Each of us will have at least one opportunity to record the highlights of each session as a reminder of our time together. In the event someone is absent, the recorded account will serve as a log of what we did each week. So scribe on.
Remember to record the session date and your name when posting the weekly highlight.
Thank you...................Frances
1/31 Frances | 2/7 Sarah | 2/28 Nikki |3/6 Christine |
3/13 Hannah | 3/20 Cassady | 4/3 Nick | 4/10 Nancy |
4/17 Shantel | 4/24 Elsie | 5/1 Vickie
Thursday, 7 February 2008 - 11:03 PM MST
Name: "January 31, 2008"
Our first class meeting was much anticipated since we had a snow day the previous week. We talked about culture-customs, beliefs and language, began I AM POEMS, and started to think about creating our own family crest based on our customs, beliefs and language.
We spent time in the SMARTLAB at SJC creating our webpages where we will house our intellectual property for our course. One of our first assignments is to post our I AM POEMS on our respective webpages. There is a class collection webpage that links all of our pages at https://unm-farmington.tripod.com/collectionsp08/
We will be working with Charlotte Bradshaw at Apache ELementary School on a Chatauqua storytelling project. Harry Houdini will kick off this project on February 7 at Apache School.
Frances
Thursday, 7 February 2008 - 11:10 PM MST
Name: unmfarmingtonHome Page: http://unmfarmington.tripod.com
Correction: We page class collection is at
https://unm-farmington.tripod.com/315collectionf08.html
Friday, 7 March 2008 - 8:14 AM MST
Name: "Weekly Scribe, Sarah Kimbell"
Thursday, 17 April 2008 - 12:46 PM MDT
Name: "April 3"
We discussed our Chautauqua characters and how we will invite 4th graders at Apache to become their characters. We discussed that our role as coaches will be more like that of movie directors where elicit the best stories and characterizations from students. This will be a great learning challenge for us all.
We also talked about concepts from Part I of our text and how we considered our students we are working with: field independent or dependent; high involvement or high considerativeness; Learning styles. Christine will show an excerpt of the movie Cats to help students see how to become the character they are portraying.
Reading Part IV of our text, we are prompted to think about how these concepts apply to the students with whom we are working. We will prepare for writing conferences on April 10. We are now reading Part III.
Remember to process your key definitions on your web pages and continue to post your Apache reflections, too.
Ordinary people; extraordinary stories!
Frances
Wednesday, 23 April 2008 - 8:58 PM MDT
Name: "Shantel April 17, 2008"
Today we started by going to Apache and everyone worked with their students on their Chautauqua’s. Just to let everyone know we are supposed to have the students ready for their performances by May 1, on this day they will be video taping their performances. Parents night is supposed to be May 8th or the 15th, Francis said she would let us know for sure next week. We then meet at Three Rivers for the remainder of the class. Once there we talked about the book and the section we are reading. We discussed the Five Generic Principles, which are
1. Facilitate learning through joint, productive activity among teachers and students.
2. Develop students’ competence in the language and literacy of instruction throughout all instructional activities.
3. Contextualize teaching and curriculum in the experiences and skills of home and community.
4. Challenge students toward cognitive complexity.
5. Engage students through dialogue, especially in instructional conversation.
We then talked about the section Making and tasting “Amarillos”, which talked about how second language students will learn the English language better if they write and then dictate back to you what they wrote. We then talked about on page 42 under the section “research on Oral Communication” and how we liked were it said “listening is used twice as often as speaking, which is used twice as much as reading and writing”. we liked this quote, because we thought that it is very important to have teachers listen to what their students are saying and not just act like they are listening.
Thursday, 24 April 2008 - 8:34 AM MDT
Name: "Class Discussion @ IHOP"April 3
We talked about various problems and solutions during our discussion. Some of the problems discussed involved one student distracting others, students having trouble getting into character, students having trouble writing, the Village Square can be distracting, a student picking a character that doesn't fit, and other discipline issues.
Some helpful tips mentioned in the discussion for overcoming these adversities are as follows. If a student is having problems writing, let them verbalize their ideas and dictate them. If students are struggling, be sure to differentiate levels of support accordingly. Also, think about each student's Zone of Proximal Development, and try to work within it in order to give the most to each student. If a student doesn't fit his/her character, allow time for practice and see how he/she feels about it. Try to get the student to look at the problem from another perspective.
When it comes to discipline, be stern, don't waste time, encourage good/productive behavior, and promote group awareness and well-being.
Additional ideas mentioned were to record students with a digital camera and allow them to critique themselves, present Chautauqua characters to another group and offer constructive criticisms, connect the idea of performing to movies with an emphasis on actors and directors and what they do to produce characters, and having students roleplay while in groups, as well as modeling this by roleplaying right along with the students.
Next Week
Next week we will watch a few minutes of a movie in order to get the creative juices flowing, then meet for thirty minutes and work on our characters, then conference with another group, presenting rough drafts of our characters to be critiqued.
posted by Nick
Thursday, 1 May 2008 - 10:39 AM MDT
Name: njakins07Home Page: http://njakins07.tripod.com
April 3rd, 2008
The first part of class took place at Apache with our groups. We kind of all did our own thing with each of our groups. Frances handed out a guided imagery activity to help with ideas if the students needed it.
My Experience
I worked through getting my students into story mode by dictating a story that they made up together. This seemed to spark their interest and I continued with a discussion on actors in movies and how movies are stories. My group seemed to like making this connection and began talking about some of their favorite movies and characters. We then got into Chautauqua mode and focused on drawing a story about our characters. After talking about our stories, we made lists of characteristics for each of our characters and thought about how we could incorporate these characteristics into our Chatauqua presentations. I was surprised to see how engaged the students were with helping eachother during this process.
Class Discussion @ IHOP
We talked about various problems and solutions during our discussion. Some of the problems discussed involved one student distracting others, students having trouble getting into character, students having trouble writing, the Village Square can be distracting, a student picking a character that doesn't fit, and other discipline issues.
Some helpful tips mentioned in the discussion for overcoming these adversities are as follows. If a student is having problems writing, let them verbalize their ideas and dictate them. If students are struggling, be sure to differentiate levels of support accordingly. Also, think about each student's Zone of Proximal Development, and try to work within it in order to give the most to each student. If a student doesn't fit his/her character, allow time for practice and see how he/she feels about it. Try to get the student to look at the problem from another perspective.
When it comes to discipline, be stern, don't waste time, encourage good/productive behavior, and promote group awareness and well-being.
Additional ideas mentioned were to record students with a digital camera and allow them to critique themselves, present Chautauqua characters to another group and offer constructive criticisms, connect the idea of performing to movies with an emphasis on actors and directors and what they do to produce characters, and having students roleplay while in groups, as well as modeling this by roleplaying right along with the students.
Next Week
Next week we will watch a few minutes of a movie in order to get the creative juices flowing, then meet for thirty minutes and work on our characters, then conference with another group, presenting rough drafts of our characters to be critiqued.