Weekly+plans


 * Weekly Plans**

= **Class 9: Race** **plans on Wkly Tchg/Prsntn page** = ** 4:00-4:30 site mtgs. **
 * Tutoring hours: how many you have should be on the latest journal you are submitting.**
 * Tutoring experiences: What strategies are you using when tutoring? Are you experiencing successful teaching w/these?**
 * HAVE TUTORS DISCUSS THE QUESTIONS IN PAIRS AND REPORT BACK TO THE GROUP .**

**1-2-3 TIMES: 35 min. each**

__**RM 128**__ **BOB AND TUTORS ( and Joe E., Joe K., Allison, Eric S.) history of Civil Rights legislation**

**RACE: THE POWER OF AN ILLUSION** **Why is Race an illusion? What has made it so and what keeps it so?**
 * __ MAC LAB __ SHARON AND AMANDA, SEAN, MICHAEL ( ** **and Jenna, Amanda, Eric Z.)**


 * __ RM 20B __ KIM, LEAH, JENNIE AND TUTORS **
 * SCHOOLS, WHO GETS INTO THEM AND WHO DOES NOT **?

= **Class 8: Gender** = = **Class 7:** Whose History/Whose Science =
 * plans on Wkly Tchg/Prsntn page**
 * plans on Wkly Tchg/Prsntn page**

= **Class 6: LGBT STUDENTS** =

4:00-4:25 site mtgs.
 * tutoring hours:** Is everyone either started at their site or planning to start this week?
 * journal formats:** If tutors have been tutoring, ask them to check the heading of the journal they are submitting this week to make sure they have written the total number of hours they have tutored thus far
 * Announcement: site groups will be the topic groups for the presentations for teaching (more on this tomorrow)**
 * Question for the meeting:**
 * Have you felt the effects of bullies, been left out or called names or criticized, and did that affect you as a student?**

4:30-5:30 Stonewall Panel Discussion rm 176 Mark's Meadow School

 * Panel members will sit on the window sill, students will face the light of the window in semi-circular seating arrangement.**

5:30-6:30 1-2 Time 1/2 hour each activity--perhaps still in Mark's Meadow

 * half the class, divided into three topic groups, meets with site coordinators to plan their teaching/presentations**


 * half the class meets with Joe E and Amanda for an experience like the one in the video where the whole group moves from one line of students, standing shoulder to shoulder as each answers questions posed by Joe and Amanda about experiences our students might have had in schools. Joe and Amanda share stories of their high school's days of difference. Then a discussion follows focused on other difference days in schools that folks have been part of and whether these offer a way to counter bullying and harassment of students.**

=** Class 5: Tutoring Writing **=

4:05-4:35 site mtgs.
 * tutoring hours:** Is everyone either started at their site or planning to start this week?
 * journal formats:** If tutors have been tutoring, ask them to check the heading of the journal they are submitting this week to make sure they have written the total number of hours they have tutored thus far.


 * meeting students:** Is everyone comfortable starting a conversation with student(s) and what have some people done to break the ice with the people they are tutoring?

Has anyone been tutored in writing and have strategies that they might share? How do the tutors feel about their own writing?
 * tutoring writing:** Has anyone tutored writing thus far?

When I want to write something, I talk about it out loud with someone before I begin writing. This conversation is writing: it is formulating thoughts and ideas. The conversation always produces something useful to write and the process of talking about the topic lets me gain a bigger idea to write about.
 * writing strategies: w**hen Bob finishes writing for the day he stops mid-sentence to have a place to return to the next day. This gives him a running start on what he is writing.

4:40-5:30 5:35-6:25 1-2 time 50 min. per activity

===‍Writing Poetry rm 128 with Bob and Sharon === ===‍Talking, drawing, creating poetry and discussing tutoring strategies for writing. Publishing the poetry and developing the ideas of a writing PROCESS to produce a writing PRODUCT.===

===‍Using Technology for writing Mac lab, PC lab ===

PC lab, students try 3 sites:
[] [] [] [] [] [] = =

= **Class 4: Tutoring Math** = 4:05-4:40 site mtgs. **discussing tutoring hours, journal formats, meeting students,** **math tutoring,**

1. tutoring hours:
** Easthampton, Upward Bound, Greenfield, (and possibly Athletics) tutors have begun their hours, so those tutors may feel calmly on the road to achieving 40 hours. Some in Athletics are not getting enough hours. They are looking for other sites to switch to or to do along with Athletics.**

** Other sites have not begun and the tutors are getting nervous about hours: two things we can offer them: **
 * 1. reading a book and writing a paper about what they learned--10 hours of tutoring;**
 * 2. coming to the Mac lab to learn about teaching resources by starting a delicious account and using resources in mine, Shelfy, to transfer resources into theirs. This is not an assignment to do at home, but one to do in the lab during hours they would have been tutoring.**
 * __ Site coordinators can be helpful here by being able to be in the lab for support and coaching because some of these hours Bob and I will not be able to be there __.**

**2. journal formats and grading criteria:**

 * When students number the paragraphs corresponding to the question they are answering, the journals are easier to read and understand. This will be the reflection journal format throughout the rest of the semester.**


 * __ CC __ is complete conversation, meaning that all questions are thoughtfully answered. **
 * __IC__ is incomplete conversation, meaning that the questions are not reflective and need broader thought. **
 * __QU__ is questions are not answered. **


 * Journals may be revised and resubmitted within 3 weeks of the class topic. Grades will be adjusted to reflect the revisions.**

3. meeting students:

 * How do students relax? How do tutors relax? How do conversations begin? What successful strategies begin to build relationships?**
 * Telling stories of school and learning, asking about what students do when they encounter something really hard for them to do, telling students about how we learned that we are capable of learning anything with support and practice.**

**4. tutoring math:**

 * What did people learn from the video about the Algebra Project?**
 * Would they have learned more mathematics from being part of the Algebra Project?**
 * What strategies from the article //Reading Coaching for Math Word Problems// did they use as younger students?**
 * Would they use all of these strategies with the students they will be tutoring?**

=== 4:40-5:25 1-2 time === 45 min. per activity

PC lab, students try 3 sites: nga.gov to see math in art, nlvm to see interactive learning, Kahn Academy for tutoring.
**Class 3: Tutoring Reading** === 4:05-5:55 1-2-3-4 time  128, 21A, 21B, Mac lab === 27 min. per activity

128 site coordinators assist
 * Bob** **contrasts instruction from history book pages with use of Resourcesforhistoryteachers.wikispaces.com**.

<span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px;">21A and 21B
 * 2 alphabet books:**
 * half the students with Eric Z. is leading, Abstract Alphabet**
 * half the students with** **Joe Emery** **who is leading, Univers Revolv,**
 * two groups of 9 students who switch books after each group finishes the first.**


 * "We know the alphabet; we know how to read. When a text or topic becomes new, although we have the information to help us (the alphabet), it still is a difficult task to decipher meaning from the reading. The higher up in schools students go, the harder it becomes to find understanding."**


 * Mac Lab **
 * Wordless picture books: //Tuesday, David Wiesner// dialogue and description**
 * Reading text: //C D B!, William Stieg// reading pictures to assist in making comprehensio//n//**


 * 6-6:30 Site Meetings discuss What is reading? **

**Class 2: Multiple Intelligences and Mindsets**

1) Do you regard yourself as possessing a growth or a fixed mindset? 2) Does your mindset shift with different activities? i.e., "I can't learn that!" or "That looks easy, I can do that!" 3)When you hear someone say, "I'm stupid in . . . ." or "I'm terrible at . . . " do you reply? What do you say? Do you tell them about your beliefs about and experiences with learning?
 * Please answer these questions on a notecard or piece of paper to bring with you to class**:

**4-4:2**0 **The focus of conversation in these meetings is about the topic of the class****.** This week is **Multiple Intelligences** and **Growth or Fixed Mindsets**:
 * 4pm-4:30 Site meetings:** in different spots within the building, or on lovely days, outside on the steps.

Identify problems or answer any questions about the wiki or going to do a CORI or changing a tutoring schedule.
 * 4:20-4:25 **

**4:25- 4:30 Reading today's BIG IDEA and FOCUS QUESTIONs, t****utors are dismissed to the 1-2-3- activities.** **Big Idea:** **Who succeeds in school? What qualities do these students possess?** //focus questions:// //How do you think of yourself as a learner? How can we teach growth mindsets?//

Rest of class:
 * 1-2-3 times/ rotations**
 * 4:30-5:00** Walk backwards in time 21A
 * 5:05-5:35** Puzzles sheets 21B
 * 5:40-6:10** Have you been tutored? In what areas? Is tutoring different from teaching? 128

6:15-6:30 AGE 7 IN AMERICA, upstairs and down

**Class 2 Reading Spring 1210**


 * FAT city video READING COMPREHENSION**
 * Tutoring strategies for readers**
 * reading 2 alphabet books w/Allison + Christina, Abstract Alphabet of Animals, Univers Revolv in the nook**

===<span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">4:05-5:55 <span style="color: #404040; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">1-2-3-4time <span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;"> 128, 21A, 21B, Mac lab === 27 min. per activity

<span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px; line-height: 23px;">128 site coordinators assist
 * Bob** **contrasts instruction from history book pages with use of Resourcesforhistoryteachers.wikispaces.com**.

<span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px; line-height: 23px;">21A http://www.apple.com/iphone/gallery/ads.html http://www.commoncraft.com/election
 * Reading**
 * What are you reading in each of these?**

**What are your perceptions of yourself as being smart? Are you musically inclined or physically adept?** What is your **mindset about yourself and hoola hooping? **

**How might you learn or improve your performance** at anything? **Adopt a mindset and pursue a goa** **l through your own efforts, get a tutor or use technology for a tutor:** http://www.npr.org/2011/01/28/133275198/astronauts-brother-recalls-a-man-who-dreamed-big

**Class 1 Spring 1210** <span style="color: #ef3e3e; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px; line-height: 23px;">Mac lab: <span style="color: #41410c; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16px; line-height: 23px;">Multiple Intelligences with Reading and Math **Opener**: Each person lists from most used to least the 8 intelligences on a piece of scrap paper.

**on two screens, tutors do each of the M.I. polls, then read the displays side by side on the screen to determine:** " Which is the **longest bar** in the graph? How does that **compare to the same intelligence** in the pie chart ? " " Which is the **shortest bar** in the graph? How does that **compare to the same intelligence** in the pie chart ? "
 * Activities **: **Multiple Intelligences Questions and Displays**

Tutors mark a chart on the white board to answer, " Which assessment display did you find easier to read and comprehend ?" Site coordinators **record the numbers on the chart of the two different displays, pie chart and bar graph**.
 * Closing **:


 * How is reading involved in, or part of, each of the intelligences **?
 * Discussion in whole group or in pairs** ensues: **how** is reading involved in ALL eight different intelligences?