi Caldwell, ‘13 ELAAndrea Rooney, TLD Coach, upper El- colleague
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Tuesday
Why & How: ELA as an Agent of Liberation Instead of an Agent of OppressionOur Quantitative GoalsOur StandardsIndependent Reading Chat- Q&AHeadline Vision
Our ELA time…
Wednesday
Unit 1! Goals & Curriculum!Unit 1! Pedagogy!Case Studies & Cultivating a MentorYour Future Development
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Expectations…
Be present.Be honest.Be positive.Ask questions.Share your passion for our content.
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Take a Seat, Make a Friend.
In ELA, we ask & answer big questions.
Directions:(1) Find a person who you don’t know very well yet.(2) Sit down with that person. (3) Have a conversation about the BIG QUESTIONS I throw up on the screen.*I’ll intentionally cut you off!
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What do you wish you knew?
Who is the most important person in your life? Tell your partner
something that you like about them already.
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What big lesson could someone learn from your life?
If you were to create a piece of art, what would the subject be?
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Tell about a life changing event.
What accomplishment are you most proud of?
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What is on your bucket list?
How would your friends describe you?
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In order for us to be a real team, we need to know WHY we are here, together.
What are we really seeking for students?
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How & Why ELA: Liberating v. OppressingWe will…1.Discuss the ELA-wires in Mississippi & their implications on students' relationship with ELA.2.Understand and commit to CRT as a set of dispositions that generate “wire cutting” opportunities for our students inside and outside of the classroom.3.Consider how ELA pedagogy and curriculum are particularly poised for "wire cutting," 4.Define (and experience through video analysis) some of the basic components of what makes a CRT-oriented ELA classroom.5.Understand the scope of our ELA-specific kick-off development.
Our BIG Question…
What are the hallmarks of TRULY EXCELLENT ELA instruction? How do those fit with CRT?
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Read/ View Each Artifacts & then discuss questions with your table:A. READING: Video of BriaB. WRITING: Comparing Writing Between StatesC. COLLEGE: ACT Statistics
Why might students be skeptical if we make broad claims that reading and writing are liberating? What’s been going on for many students in our schools?
Consider…• What can Bria do as a reader?• How might she feel about reading? How might
she feel about your ELA class?• What can Bria do as a speaker, a thinker, a
writer, and leader?
What structures (wires of the birdcage) have contributed to this?
• Compare writing between 2 states.• ACT statistics
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Given what we see (and more– remember the Amanda Elzy High School Interviewees)…
We believe that middle school and high school years of ELA are critical in the
actualization of Social Justice and Equity in students’
Lives in Mississippi.
As such, we act with the knowledge that every ELA classroom must aggressively pursue the dismantling of systems of
oppressionthrough rigorous ELA-content and all
elements of Culturally Responsive Teaching.
We believe that middle school and high school years of ELA are critical in the
actualization of Social Justice and Equity in students’
Lives in Mississippi.
As such, we act with the knowledge that every ELA classroom must aggressively pursue the dismantling of systems of
oppressionthrough rigorous ELA-content and all
elements of Culturally Responsive Teaching.
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Our ELA Outcomes
ELA Achievement Leadership
• Textual Analysis• Creative & Essay Writing• Speaking , Listening• Independent Reading
• How are students leading within the class? Within the school? Within the community?
• How are students accessing other leadership opportunities?
Critical Consciousness Pride and Self and Community (Cultural Competence)
• Awareness of Social Systems• Historical and Root Cause Analysis• Critical Dialogue
• Dimensions of Community• Personal and Community History• Conscientious Identity Construction
Take a moment to (re-)read these in more detail.
These will also be another way we can celebrate each other throughout the year. WE need to live these if our students are going
to as well. So, let’s shout each other out on them!
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Student’s Now & Future
Personal Opportunity &
Personal Happiness
BuildingCurriculum
Designing Pedagogy
Developing relationships
ELA Skills
Leadership
Pride in Self & Community
Critical Consciousness
TEACHER
STUDENT
What makes you proud for your
students?
What makes you proud for your ELA
team?
What makes you proud for yourself?What makes you proud for your
students?
What makes you proud for your ELA
team?
What makes you proud for yourself?
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Culturally Responsive TeachingO
ur
Stu
den
t O
utc
om
es Rigorous ELA
Achievement in reading, writing,
speaking
Student Leadership
Critical Consciousness
Pride in Self & Community/
Cultural Competence
Teach
er
Acti
on
s
Pedagogy Curriculum Relationships
Teach
er
Beliefs Develop
Sociocultural Consciousness
Hold an Affirming Attitude
Feel a Sense of
Responsibility & Caring
Embrace Constructivist Teaching &
Learning
Become Familiar with
Students’ Prior
Knowledge
Design Instruction
that Builds on what Students Already Know
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
As you watch…•What do you notice about what students are achieving and doing?•What do you notice about the curriculum?•What do you notice about the pedagogy?•What do you notice about the relationships the teacher has with his students?
Rigorous ELA Achievement in reading, writing,
speaking
Student Leadership
Critical Consciousness
Pride in Self & Community/
Cultural Competence
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Sample Lesson & PlansThis should feel like what we did at Induction!
We will watch so many sample lessons (and we’ll model some tomorrow!) because this is a great way to learn!
•Take notes on how the lesson drives towards ELA student outcomes.
•Know that you can and should ask questions!
Students read Frankenstein & Nonfiction Texts about the development of the Atomic Bomb.
Students knew while they are reading, talking, and writing daily focus responses to the two texts that they are preparing for and engaging in a Socratic discussion about a creator's responsibility for his/her creations.
On days prior, students worked in small groups and individually to identify and develop arguments based in textual evidence. Students participate in small group Socratic discussions during day one, and engage in a whole group, text-based Socratic seminar on day two, which is graded on analysis and reasoning, discussion skills and civility.
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
As you watch…•What do you notice about what students are achieving and doing?
Rigorous ELA Achievement in reading, writing,
speaking
Student Leadership
Critical Consciousness
Pride in Self & Community/
Cultural Competence
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
What did you notice about pedagogy?
Now let’s read a Mississippi teacher’s students’ work. What do you notice about pedagogy once you read the student work?
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
What did you notice about pedagogy?
Students engaged in real
discourse
Students engaged in real
discourse
Students had opportunities to give each other
feedback & reflect on self.
Students had opportunities to give each other
feedback & reflect on self.
Students made connections from classic literature
to modern relevant
questions of the world.
Students made connections from classic literature
to modern relevant
questions of the world.
A big idea: “challenge” teaching, not “transmission” teaching
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
What did you notice about curriculum?
A big idea: “explorations,” not (just) “activities”
Now let’s read a Mississippi teacher’s. What do you notice about this curriculum?
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
What did you notice about curriculum?
Explorations are scaffolded, but
always asked for real thinking
Explorations are scaffolded, but
always asked for real thinking
Opportunities to reflect on bigger
questions + issues
Opportunities to reflect on bigger
questions + issues
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Culturally Responsive TeachingTeach
er
Acti
on
s
Pedagogy Curriculum Relationships
How you teach…
What you teach…
What did you notice about the relationships Mr. Amendelore had with his students as learners?
Teacher facilitated student
ideas
Teacher facilitated student
ideasTeacher did not
have all the power and answers
Teacher did not have all the power and answers
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Take your first stab at your vision!1. What do you want for your students at the end of this year & why does it matter so much– at this point?2. What will it take from you as their teacher-leader? How will you & your students achieve what you want?
Ou
r S
tud
en
t O
utc
om
es Rigorous ELA
Achievement in reading, writing,
speaking
Student Leadership
Critical Consciousness
Pride in Self & Community/
Cultural Competence
Teach
er
Acti
on
s
Pedagogy Curriculum Relationships
Teach
er
Beliefs Develop
Sociocultural Consciousness
Hold an Affirming Attitude
Feel a Sense of
Responsibility & Caring
Embrace Constructivist Teaching &
Learning
Become Familiar with
Students’ Prior
Knowledge
Design Instruction
that Builds on what Students Already Know
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Take a lunch break!Make a new ELA-
friend!Creep on your shout-out-
partner!
Choose a new seat!
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
My biggest pet-peeve
is…
My biggest pet-peeve
is…People talking loudly on their
phones in public spaces
Up-talk, misuse of words, and/or
excessive use of words in conversation
(e.g. “literally” or “like”)
Everyday cleanliness/organization (e.g. dishes in the sink, dirty clothes on
the floor)
Something else that is really horrible that I
need to tell you about.
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
My biggest motivation
while teaching is…
My biggest motivation
while teaching is…
Building relationships with
students
Seeing students succeed on a high
academic bar.
Knowing I am working against a
critical issue in social justice.
Something else you aren’t mentioning,
but I want to tell you about.
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
My favorite form of
entertainment is…
My favorite form of
entertainment is…
Music, Art, or Theater
Sports
Movies, TV Shows
Books
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
The kind of reading that makes me
lose sleep…
The kind of reading that makes me
lose sleep…Sci-fi/ Dystopian
Non-fiction
Short stories & poetry
Just got to talk about something else
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
So far, my experience
with TFA has been…
So far, my experience
with TFA has been…
Easy, fun, no worries.
Challenging and frustrating.
Challenging, but worth it.
These categories don’t match what I’m
feeling. Let me tell you about it.
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Four Corners
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
1. Move to the space that best represents you.
2. Find out why others (someone you haven’t spent time with) are near you.
3. Be prepared to share something you learned from someone else.
If I’m going to work with you
guys, I’m going to need…
If I’m going to work with you
guys, I’m going to need…
…You to know me as a person
…You to remind me why I am doing this
work.
…You to challenge me
These categories don’t match what I need from you. Let me tell you about it.