Weekly+Pending+Activities

**Mindsets**
Gender stereotypes creating fixed mindsets
 * How do we become less skilled at things? **
 * • Avoidance
 * • Thinking or saying, “I can't do it. . . ”
 * • I don't like . . . I don't care about it
 * • Tried it, did not succeed--failed already

Class 13 - Envisioning Multicultural Schools




In one paragraph describe which Tuesday class activity interested you LEAST : Multiple Intelligences //: ////Look Back in Time: Macintosh computers and envisioning big numbers // Growth or Fixed Mindsets : //Technologies promote learning through Montessori's principals/ Good at-Bad at flip books// Prepare for Mistakes in Learning: // Puzzle Solving/ Perception/ High Stakes Testing //


 * What factors caused you to be disinterested **, i.e. teaching style and directions, length of time of the activity, activity topic, being with peers you don't know, making mistakes, a combination of these, or something else entirely?

**As you write about your own feelings, think about how it relates to the way students react when they do not find success in an activity, do not have support that is meaningful to be successful, and/or do not want to participate in related activities again. **

What can you have with you for tutoring math // ? // // colored pencils, markers, pocket full of change, small objects (bag o macaroni or beans or stones as a personal calculator), colored paper or an interesting sized notebook--things to draw the attention of the student // What can you have for tutoring reading, writing, English // ? // // online dictionary? apps? interesting sticky notes to record info., colored pencils, markers, colored papers, interesting notebooks // // --things to draw the attention of the student //

// What were folks' thoughts viewing the 5th graders working on problems and hearing adults' different ways of supporting them--praising efforts, "u really tried!" or saying, "u r smart." //
 * • ** Affirm or praise effort, not answers; **** effort enables students to persevere, focus & be curious. **
 * • Build a GROWTH MINDSET ** every tutoring time as this is key to future successful learning. **
 * • Build a GROWTH MINDSET ** every tutoring time as this is key to future successful learning. **

// Were you surprised by how mistakes turned out to be products that we use? //
 * • ** Affirm mistakes as being useful, necessary, and worthwhile, in fact, essential to learners **** . **
 * • ** How did you feel as you made mistakes today with puzzles and hoola hoops? **

= A Visit to the Doomsday Vault: One of the World's Most Unique Banks = Students sit in pairs or trios as a team, collaborating ideas to answer questions on paper or white board.

= 1. What might be so precious, so important, that it will be stored in an underground vault a few hundred miles from the Arctic Circle, thousands of miles from the rest of the world, and called a 'Safe House for Humanity"?  =
 * Opener: **

With one minute to confer, list whatever items you decide might answer the question.


 * Activity: **
 * Interactive video viewing: stopping to ask and discuss questions at each time stop. **

60 Minutes/ CBS News: A Visit To The Doomsday Vault:Scott Pelley Visits One Of The World's Most Unique Banks @http://www.cbsnews.com/video/watch/?id=3960837n
 * (video is ready, **** screen is **** black, paper is held in front of the big screen to block left side) **

= 1:24 Have you heard of Carey Fowler? =

= 3:23 Considering what you have learned, do you want to add items to the list of what might be stored in here? =

= 5:00 How many kinds of apples existed 100 years ago in the U.S.? =

= 6:00 How many varieties of wheat seeds were there? =

= 8:08 Where are //unstable places// located in the world? =

= 10:40 PERFECT STORM CONDITIONS: What might these be? =

= ** Final question: ** = = Who is Carey Fowler and who will benefit from the work he has spent 30 years of accomplishing? =

transcript of the show 60 Minutes

How the Russians Saved America's Sunflowers
 * Closer: we show and summarize the NPR podcast and hear the final 60 seconds about sunflowers. **

Gerald Seiler

and NPR's Science Friday podcast All About Apples: Some History . ..

= CLASS 13 MULTICULTURAL SCHOOLS =

= TEACHERS =

If teachers are dispensable, then what takes the place?
 * Designing Places Where Learning Happens (with adult support) **

= TEACHERS = Sugata Mitra looks at what happens with a computer, small groups of children working together, and the notion that what interests children will result in education. Learning: A Self-Organzing System that technology can support

View 5 minutes of his TED talk to consider how we learn about learning and then what we do with the new knowledge.

TED talks: Dave Egger's Pirate School
 * Writer and publisher Dave Egger devises an after school setting that does not look like school.**
 * What happens outside of school that can support kids' learning?**

View 5 minutes of his TED talk to consider how what we know about learning can spark ways to create new knowledge. 0:49 - Story begins 1:45- Student struggles and need for 1-on-1 attention 3:00 - Volunteer pool

Summary - Lived in an area where teachers had huge class sizes and students falling behind in English. Large community of writers who had time free during the day. Bought a space for publishing literary magazines that transforms into tutoring space when students get out of school

3:45 - **Beginning of program** 4:50 - setting up the space, gotta sell something, selling pirate supplies because inside looks like a ship 5-6:30 - pirate store info 7:15 - beginning of the store 8:00 - no one shows up **9:00 - Goal of program** 10:00 - success of the program 12:00 - how the space is used (during the day too) 13:00 - expanding to the schools 14:00 - publishing books with students 16:00 - success of the pirate store, bringing in the community 17:30 - similar place opens in Brooklyn 19:30 - all local and volunteer based 20:00 - success of the Brooklyn store and single-student story 21:00 - LA based center as well **22:00 - what you can do**

PHOTO: 4:35-5:58 START: 8:58

TEDx talk: What research tells us about learning
 * Researcher, writer, college professor John Hatties reviews research to learn what does not help and what really does help students to achieve their highest learning goals as he discusses "why so many of our teachers and schools are so successful"**.

Summary- School is successful for most students but it could be for all students. What do we usually think we need to change in schools for all kids to succeed? Things that we can see. What is really needed to change in order to positively affect achievement for all? Not those things, but things that are indeed changeable when we realize what they are.

3:00-5:14 Anyone can teach w/barely any harm to achievement but this is not how great teachers teach. 5:15-8:20 What we think needs change is all but unimportant to affecting achievement.
 * 8:59-13:44 What REALLY affects change in achievement; how we can change these things.**

= Materials teach w/out words or a common language between learners : = origami/puzzles/no word picture books/games/art/dance/movement/gymnastics/technology/stuffed animals/science kits with picture directions

= Multicultural Schools = = ** 3/ rm 128 w/Bob ** =

=== Learn about //New York's Harbor School// located first in Bushwick Brooklyn before its move and afterwards situated on Governers island in the bay:  ===

Sea Change in Education: New York's Harbor School
 * NPR podcast before the move: **

New York Harbor School on Govenors Island
 * Open **** ABOUT: **** MISSION/ HISTORY/ LOCATION/ PRESS **** to learn about the school. **

Classroom on the Water
 * Maritime video about the school: **

In Bronx River, Helping Oysters Stage Comback

Opener:

1. In groups today, we are going to create our own schools and come up with interview questions that we might ask teachers applying to teach at our schools. First, let's see some examples of various types of schools.

Videos are ready to screen on projector:

Classroom on the Water
 * Maritime video about the school: (0:30) **


 * Tiger Woods Learning Center Video :**

Cristo Rey School Internship Video :

Show from 1.04 to the end

2. Give examples of different types of schools as far as their time structure and academic theme.

Time Structure:
 * Traditional School Day
 * Traditional School Year
 * Year Round
 * Extended Day
 * Virtual (Anywhere/Anytime)
 * School/Community Connected
 * School/ College Connected
 * Homeschooling
 * After School

Academic Theme:
 * Arts & Sciences (Traditional)
 * Science/Technology
 * Performing Arts, Music, Dance, Theater
 * Civics/Democracy
 * Agricultural
 * Vocational
 * Language Immersion
 * Multi-Age


 * 3. Activity:**

The traditional school's curriculum is know for being wide, but not deep. However, other types of schools are deep, but not wide. In four groups, see if you can come up with a school that has a wide variety of learning, but also delves deeply into those subjects taught. Please include what type of time structure and academic theme your school would entail. Also, come up with a few questions that you would pose in an interview of a potential teaching candidate?

**ELL: L****earning** A**cademic Language**

English speakers and non-English speakers learn these new vocabularies together.
 * rm 128 **
 * ACADEMIC ENGLISH ** are forms of English that EACH of us is always learning in science, mathematics, politics, geography, economics, architecture, medicine, art, anatomy and physiology, music, dance, theatre, and so on.

New words in English come into the language everyday. From where do they come?
 * Opener: Lauren's mid-semester story **

Groups of 3 students consider the questions and try to identify the place of origin of the words that are now part of English.
 * Activity: Where do these words come from? (Words lists on 6 sheets on display around the room.) **

Visual model of word learning.
 * Activity: Using **** Frayer Model **


 * Closer: Frayer Model a word from a concept area tutors might be using with students: **
 * math, science, English, history**

Oxford dictionary's word o' the year fro 2013

= Learning science as a new language =


 * Mac Lab**


 * Science learning in another language taught using an** **interactive online** **tool. What can we learn and why?**

Knowing a few words and having a model do not guarantee comprehension. This might as well be in GREEK!
 * Opener: ** John Cleese Explains the Brain

**Nikki and a site coordinator explain fotossintese site on the big screen demonstrating what to do.** Tutors experience the site in Portuguese or their choice of language and write what they learn from doing so. Then they experience the site in English to compare what they learned using a new language.

[] With your partner, write what you learn.
 * Activity 1: ** **Using interactive science website in your second best language:** fotossintese

Confirm what you wrote before.
 * Activity 2: View the same activity in English, your first best language. **

[|h**ttp://www.gocomics.com/stonesoup/2011/11/27**]
 * Closer: ** ** Stone Soup 11/27/11 **


 * Conversion: ** H**ow do we learn a new language?**
 * Tutors and site coordinators in groups of 4 identify how we are able to learn a new language today and how we could help others to learn English.**

**Closer:** ** Ham and Eggs Nava's story **

The video, filmed by two cousins, was an assignment for a high school course using video to record memories. The students, bilingual speakers, recorded their uncle describing what he did upon entering the U.S. speaking no English and what he would do each day to order breakfast at the cafe. He explains how he learned new words.

= ELL resources for tutoring =


 * rm 22 **

**Opener**: Groups of 3 students record (on sheets of big paper or on whiteboard) ALL DEFINITIONS THEY KNOW for each word, defining one word at a time, viewing and hearing definitions before proceeding to the next word.

define ** : CRIB/ FAULT/ SOURCE ** **crib** : baby's bed, home, MTV show--pimped out homes, part of the deck of cards in a cribbage game **source** : Doppler Effect in physics, primary document in history, beginning of a river or stream, person or place giving information
 * fault :** mistake in tennis, someone's mistake or responsibility, a break in the land formation, a mistake in code in computer language

__discuss__: What happens when an ELL speaker knows one definition of each of the words, then hears a word in the context where the definition is different from their knowledge?
How do we make these simple for all to understand?
 * Activity **: How do we define the math symbols: + - = x (division)

** Resources for ELL students and tutors: **

1 2 3 Teach Me

Spanish Dictionary/Translation

Little Explorers Dictionary

Khan Academy

Wikipedia

National Library of Virtual Manipulatives

Duo Lingo

**Closer:** ** Ham and Eggs Nava's story **

The video, filmed by two cousins, was an assignment for a high school course using video to record memories. The students, bilingual speakers, recorded their uncle describing what he did upon entering the U.S. speaking no English and what he would do each day to order breakfast at the cafe. He explains how he learned new words.

[|h**ttp://www.gocomics.com/stonesoup/2011/11/27**]
 * Closer: ** ** Stone Soup 11/27/11 **


 * Conversion: ** H**ow do we learn a new language?**
 * Tutors and site coordinators in groups of 4 identify how we are able to learn a new language today and how we could help others to learn English.**


 * Additional Activities **:
 * Is there a universal language which everyone speaks? What might it be?**
 * reading //Tuesday by Wiesner// and other ** ** no word books **
 * folding newspaper bangers from different sizes of paper without oral directions **

Closer **:** Black makes the yoyo a career
 * What could be as hard as learning a new language? **

The Writer's Almanac Jan. 4, 2014 It's the birthday of **Louis Braille**, born in Coupvray, France (1809). He was blinded after an accident in his father's harness shop when he was three years old. At the National Institute for Blind Youth in Paris, Braille adapted an idea used in the French army to send messages that could be read in the dark. He decided that each letter would be represented by a different arrangement of six dots packed close enough that each letter could be read by a single fingertip. He perfected his method by the time he was 15. He published the first book in braille in 1829, and eight years later, he added symbols for math and music to his alphabet. But his method spread slowly, and he was not recognized for his achievement during his lifetime; not a single newspaper published his obituary upon his death in 1852. It wasn't until a British group called the Royal National Institute for the Blind took up the cause in 1868 that the braille method became well known.

Louis Braille said: "Access to communication in the widest sense is access to knowledge, and that is vitally important for us if we [the blind] are not to go on being despised or patronized by condescending sighted people. We do not need pity, nor do we need to be reminded we are vulnerable. We must be treated as equals — and communication is the way this can be brought about."


 * Bullying/ Creating Safe Schools**

Who does the bullying in schools? Students, staff, faculty, administrators, all forenamed?

Examples of bullying by teachers; comments that mean, "you aren't worth it" to students curriculum is not inclusive so students do not see models to aspire to or to assure them that they can

A creed is not a set of rules: Do not or else but a statement of the possible: Believe in yourself; do these things because of who you are!

Urban Prep and Promise Academy model, support, and work in all ways toward INCLUSIVITY!! THEY POSITION STUDENTS TO PURSUE SUCCESS. They do not accept the excuses that make students fail.

THE TEACHERS' JOB IS TO GET THE KIDS TO COLLEGE. THE STUDENTS' JOB IS TO BELIEVE IN THEIR ABILITY TO GET THERE AND TO WORK HARD YO ACHIEVE IT.

NOT A HOSTILE HALLWAYS MODEL OR AN ACADEMIC SCHOOL VS. A LOSER SCHOOL; A WINNER FOR ALL MODEL.

ACT
from Challenge Day is reinterpreted in the Code of Urban Prep

Chicago's Urban Prep Creed @http://www.urbanprep.org/about/newsroom/multimedia/we-believe

CBS NEWS 60 Minutes/ Harlem Children's Zone


 * Class 6: Impacts of Poverty on Learning **

// This American Life: Going Big //

// ** 60 Minutes, December 2009 Geoffrey Canada is interviewed a second time ** //

http://www.cbsnews.com/video/watch/?id=1616633n

Age 21 in America

= Class 4 **Tutoring Math** =


 * Key Points**: Math & Gender | Games | Online Tutorials |

“**Read or DO**” is one concept explored: must we read & memorize formulas about how to solve or do we explore, DO, and learn.


 * 1 . Children's 3-D Math Games Qwirkle: Foxwoods for Kids **
 * ages 4-104 can play/no need for a common language
 * no one right answer/many answers are correct
 * strategies change the total points of turns
 * 4th grade rules change the box rules and make the game more interesting


 * 2. A. Online Tutors & Online Resources ** NLVM spinners ** Mac lab **

[|http://nlvm.usu.edu]
 * no one right answer
 * power to think and change is in the hands of the student

Opener: The difference between procedural and conceptual?
 * the way the directions are presented is deliberately NOT like a step by step how to manual
 * who sets the spinners and learns the results of those actions


 * 2. B. Reviewing the teaching of the MI 1-2-3 time Walk Back/Hoola Hoops & MI assessment/Puzzles Solving **


 * how would you teach this activity
 * what would you change

With the hoola hoops, people all tried again or those who could not do it went into the stairwell to try alone or w/a coach, their choice point: you as a tutor must be able to make the activity you are involved in draw the student to successful learning

Opener: Doubling and choice/which salary do you want to have?: Sam teaches procedure/ Pete teaches the idea
 * 3. Math & Gender (Bob) **
 * Grace Hopper
 * PBS Newshour Video on Girls & Myths About Girls

**Links**: []

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[|http://www.amathsdictionaryforkids.com]

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**Class 3** ** Tutoring Readers ** Imago Zoo Zoo 57 sec.-2 min.
 * What kinds of things bridge the language barriers? **


 * "Nothing is perfect", Julio's story. **

Bobby McFerrin teaches the pentatonic scale in a way that guarantees maximum success, enjoyment, and learning. []

**1-2-3 Time**

 * 4:00 - 6:00**

<span style="font-family: Arial,Helvetica,sans-serif;">**1. Upstairs (Bob)** > <span style="font-family: Arial,Helvetica,sans-serif;">- Transcontinental Rail Road Reading (with test on back)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Intro Reading is . . . / Reading difficulties are . ..
 * <span style="font-family: Arial,Helvetica,sans-serif;">What are you reading? ↔ What is causing the most difficulty?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Chart on what kids are reading (What are kids doing %)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reading frequency
 * <span style="font-family: Arial,Helvetica,sans-serif;">Fat City

<span style="font-family: Arial,Helvetica,sans-serif;">- Textbook vs. Techbook (Wiki)

<span style="font-family: Arial,Helvetica,sans-serif;">- Vocabulary

<span style="font-family: Arial,Helvetica,sans-serif;">- How can we use what we know to understand words we don't recognize? - Nikki


 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Baloney Henry, P. ****<span style="font-family: Arial,Helvetica,sans-serif;">Prior Knowledge; ****<span style="font-family: Arial,Helvetica,sans-serif;">Vocabulary in context; Picture Reading - **<span style="font-family: Arial,Helvetica,sans-serif;"> Corey, Peter


 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Children's Books ****<span style="font-family: Arial,Helvetica,sans-serif;">How do we read ancient texts or print? **<span style="font-family: Arial,Helvetica,sans-serif;">**Rosetta Stone and Mayan glyphs; Prior Knowledge and perception necessary** Sinead and Mia


 * <span style="font-family: Arial,Helvetica,sans-serif;">6:00 – 6:30 Sites **

<span style="font-family: Arial,Helvetica,sans-serif;">Geoffrey Canada Video (from assignment)

<span style="font-family: Arial,Helvetica,sans-serif;">- I'm going to save you

<span style="font-family: Arial,Helvetica,sans-serif;">- from harm, embarrassment, feeling stupid, acquiring a fixed mindset

<span style="font-family: Arial,Helvetica,sans-serif;">- become committed: by taking the first step


 * <span style="font-family: Arial,Helvetica,sans-serif;">Talking Points - **

<span style="font-family: Arial,Helvetica,sans-serif;">1. Let's talk about mentoring - who do you (or do you) credit anyone for helping you feel safe or confident in school?

<span style="font-family: Arial,Helvetica,sans-serif;">2. What surprised you from the podcast in class today about Harlem Children's Zone, the creation of Geoffrey Canada?

<span style="font-family: Arial,Helvetica,sans-serif;">3. How do you learn new vocabulary? Dictionary? Context? Phone a friend?

<span style="font-family: Arial,Helvetica,sans-serif;">4. What do you think is the impact on learning of the difference in the # of words heard and spoken by upper/lower class?

<span style="font-family: Arial,Helvetica,sans-serif;">5. What resources provide you with new vocabulary?

<span style="font-family: Arial,Helvetica,sans-serif;">6. What type of reader were you in elementary school?
 * <span style="color: #ff00ff; font-family: Arial,Helvetica,sans-serif;">Possessing on-grade skills but lacking interest
 * <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">Lacking on-grade level skills and confidence
 * <span style="color: #0d929c; font-family: Arial,Helvetica,sans-serif;">Strong reading skills and interest bored by assigned texts

<span style="font-family: Arial,Helvetica,sans-serif;">Now type describes you as a reader? How did change occur?

<span style="font-family: Arial,Helvetica,sans-serif;">7. Were you a fluent, independent reader by fourth grade? How did this status (yes or not) affect you in school?

<span style="font-family: Arial,Helvetica,sans-serif;">8. Do any of the needs of adolescent readers describe you?
 * **<span style="font-family: Arial,Helvetica,sans-serif;">experience in thinking critically, **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">use of diverse texts, **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">exploration of multiple perspective, **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">adequate and appropriate reading materials, **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">interesting conversations with instructors, **
 * **<span style="font-family: Arial,Helvetica,sans-serif;">connections made between adolescent & school literacy **

What things do you read?

What would you like to be able to read that you cannot read right now?
 * • What do you read throughout a day and a week? Do you read these on paper? On the computer? On a phone? On an iPad/iPod?
 * • What do you read that does not have words?

Class 2 Multiple Intelligences/Mindsets/Making Mistakes

In one paragraph describe which Tuesday workshop activity interested you LEAST : <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Multiple Intelligences //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">: ////<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">A Walk Back in Time // <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Growth or Fixed Mindsets: //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Being "g //ood //at" or "bad at" something and what that means// <span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Prepare for Mistakes in Learning: //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;"> Puzzle Solving & ////Hoola Hooping//


 * <span style="color: #ff4a00; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">What factors caused you to be disinterested **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">, i.e. teaching style and directions, length of time of the activity, activity topic, being with peers you don't know, making mistakes, a combination of these, or something else entirely?

**<span style="font-family: Arial,Helvetica,sans-serif;">As you write about your own feelings, think about how it relates to the way students react when they do not find success in an activity, do not have support that is meaningful to be successful, and/or do not want to participate in related activities again. **

P. S. Sharon will not be offended if you write that you did not enjoy walking back, hoola hooping, or puzzle solving!! :0)

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 * Shirley Chisholm 2:08 **

= = [|Black History, Lost, Stolen, or Strayed] = =

= = Andy Rooney = = The Cosby Show = =

= = African American Scientists & Inventors = =

= = Morgan Freeman explains to 60 Minutes, in 60 seconds, why he believes there should not be a Black History Month. = =

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= = Define power and illusion = = We have seen the illusion created by defining races; let's investigate what power that illusion exerts politically, socially, monetarily. = = Race the Power of an Illusion PBS = = = = = = = = = = = = = = = = = = = = = = = = = = = = =__ Multiple Intelligences __=

Assessments BGfl Multiple Intelligences

Edutopia Multiple Intelligences

Activities National Gallery of Art

[]
 * They Might Be Giants sing and animate the periodic table. **

** The Power of the Pentatonic Scale ** http://worldsciencefestival.com/videos/the_power_of_the_pentatonic_scale



**A Walk Back In Time**
 * Galaxy Song by Eric Idle **
 * http://www.youtube.com/watch?v=44DlSj6bnn4**


 * song lyrics for Galaxy Song**

**Back in Time=iPad App trailer** @http://www.youtube.com/watch?v=CqLAsyG1U1U




 * John Hancock Tower**

History of the Earth in 24-hour clock

Deeptime Clock

=__ Mindsets and Puzzles __=
 * F. A. T. City : Visual Perception **



=<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 24px;">Reading =

http://www.youtube.com/watch?v=Xx5kr2T7rK8
 * F. A. T. City: Reading and Decoding **

[]
 * F. A. T. City : Reading Comprehension Activity **

http://www.npr.org/books/authors/138262463/brian-selznick
 * Brian Selznick's graphic novels **

=<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 18px;">The following activities are for our fourth class: =

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 18px;">Kahn Academy []

Learn Alberta River Raft []

National Gallery of Art Kidzone []

[]
 * National Library of Virtual Manipulatives **

How to Teach Math as a Social Activity []

Interactive charts and graphs [|**How Americans Spend Their Day**]

=<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 18px;">Writing activities fifth class: =

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"><span style="background-color: #ffffff; color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Riddle Interactive** **from the National Council of Teachers of English** <span style="background-color: initial; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[]

<span style="background-color: #ffffff; color: #0000ff; display: block; font-family: "Arial Black",Gadget,sans-serif; font-size: 120%;">**Scholastic Publishing Poetry Idea Engine** <span style="background-color: initial; color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">[]

**KidsZone Learning** Create a bar graph of writing choices

Philip Schultz, Poet
NPR: Dyslexia Didn't Keep Poet from a Pulitzer

http://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar

Steven Spielberg, Writer, Director, Filmaker of Stories
[|Steven Spielberg 60 Minutes]

The Writer's Almanac
The Writing Craft is Learned Where You Least Expect It

“I want to live other lives. I've never quite believed that one chance is all I get. Writing is my way of making other chances.”
—Anne Tyler


 * Age 7 in America **

[]



**<span style="color: #114488; font-family: Arial,Helvetica,sans-serif; font-size: 26px;">Cartoons, Words, and Comprehension --what creates humor? **
**Opener: Is knowing vocabulary--knowing word meanings--the most important part of comprehending a new language?** **Defining common words:** ** We ask groups to COLLABORATE and converse FIRST, then one goes to the board to write ALL of the DEFINITIONS THEY KNOW for ONE of the words: they will be amazed at how many definitions each of these words actually have. **

** define: CRIB/ FAULT/ SOURCE--- 1 student from each group of 3 goes to the board, ** ** 3 TEAMS site coordinators ask, ** ** one word at a time, ** ** for different definitions, **

**crib** : baby's bed, home, MTV show--pimped out homes, part of the deck of cards in a cribbage game **source** : Doppler Effect in physics, primary document in history, beginning of a river or stream, person or place giving information
 * fault :** mistake in tennis, someone's mistake or responsibility, a break in the land formation, a mistake in code in computer language

What happens when an ELL speaker knows one definition of each of the words, hears each in the context where the definition is different from their knowledge? How might listeners feel? What would you say is a sine qua non for comprehension?

**Activity 1:** ** Viewing comics from Boston Sunday Globe 11-27-11 **


 * Pooch Cafe, 11/27/11 English & Spanish, displayed first in Spanish, then in English:**
 * What is happening?**
 * Let's read this comic.**

**"Do we need to know English vocabulary to comprehend** **the humor?"** http://www.gocomics.com/espanol/poochcafeespanol/2011/11/27 http://www.gocomics.com/poochcafe/2011/11/27

http://www.gocomics.com/bliss/2010/10/14
 * Bliss by harry bliss, 10/14/10 **

**Let's view others from Sunday's Globe:** http://delicious.com/stacks/view/FS8nyP# In a large group we view the comics. In pairs, students discuss and answer these questions putting responses in a chart on the board: **"Do we need English vocabulary to comprehend** **the humor?"** **If so, what vocabulary do we need to know****?"**

**Activity 2:**

**What difference does vocabulary make? What importance is the vocabulary is the MCAS test?** Open 4mality, our math tutor for 3rd-6th grades, and Wayang Outpost, for middle and high school students, to analyze the way the questions are stated and consider what vocabulary is needed to successfully understand the question's meaning. Groups of 3 list words that they think need to have a dictionary-and in what languages.

Look at the 1st question in the Demo: Miguel's potato chips
 * [|4mality.org] **

http://cadmium.cs.umass.edu/wayang2/flash/client/#
 * Wayang Outpost **

**Closer:** **Why is vocabulary so important for both ELL kids and those in less affluent circumstances?** []. This soccer team in the US has 50 different languages!! How do the players communicate? <span style="background-color: initial; color: #114488; font-family: inherit; font-size: 13px; vertical-align: baseline;">[] (NPR)
 * Geoffrey Canada knows the importance of vocabulary:**
 * Listen to the 2 minutes, 10:45-11:45, ** of the podcast from This American Life //,// broadcast on NPR
 * and**

=<span style="color: #114488; font-family: Arial,Helvetica,sans-serif; font-size: 33px;">Learning another language is easy? = **Opener:** **Joe interviews 3 women for the in person show, Bilingual Today:**

"I think some of us believe the same as this young girl in this comic." http://www.gocomics.com/stonesoup/2011/11/27
 * Stone Soup comic 11/27/11**

**Megan introduces herself for 1 minute in each language,** **telling** **the story of how she learned another la****nguage to become bilingual.** **Others in the class, live, do the same.**

When did you begin to learn a language different from the one spoken in your home? **How is being bilingual helpful to you?** **Are you interested in learning more languages?**
 * How many language do you speak?**

Lily born in China, learned Korean as a new language, visited Korea, and studied English as a new language there and came to the US as a bi-lingual, bi-literate person in Chinese and Korean, developing these skills in English. Megan was born in the USA and learned French as a new language in her English-French Immersion program in the public schools of her hometown in Massachusetts. She was in the program K-12 and is bi-lingual and bi-literate.


 * Activity :**
 * Someone, speaking in Portuguese, fotossintese.**


 * The tutors experience the site in Portuguese and tell each other what they know. Then they experience the site in English to see what they can really learn with understanding and vocabulary.**

fotossintese, photosynthesis http://www.johnkyrk.com/index.pt.html

**Closer:**

**View "HAM & EGGS"**

The video. filmed by 2 high school students, cousins, was an assignment for a high school course where video was used to record memories. The students, bilingual speakers, asked about their uncle's entry into the US, and they recorded the story of how when he first came to the states how he would go to a local dinner to order the same breakfast everyday, NOT because it was his favorite meal, because it was the only food he knew the name of in English and was able to ask for


 * Ham and Eggs <span style="background-color: initial; color: #114488; font-family: inherit; font-size: 17px; vertical-align: baseline;">[|Nava's story] **

** Have you tried to order food in another language? ** ** What if you had no choice and you had to order what you could say? ** ** How would this make you feel? **

http://www.enchantedlearning.com/Dictionary.html
 * Tutors choose a language and explore pages of the Enchanted Learning** **pictionary/dictionary:**

=<span style="color: #114488; font-family: Arial,Helvetica,sans-serif; font-size: 33px;">Bob explores: Where Does English Come From? =

**Opener:** **Identify new words or phrases that you heard or learned in the past year. Write them on the boards.** Where do new words come from?

**Activity 1:**

**Make up a word of your own and define it.**

**Activity 2:** **Identify how these words came to viewed as English vocabulary.**

For background on the development of the English language, see [|Words, a website from the Children's University of Manchester]

**Activity 3:** **Using the interactive map, pairs of students on computers, see the growth in Spanish speakers in the U.S. states:**

**Interactive map from NPR:** http://www.npr.org/2011/10/19/141235534/spanish-english-and-spanglish-facebook-fans-react

**New York:** **Governor Cuomo Issues Executive Order to Improve Access to State Services for Non-English Speakers** @http://www.governor.ny.gov/press/10062011nonenglisheo
 * What states have laws proclaiming English only?**

**Closer:** **What are the implications of English only laws for American workers and for schools?**

http://www.npr.org/2011/10/10/141150607/west-liberty-is-iowas-first-majority-hispanic-town
 * What might happen as a mostly Anglo town shifts to a majority-Hispanic town?**

ELL ideas: English-Italian dictionary: <span style="background-color: initial; color: #114488; font-family: inherit; font-size: 13px; vertical-align: baseline;">[|**http://www.enchantedlearning.com/language/italian/label/africananimals/**]
 * Taking a test in Italian-correctly naming the animals:**

Viewing some of the information about **Margarita Munez, and how she inspired the creation of a bilingual immersion school in Boston:** http://delicious.com/stacks/view/CpZbZ7


 * //www.pbs.org/newshour/art/blog/2012/04/conversation-henry-ossawa-tanner-at-pennsylvania-academy-of-fine-arts.html//

**Technology provides interest: video provides life to a topic.**

**Interactive viewing** : Students discuss all questions with each other, answers are posted on the front board.

**Opening question** :
 * What might be so precious that it would be stored in an underground vault located a few hundred miles from the Arctic Circle, thousands of miles away from most of the rest of the world, and called a "Safe House for Humanity"? ** **Students talk with each other, call out ideas to be listed on the board.**

@http://www.cbsnews.com/stories/2008/03/20/60minutes/main3954557.shtml 60 Minutes/ CBS News: A Visit To The Doomsday Vault:Scott Pelley Visits One Of The World's Most Unique Banks
 * Hear Scott Pelley's introduction**

1:24 Who is Carey Fowler? What kind of scientist is he? Anybody know?

3:42 What is on our list that might be in these?

5:04 How many kinds of apples existed 100 years ago in the U.S.? Talk to each other. Come up w/a #.

6:00 How many varieties of wheat seeds are there in the world today, do you think? (record #s)

8:08 Where might unstable places be in the world?

10:40 PERFECT STORM CONDITIONS: What might these be?

**Closing Statement** :

We used video to view this story instead of assigning a reading with fill in the blank answer sheet because we intended to make the learning experience memorable and attention getting.

Did we succeed? If you are able to identify Carey Fowler and describe the seed bank to others, we have succeeded with the learning goal, that you know and can communicate this information to others now.

Closer: class listen to the NPR podcast about sunflowers [] How The Russians Saved America's Sunflower

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 19px;">** Visit to the New York Harbor School **
<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 16.2px;">Hear the first report before the school relocated--2009 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 16.2px;">: <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">**__// New York Harbor School Seeks //__** **__// Sea Change In Education //__** ==== [] ==== <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Visit the campus:

@http://newyorkharborschool.org/about/our-mission-vision/

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 18px;">// __** New York Harbor School on Govenors Island **__ //

[]
<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">** Webquest: Open links across the top of the page to learn ** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">** About ** <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;"> : <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 16.2px;">Our Mission & Vision <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 16.2px;">: Read the information and watch the video about the school. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">** Our Community: ** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 16.2px;">Students <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 14.4px;">Explore other links that interest you to learn about this school.

http://www.youtube.com/watch?v=dk60sYrU2RU


 * ESL 1-2-3 time Activities: **


 * 1. Understanding language: word definitions + **** context of use = comprehension **


 * Sam Bell and members of her class present a math anxiety activity: 20 minutes **

A math term (written as a symbol) is on each board; groups of 3 or 4 circulate on cue defining the term. We all end up where we began to see what others have added to our initial definitions and synonyms.

**How confusing can math be when the words do not have a meaning that is simple and unchangeable? plus minus/subtract equals + - = and take away is**

Pete tells the story of his attempt to tutor the student with a problem "defining for x". This will lead us into solving another problem that he writes in a similar way to the idea of personalizing it.

We will not have time for these activities: Each of us leading the learning takes a turn asking groups of 3 students to define a word writing the definitions on chalk or white board for all to see: we will be amazed at the multiple definitions of each word depending on the context of use.
 * Opener ** : Define these words **.**

define: ** CRIB/ FAULT/ SOURCE **

crib: baby's bed, home, MTV show--pimped out homes, part of the deck of cards in a cribbage game fault: mistake in tennis, someone's mistake or responsibility, a break in the land formation, a mistake in code in computer language source: Doppler Effect in physics, primary document in history, beginning of a river or stream, person or place giving information

**discussion:** How confusing for an English speaker to understand a conversation if the meaning of one of the words is unknown! ELL speakers who know only one definition of the words are similarly bewildered. **If context for the word use is different from our knowledge, we cannot comprehend meaning. How does this feel to experience?**


 * We may have no time for what follows IN THIS ACTIVITY: **

"**What do we need to know to comprehend the plot and GET the humo**r?"
 * Activity: ** Get the joke?

Pooch Cafe 11-27-11 Spanish Pooch Cafe 11-27-11 English

Bliss by harry bliss, 10/14/10

Mother Goose and Grimm 11-25-10 11-27-11 **What do we think creates meaning from reading words and pictures?**
 * List on the board the factors or conditions that create meaning for us as we read words and pictures.**

Sugata Mitra: The Child-Driven Education, 2010 indoctrinate outdoctrinate
 * Closer: **Stone Soup 11-27-11
 * How do we learn another language? **

The Boston Sunday's Globe: http://delicious.com/stacks/view/FS8nyP#


 * 2. How do we make meaning if we do not know the language? **


 * Opener ** :
 * W** **rite a list of foods you would choose during a week-end in Amherst where you could have any choices and money is not a determiner of what you choose.**


 * How easy was this to do?**
 * Which of these foods are English words?**

**Activity:** We are going to a website ,** fotossintese where you will be able to learn in a new language **.

Write in English what you learn on each of these pages. The tutors experience the learning in **Portuguese** telling each other and writing what they know as they go along. Then they experience the learning in **English** photosynthesis to compare the vocabulary of each experience.

**prior knowledge of the science/ words that looked similar to those we know/ interactive animation/ each other/ pictures**
 * How easy was it to learn from the Portuguese version of the website? Why was this? What were we able to use to help us?**

Filmed by 2 high school students, cousins, the video was an assignment for a high school course where videos were the medium to record memories. The students, bilingual speakers, asked their uncle about his entry into the US, and they recorded this story:
 * Closer: **
 * View** "**HAM & EGGS**"


 * When he first came to the states he went to a local diner and ordered the same breakfast everyday, not because it was his favorite choice, but because it was the thing he knew how to say in English. When he learned new words, breakfast changed.** **He hyper-listened, intently watched, wrote in phonetic spelling the words he wanted to remember** **.**

Have you tried to order food in another language or tried to purchase something or to understand directions? You don't have to leave the country, you see a word on a menu here, like insalata, and you don't know what it is but you look at the other words around it and you see lettuce, then you know it's salad. What if you had no choice and you had to order what you could say? How would this make you feel?


 * Students who do not have the prior knowledge and do not see similar vocabulary have a very difficult time learning topics and ideas as they are learning a new language and simultaneously trying to learn knowledge in math, history, science, and English.**


 * Photosynthesis**
 * Prior Knowledge**
 * Similar Vocabulary**
 * Learning in a new Language**

Choose a language and explore pages of the Enchanted Learning pictionary/dictionary:

**Where do NEW WORDS come from?**

Kate's short description of Thanksgiving events.

(For interactive on the development of the English language, see Words, a website from the Children's University of Manchester)
 * Opener: Looking at one of the lists of words displayed in the room, groups decide the origin of the list. **

Identify new words or phrases that you heard or learned in the past year. Write them on the boards.
 * Activity: **

Make up a word of your own and define it.

Origin of the most used term presently ** FISCAL CLIFF **?

What states have laws proclaiming English only? "Sixteen states have "English Only" laws, and many others are considering such laws. In some states, the laws were passed decades ago during upsurges of nativism, but most were passed within the last few years. The "English Only" states are Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North Carolina, North Dakota, South Carolina, Tennessee and Virginia." ACLU English Only

New York's Governor Andrew Cuomo Issues Executive Order to Improve Access to State Services for Non-English Speakers Gov. Cuomo's Executive Order

Using the interactive map, pairs of students on computers, see the growth in Spanish speakers in the U.S. states: Interactive map from NPR:

Spanish-English-and Spanglish-Facebook Fans React

**Closer:** What are the implications of English only laws for American workers and for schools?

What might happen as a mostly Anglo town shifts to a majority-Hispanic town? @http://www.npr.org/2011/10/10/141150607/west-liberty-is-iowas-first-majority-hispanic-town @http://univisionnews.tumblr.com/post/15216946668/in-iowas-first-latino-majority-town-frustrated-obama


 * Class 1: Tutoring in TEAMS 1-2-3 time activities **

http://nces.ed.gov/nceskids/graphing/classic/bar_pie_data.asp?ChartType=bar This course is a **pedagogy** **experience previewing** forward learning and future communicating, where learning is going w/technology.
 * 1.** __**Course Construction- Bob**__: explains the way this course is constructed, **FROM THE INSIDE OUT**, or **FLIPPED**, in that the information for the class is in the assignment on the wiki and the activities during class are the demonstrations and experiences that develop conversations.


 * 2.** **__The parts of the class__****__-__** **__Eric and 2 more:__** describe the weekly seminar in Furcolo, weekly tutoring in a school (preschool/elementary/middle/high), weekly assignments posted online w/multimodal activities for learning. Tutoring hours from America Reads/Counts or Big Brother, Big Sister count toward hours.


 * 3.** **__An in depth review of the wiki-__** **__Peter and 2 more:__** examine how this tool facilitates the course. The word "wiki" is Hawaiian for rapid, because it enables rapidly changing, rearranging, and improving the text and the offerings. The wiki is a multimedia resource that includes links to different videos, podcasts, articles, and interactivities that support the Multiple Intelligences. This differentiated learning addresses mindsets- students realize that "They CAN learn." Tutors will then be able to explore the home page, syllabus, and assignments.

__**Second half of class: site selections**__ Class splits into two groups: Elementary-middle and High School to hear about the options for tutoring sites and to establish where they are going to be tutoring.

__**Assignment or Final Activity**__: What do we believe about learning? What can you learn? What can you NOT learn?

Viewing the Indian children learning the computer w/out adult aids or tutors. view TED video here.

FAT city- perception, Bobby Mcfarren, multiple intelligence quizzes, A Walk Back in Time
 * Class 2: Multiple Intelligences and Mindsets 1-2-3 time activities **

Opener: conversation in groups of images or activities that teach the amount of time that life has been a feature of the planet Earth. table timeline: objects and signs arranged on the table in the order of appearance on Earth.
 * 1. Sharon and 2 more- __A Walk Back in Time__**

Activity: Top layer of paint on the John Hancock building as the beginning of human existence.
 * A Walk Back in Time**: where might we stand to be at the beginning of life on Earth?

Closer: Eric Idle's song about the universe

What were the different intelligences used in this activity and how might they appeal to different learners than the classroom timeline?

Break into threes to discuss this. Here's teacher who uses non-traditional intelligences in his teachings. (Show the first video)
 * 2. __Multiple Intelligences:__** __What types of intelligences or learning styles do most schools teach to and favor in classroom learning experiences__ ? Are we the people who found this teaching and learning most easy to do?

Opener: Bobby McFarren Why was Bobby McFarren's methods of teaching so effective?

If you were a musical learner or a bodily-kinesthetic learner this method of teaching may have worked well for you. But maybe some of you are not quite sure of your intelligences. This brings us to our next activity. Acitivity: Multiple Intelligence quizzes

Now keeping your newly discovered intelligences in mind, lets take a look at this video on perception, filmed by a group called FAT City. Closer: FAT city Perception

What did this video on perception show you about how learners learn and how teachers tend to teach? Blaming the victim is not the right way to go. It is up to the teacher to search for new ways to present information to the student in a way that suits the student's learning style.

Opener: How many of us want(ed) to be acrobats when we were kids? Sesame Street's acrobatic school
 * 3. __Mindsets: How do we learn and increase our skills (improve our performance) at whatever we do__?**

How do we learn new skills now? What do we need to do? Activity: Hula Hooping Can we tutor hula hooping?

Closer: Do you have a fixed mindset or a growth mindset when it comes to hula hooping? How about when learning math and reading in elementary school? If you had a coach or a tutor, do you think this mindset would have changed?

=** Class 3: Tutoring Reading 1-2 time 1 hour upstairs, 1 hour downstairs **=

** VOCABULARY AND ARCHETYPES **

 * For this activity, HALF THE CLASS will be split into GROUPS in three different rooms**


 * 1 A **
 * Opene**r: Hi, everyone, today we have a different kind of alphabet book for you to read.

-This is the //Abstract Alphabet//. Who would like to read "A?" After it is apparent that no one can read it, repeat this step for B and C. Wait a minute! There is something similar about the letter C to the letter A. About this time some one will catch on and say Cat or Dog. As the narrator, do not confirm this but act like its a possibility. Go back to A and chances are the tutors will guess Ape and Ant. By this time you are ready to move through the book as they have a good time guessing what animals each page represents.
 * Activities**:

- Here is a second alphabet book: //The Univers Revolved.// Read the title of //The Univers Revolved//. Little does the class know that the book is actually upside down and backwards. "Oops! had it upside down! Here is //the Univers Revolved.// Quickly reveal the alphabet page and then proceed with the book. Ask if anyone would like to read the first page an so on. After a while, the tutors may become frustrated. At this point, go through the ABCs on the first page. Some of them will be able to read the letters, so you can proceed with the reading as they should explain their strategies to others. This book looks a lot like a puzzle to some readers. How can their peers tutor them without giving away the answers?

Could you imagine how hard it would be for a child that does not have this context to be able to read this book?
 * Closer**: Why do you think you were able to read these books? (prior knowledge, experience, context)

Have Sharon or another brave soul read Tuesday aloud to the class. Encourage the tutors to break up into small groups of 3 or 4 and narrate each of the stories.
 * 1 B **** TUESDAY, David Weisner **** WORDLESS PICTURE BOOKS **
 * Opener**: "What do you, as University students, read over the course of the week?" There are ways to read without words, and picture books can be a good way for kids to show their creatvity and begin to read.
 * Activities**: -Tuesday and Full Moon Soup
 * Closer**: Picture books are another great way to extend their vocabulary, creativity, and plot development.

In groups, we'll peruse the lists, identify synonyms for the words, and write them on the lines. Any questions?
 * 1 C Baloney (Henry P.), JON SCIEZKA and LANE SMITH **
 * Opener**: Hello everyone! Today's ** thesaurus activity uses the vocabulary lists ** displayed on the boards.

Second, narrators radio read each page (displayed on the overhead screen). Tutors define and identify a synonym for each of the words as ** they read pictures and text ** in the story. Each group of 3 takes a turn to record a synonym for a word, going around the room to each group in rotation. Third, on the second and third rotations a new person in teach group goes to the board to write.
 * Activity**: First, ** groups of 3 tutors collaborate as they walk around reading the lists of vocabulary words ** from ** Baloney **.

Is knowledge of the ** archetypal OLD TALE **, the dog ate my homework, also influencing comprehension? Do context and illustrations illuminate the vocabulary of this comic for reader comprehension? http://www.masslive.com/comics/?feature_id=Zits&feature_date=2012-05-29
 * Closer**: Each group discusses: How are ** CONTEXT and ILLUSTRATIONS used to tell the story of Baloney (Henry P.) **//?//

Joy Hakim, high school history texts, and resourcesforhistoryteachers Bob shows the class three different styles of history text. One of these will be vocabulary-heavy book with few pictures, deemed the typical high school textbook. Joy Hakim's book includes a healthy balance of both text and pictures. Lastly, Bob will show the resourcesforhistoryteachers wiki and describe how technology is allowing teachers to use more multimedia and interactive methods for teaching.
 * 2 Bob + 2 s.c. - History text books: ** Which do you prefer?

Site groups: Reading Charts and Graphs


 * Class 4: Tutoring Mathematics 1-2-3 time **

__**1. Math Tutors**__ Opener: One of the things that we will be doing this semester is finding ways to introduce technology in the classroom, and moving away from the traditional use of textbooks to teach mathematics. Today we have three 21st century online math tutors that are teaching kids new ways to look at math and science, especially word problems.

Activity: Kahn Academy [|4mality] [|wayang outpost]

Closer: Kay Toliver and alternate methods to teaching mathematics

How was Kay Toliver's lesson effective in teaching her class? (real-world relevance, adhering to multiple intelligences, artistic and fun) Kids understand how moving furniture and planning an apartment can be a useful skill.

__**2. Math Websites**__ Opener: Who in this room likes math? If you do, please stand up. (barely anyone stands up) Today we are bringing in some reinforcements- some new tools that children and adults can use practice their math skills and make it more enjoyable.

Activities: Show the tutors some of the different math websites that they can use in their classroom to build a "tool belt" for tutoring mathematics. These include:

[|National Gallery of Art Kidzone] [|National Library of Virtual Manipulatives] Interactive charts and graphs [|Learn Alberta River Raft]

Someone can lead the tutors through them on the big screen as they use their own computers.

Closer: Who in this room thinks that they would enjoy math more if they were able to learn using some of these resources when younger? Please stand up. (more people stand this time)

__**3. Bob: Gender statistics in math using charts and graphs**__

Opener: TBD

Activity: Someone hands out the data sheets that show the learning curve for boys an girls in the math subject area, while Bob explains some of the data using graphs and charts on the blackboard.

Closer: Why do girls have a higher tendency to struggle with math at an early age than do boys? Why do boys tend to struggle more with reading and writing?

Fall 2012 tutoring math
 * Key Points**: Math & Gender | Games & Gaming | Online Tutorials |

“Read or DO”


 * 1. Children's Literature & 3-D Math Games**


 * Qwirkle
 * Pig
 * Books


 * 2. Online Tutors & Online Resources (mac lab)**

Opener: The difference between procedural and conceptual? (Start with 4mality on big screen)


 * How do you solve combination problems?**


 * **4 scarves, 1 pant, 1 sweater**


 * __**4Mality**__
 * Wayang Outpost
 * Maths Dictionary
 * __**NLVM**__
 * __**Kahn Academy**__
 * Learn Alberta
 * Motion Math

Closer: Riddle – can you hide from math?


 * 3. Math & Gender (Bob)**


 * Grace Hopper
 * PBS Newshour Video on Girls & Myths About Girls
 * Ted Talk About Boys

**Links**:

[]

[]

[]

[|http://www.amathsdictionaryforkids.com]

[]

[|http://nlvm.usu.edu]


 * Class 5: Tutoring Writing **

__**1. Bob- How to write an essay**__ Opener: Bob shows some strategies that can help with tutoring writing. In this activity he builds a step by step process which includes: brainstorming, breaking down the essay into its different components, and writing the essay. Activity: Bob hands out a science and math open response question and the tutors can pair up to try to answer eac

Riddle Interactive from the National Council of Teachers of English [|Scholastic Publishing Poetry Idea Engine]

__**3. Writing Poetry**__ Opener: Who here thinks they are good at poetry? What comes to mind when thinking about writing a poem? (Many people think only of rhyming when writing poetry.) Today we are going to introduce you to a few different styles of poetry that do not have to rhyme.

Activity: Break up into groups of two or three. Try to create at least one of each of these poems: Acrostic, Haiku, Two-person poems.

[|Closer: NPR: Dyslexia Didn't Keep Poet from a Pulitzer]


 * Class 6: Impacts of Poverty on Learning **

//[|This American Life: Going Big]//

//**60 Minutes, December 2009 [|Geoffrey Canada is interviewed] a second time**//

//[|Age 21 In America]//


 * Class 7: Whose History **

1.**Opener:** Two site coordinators are struggling over a history quiz that has just been assigned. The quiz features important people who are unfamiliar to them. When it is evident that they do not know any of the names, they turn to the TEAMS tutors for help. In small groups the tutors gaze at the quiz with blank faces, as they are unable to identify the figures. This is not because these are not important people, but rather that their history has been lost, stolen, or strayed. "Roll the Film"

Names of featured historical people in the film, randomly ordered, listed on paper and separated into thirds are copied. Opener: Site coordinators and presenters stand in front of the class, each looking at one third of the list of names. Saying the names out loud, one at a time, looking quizzically at each other, they realize that they don't know ANY of the people on the list.
 * Activity: Bill Cosby's video: [|Black History: Lost, Stolen, or Strayed]**

Dr. William H. Cosby, Daniel Hale Williams, Norbert Rielleux, Matthew Henson, Jan Ernst Matzeliger, Deadwood Dick, Jim Beckworth, York, Jean-Baptist Point de Salle

"This is not good!" "We're going to fail this test!" "Looks like we need some help!" One turns to the students in front of them and asks, "Is there anyone who knows a name on these lists?" Another asks groups of three students to talk with each other and see if they know who any of the people are. When one minute elapses and it is obvious that no one knows, one of the students in front says, "We need to find out." Another in the group gives directions, "Working in groups of three, work together to identify these people. When you hear about someone on your list in the video we're about to see, record the occupation of that person on your paper." The third person in front says, "Roll the film!" Activity: Bill Cosby's Black History introduces everyone to the important people on the list. When the film is finished, ask "Why do you think all of these people were missing from our memories of history classes?" Bob's describes the scenario- student whose mother sends a letter to the teacher objecting to her son participating in Black History Month activities. One of the students gives the directions: "One of you is the student teacher, one is the teacher, one is the counselor. Help each other think about the needs of the child (counselor), the needs of the school (teacher) and the needs of the family's feelings (the student teacher). Brainstorm together what the contents of your letter back to the mother might say."

Students ask each group to summarize their ideas for the contents of the letter. Morgan Freeman explains to 60 Minutes, in 60 seconds, why he believes there should not be a Black History Month.
 * Closer:**

__**2.Children's Picture Books**__

Jackie Robinson, Yertle the Turtle,

3. __**Women in History: Grace Hopper, Amelia Earhart, Bessie Coleman**__

Opener:

Activity: Explore the delicious stacks on these 3 historical figures.

Closer: Why did we not know about these women despite their monumental accomplishments?

-This is a split class, with one half of the class being dedicated to the LGBT panel
 * Class 8: LGBT **

__**1. Race: The Power of An Illusion, PBS**__ Opener: two photos are on the big screen in two windows displaying them side by side: Emily Cutting Alicia Keys
 * Class 9: Race and Racism in Schools **

What do you think is the racial and ethnic background of each of these women? The other has the exact same background and Sharon is her aunt.

Activity: Let's see what we can do to identify others: Sorting the Faces by Races on [|PBS: Race The Power of an Illusion]

This can either be done in small groups or as a class. (Raise your hand if you think she is white, native american, asian, etc.) How did we do on this activity? Why is race and ethnicity even important?

Let's go back 60 years to see how delineations of race affected individuals and neighborhoods. 3 actors, narrator, Max, and Byron narrate the stories. WhereRaceLives California Newsreel: Film and Video for Social Change Since 1968

Closer:Sharon leads the 1st group. What did this discrimination create that still exists in the minds of educators and policy makers in America?

Ronald Ferguson, researcher and teacher at Harvard, after studying students' attitudes about school and learning for almost 4 decades, has found no differences in aspirations but many differences in outcomes. http://teams-tutoringinschools.wikispaces.com/Graduation+Rates%2C+School+Dropouts+and+Achievement

RM 20B: Kim leads with Jennie, Leah, and tutors. WHY do wide differences exist in city and town schools that affect graduation rates? Each table is a school in different neighborhoods in a town, built in different eras, funded by the taxes, but producing different results for the students enrolled in them.
 * 2__. Which School Do You Choose?__**

Opener: students and site coordinators entering the room are able to choose seats at different tables by income levels they draw from a hat. High income students have two choices of schools, private and public in the highest tax part of town. Low incomes have one, the neighborhood school built long ago near the public housing apartments. The characteristics of each school are posted on charts at each table and a presenter is a principal there. Each principal reads the characteristics of the school aloud and welcomes the families seated there.

Activity: Families at each table discuss why they do or do not want to integrate children throughout the schools and how they might do that if they desire to do so. Lists on chalk or whiteboards are made of reasons why or why not. School principals are part of these conversations and they read the lists made by their families.

The offer is made, by Kim, for admittance to a new school, one promising the latest in health care, technology, and ALL KIDS GOING ON TO COLLEGE. Enrollment is by lottery. Who wants to enroll?

Harlem Children's Zone Geoffrey Canada explains why he created Promise Academy in Harlem's Children Zone

Closer: Families at the different tables discuss how equity will happen in the future. -Red lining-- and this is how neighborhood schools were created, separate but unequal that exist today and create the stereotypes of who can and who cannot learn. -Without historic redlining and the neighborhood designation of the "wrong side of the tracks" or "family or welfare housing", public schools might be integrated and income to them distributed fairly?

**Picture book characters** : Ruby Bridges, Claudette Colvin, Marian Anderson, Robert Smalls,

Opener: "Hi, today we will attempt some tasks through the experiences of learning disabled students. We'll begin putting together a puzzle with audio directions. The audio directions for each step will come from the big screen's sound system. The puzzle is on your computers. You and your partner may work together."
 * Class 10: Special Education **
 * 1__. Misunderstood Minds, PBS__**

"Why was this so difficult?" "What prevented us from succeeding?" "What could the teacher change to ensure our success?" If these activities were representative of our daily experiences in school, how many of us would welcome going to school? What would your mindset about you as a learner be?

Closer: View Crow Boy by Taro Yashima is the read aloud of most of the book on You Tube. fast forward to 57 seconds in

- "Was Crow Boy shown fairness? If so, how?" - **first teacher**: excluded, ignored - isolated: he's from a rural area, everyone else seems to be from town - **new teacher**: spends extra time with Crow Boy, appreciates his artwork or handwriting - understands Crow Boy's knowledge of nature -- encourages it, recognizes that Crow Boy has unique skills and understandings that weren't easily recognizable by the rest of the community, knowledge that the other students don't possess) - makes Crow Boy visible to the community, shares the boy's skills and talents, helps him become accepted

What is the importance of teachers in the lives of students everyday? Think of Crow Boy and Philip Shultz, the poet.

__**2.HOW DO we create fairness for learners in a classroom as a PREREQUISITE for INCLUSIVE strategies and lesson designs? What is Fair?**__

Opener: Divide class into 6 groups of 3. -Groups discuss and write on chalkboards and whiteboards their DEFINITIONs OF FAIRNESS. -Each group creates a list of STRATEGIES TO ACCOMODATE SPECIAL NEEDS STUDENTS & CREATE EQUAL LEARNING OPPORTUNITIES written under their definitions. -Publish the definitions and strategies by having one group read aloud theirs. Each group then reads aloud anything different in their definition and strategies, not repeating what has already been read.

Activity: View the F.A.T. city video. [|Video] online at [] provides an essential definition for teachers to understand of fairness.

Groups compare their intial definitions of fairness to that of the presentor in the video. Are their thoughts different now? How would they rewrite the definition in light of the clip? Have them return to their initial work and revise it.

"How might your group define fairness now? The same way or differently?" "Let's revisit what we wrote and our reasoning about what we wrote. Each group have a conversation together and decide if this definition and the strategies that you wrote are what you all want to keep or change."

Closer: http://articles.boston.com/2011-11-06/bostonworks/30367411_1_special-education-lawyer-advocates-restrictive-environment#.TrwyYcPqfZ0.delicious

3.Kim introduces Beth Ross, 41, special needs lawyer from Woburn introducing her as someone who has been "helping parents navigate the complex special education process for the past 7 years." Interview with questions for the Sunday Boston Globe.

The Brains of People with Autism http://www.npr.org/blogs/health/2012/06/04/154175007/whats-different-about-the-brains-of-people-with-autism


 * Class 11: ELL (Virtual Class)** 1-2-3 Time Activities

1. Understanding TEXT/ Opener: Each of us will ask the group to go to the board and write all of the definitions for each of the words: they will be amazed at how many definitions each of these words actually have. define: CRIB/ FAULT/ SOURCE--- groups of 3 go to the board, one word at a time

crib: baby's bed, home, MTV show--pimped out homes, part of the deck of cards in a cribbage game fault: mistake in tennis, someone's mistake or responsibility, a break in the land formation, a mistake in code in computer language source: Doppler Effect in physics, primary document in history, beginning of a river or stream, person or place giving information

Discuss how confusing it may be for an ELL speaker who may know one definition of each of the words, but if the context where the word is used is different from their knowledge, they have no word to comprehend the meaning without the correct definition.

Activity 1: Viewing comics from Boston Sunday Globe 11-27-11

Pooch Cafe, 11/27/11 English & Spanish, displayed first in Spanish, then in English, to answer the question:

"Do we need English vocabulary to comprehend the humor?" http://www.gocomics.com/espanol/poochcafeespanol/2011/11/27 http://www.gocomics.com/poochcafe/2011/11/27

Bliss by harry bliss, 10/14/10 http://www.gocomics.com/bliss/2010/10/14

Let's view others from Sunday's Globe: http://delicious.com/stacks/view/FS8nyP# In a large group we view the comics. In pairs, students discuss and answer these questions putting responses in a chart on the board: "Do we need English vocabulary to comprehend the humor?" If so, what vocabulary do we need to know?"

Activity 2: Group moves to a computer lab to look at tutoring sites for math:

What difference does vocabulary make? What importance is the vocabulary is the MCAS test? Pairs of students at computers use 4mality, our math tutor for 3rd-6th grades, and Wayang Outpost, for middle and high school students, to analyze the way the questions are stated and consider what vocabulary is needed to successfully understand the question's meaning. They list words that they think need to have a dictionary-and in what languages.

[|4mality.org] Look at the 1st question in the Demo: Miguel's potato chips Wayang Outpost http://cadmium.cs.umass.edu/wayang2/flash/client/#

Closer: Why is vocabulary so important for both ELL kids and those in less affluent circumstances? Geoffrey Canada knows the importance of vocabulary: Listen to the 2 minutes, 10:45-11:45, of the podcast from This American Life,// broadcast on NPR []. and This soccer team in the US has 50 different languages!! How do the players communicate? [] (NPR)

2. Learning Another Language Is Easy/ Monika, Silvana, Megan Opener: Joe interviews 3 women for the show, Bilingual Today:

How many language do you speak? How is being bilingual helpful to you? Are you interested in learning more languages?

"I ask because I think many of us believe the same as this young girl in this comic", says Joe, and then he shows the comic: Stone Soup comic 11/27/11 http://www.gocomics.com/stonesoup /2011/11/27

Monika was born in Germany and learned English as a new language there and came to the US as a bi-lingual, bi-literate person. Megan was born in the USA and learned French as a new language in her English-French Immersion program in the public schools of her hometown in Massachusetts. She was in the program K-12 and is bi-lingual and bi-literate. Silvana was born in Portugal, came with her family to the US when she was 9-years-old, learning English as a new language in her public elementary school during the time that she could still be taught using some Portuguese for understanding, different from now when the teaching in ELL is in English.

Activity: Silvana, speaking in Portuguese, introduces what we are going to experience, fotossintese. The computers will already be set up for the pairs of users, or we will show this animation on the big screen. Either way what TEAMS tutors see will appear in Portuguese, not English.

The tutors experience the site in Portuguese and tell each other what they know. Then they experience the site in English to see what they can really learn with understanding and vocabulary.

fotossintese, photosynthesis http://www.johnkyrk.com/

Closer:

View "HAM & EGGS" [] The video. filmed by 2 high school students, cousins, was an assignment for a high school course where video was used to record memories. The students, bilingual speakers, asked about their uncle's entry into the US, and they recorded the story of how when he first came to the states how he would go to a local dinner to order the same breakfast everyday, NOT because it was his favorite meal, because it was the only food he knew the name of in English and was able to ask for.

Have you tried to order food in another language? What if you had no choice and you had to order what you could say? How would this make you feel?

Anactivity, in German, labeling fruit: http://www.enchantedlearning.com/language/german/label/fruit/

Tutors choose a language and explore pages of the Enchanted Learning pictionary/dictionary: http://www.enchantedlearning.com/Dictionary.html

__**Bob explores Where English Comes From**__

Opener: Identify new words or phrases that you heard or learned in the past year. Write them on the boards. Where do new words come from?

Activity 1 Make up a word of your own and define it.

Activity 2: Identify how these words came to viewed as English vocabulary. For background on the development of the English language, see [|Words, a website from the Children's University of Manchester]

Activity 3: Using the interactive map, pairs of students on computers, see the growth in Spanish speakers in the U.S. states:

Interactive map from NPR: http://www.npr.org/2011/10/19/141235534/spanish-english-and-spanglish-facebook-fans-react

What states have laws proclaiming English only? New York: Governor Cuomo Issues Executive Order to Improve Access to State Services for Non-English Speakers @http://www.governor.ny.gov/press/10062011nonenglisheo

Closer: What are the implications of English only laws for American workers and for schools?

What might happen as a mostly Anglo town shifts to a majority-Hispanic town? http://www.npr.org/2011/10/10/141150607/west-liberty-is-iowas-first-majority-hispanic-town


 * Class 12: Digital Divides and Disconnects **

http://www.npr.org/series/alt-latino/ __**1. Technology possesses UNIQUE capabilities for compelling learning. Let's see how:**__

Opening question: What might be so precious that it would be stored in an underground vault located a few hundred miles from the Arctic Circle, thousands of miles away from most of the rest of the world, and called a "Safe house for Humanity"? Students talk with each other, call out their ideas to be listed on the board.

Activity: interactive viewing experience

video is set up ready to go so that students cannot hear Scott Pelley's introduction of the seed bank @http://www.cbsnews.com/stories/2008/03/20/60minutes/main3954557.shtml 60 Minutes/ CBS News: A Visit To The Doomsday Vault:Scott Pelley Visits One Of The World's Most Unique Seed Banks

Interactive viewing: Students discuss all questions with each other, answers are posted on the front board. 1:24 Who is Carey Fowler? Has anyone heard this name? 3:42 What might be in here? 5:00 How many kinds of apples existed 100 years ago in the U.S.? 6:00 How many varieties of wheat seeds, do you think? 8:08 Where might unstable places be in the world? 10:40 PERFECT STORM CONDITIONS: What might these be? End Who is Carey Fowler? What has this person spent 30 years of life doing?

Closer: class listen to the NPR podcast about sunflowers [] How The Russians Saved America's Sunflower

__**2. What apps do you use?**__ Educational uses of twitter and other apps: Bob, Amanda, Jennie Opener: listing what apps students are using; who uses Twitter and for what?

Activity: using smart phones and iPads, people preview apps for teaching:

Closer: http://www.apple.com/ipad/videos/#play-guided-tours-ads

3. Using technology for compelling learning in every curriculum!

Activity: Edheads: Activate Your Mind Stem Cell Replacement [] Virtual Hip Replacement []

Privacy Playground: The First Adventure of the Three CyberPigs []

Allies and Aliens []

Nobel Prize Related Games []

[]

icivics []

Stop Disasters Environmental Simulator @http://www.stopdisastersgame.org/en/home.html


 * Class 13: Envisioning Multicultural Schools **

ELL discarded ideas: English-Italian dictionary: [|**http://www.enchantedlearning.com/language/italian/label/africananimals/**]
 * Taking a test in Italian-correctly naming the animals:**

Viewing some of the information about **Margarita Munez, and how she inspired the creation of a bilingual immersion school in Boston:** http://delicious.com/stacks/view/CpZbZ7


 * RM 128 BOB **

**Terrible Teacher Lecture**


 * GENDER, NOV. 1 **

Beauty: http://www.annenbergspaceforphotography.org/exhibitions/voice.asp

Brains: **Ada Lovelace** http://vimeo.com/11923950

**Bob's group upstairs is considering for an hour** : Single Gender Schools: Are these the answer to greater achievement for girls and boys? http://delicious.com/stacks/view/K3GsO8#m=full

http://www.thefutureschannel.com/dockets/kay_toliver/the_apartment/
 * Kay Toliver teaches boys and girls with thoughtfulness about how she does so **.

**Downstairs 1-2-3 Time for one hour** : Activity 1 **:** WEBQUEST http://teams-tutoringinschools.wikispaces.com/Webquest+Toys
 * How do we learn gender roles? **

Beauty: http://www.annenbergspaceforphotography.org/exhibitions/voice.asp
 * closer **:

Activity 2 **:** Children's Picture Books
 * Identification of historically important characters **

** Opener : The book is shown, who is this?** ** Eleanor, Quiet No More ** **Part of the book is read and then the personality is revealed.**

" **The teacher in this story is key to the voice that Eleanor developed** ."

"** We have other books here today about people you may not know. **"

**Activity:** Students, in pairs, choose a picture book and sit together for 5 minutes to read about a character. The pairs compose a 1 minute on air conversation between an interviewer and the book's character and use this format to introduce the historical figure to listeners.

Questions on the board guide the reading and the interview material:
 * Who are you?
 * Where are you from?
 * What struggles did you have to overcome?
 * How could you serve as a role model for students today?
 * Do you think people knew who you were before this interview? Why or why not?

**Closer:** 1 minute interviews produced as if on air from a table with a microphone and the picture of the book on the big screen above. The interviewer asks questions that introduce the main points about the character.

Activity 3 **:** Children's Games **Opener**:
 * Doug and Melissa puzzles "Who would play with this each of these?" **


 * Activity **:
 * Using the two puzzles to illustrate a math concept.**
 * Playing Qwirkle in partners, 4 groups of 2.**


 * Closer : What did we learn mathematically? Is this different for males and females?**

**Whose Science** **Mac lab is set up as a theater with a center aisle, folks are seated left and right with snack:**

**Opener** : **"Welcome to today's live theatre production of Scientists You Must Meet!"**
 * " Please munch softly as we meet our first scientist of great reknown !"**

[|Mary Anning]

Beatrix Potter's [|Peter Rabbit Stack]

[|Alan Turing Mathematician Futurist]

[|Hedy Lamar Stack]