Tuesday,+June+19

// “If we always do, // // What we’ve always done; // // We’ll always get // // What we’ve always got.” // // ….A.H. Milne //
 * TUESDAY **
 * Housekeeping:**
 * Nametags please...
 * Wiki- check to make sure your academic response is posted. Please comment on your partner's using the comment feature (quick review).
 * Make sure you sign in every day!
 * Make sure you are registered for credit if you want it...
 * Anyone need a service learning (or any other) book?
 * Where we are going...


 * Community Circle:, 3-2-1- Turn and Talk **

Entry Ticket- based on reading from the night before 3-2-1: //Service Learning// // Practice: Developing a Theoretical Framework //

Jigsaw the remainder of the article in groups of 6:
 * Theorizing Service Learning in an Inquiry Context **.
 * 2 people do concept and perception and categorization
 * 2 people read defining the task and academic questions
 * 2 people do Journal Questions, Written and Oral Reflection;
 * all read discussion.
 * Expert Groups meet and identify key ideas.
 * Return to groups and share key ideas. Discuss how this theoretical framework matches the inquiry model.


 * Designing the Culminating Project and Service Learning **
 * Quickwrite: What have you already done in the classroom ? Please mark with sl if they could also fit as service learning? Where do you want your students to end up? Is service learning a culminating project or part of the process of your inquiry- or both?


 * Powerpoint presentation- Criteria for what makes an effective culminating project
 * Examples of culminating projects pages 49-50 – //Inquiring Minds; Service Learning// book
 * Easily meeting the CCSS- which standards for you?
 * Lens – how does the project help student’s be thinking in the discpline?


 * Workshop: ** Brainstorm and design culminating project- name how your project is in service of deep understanding and will allow students to develop an attitude of inquiry and service, and performances of the same. Culminating project and service learning can be the same. The essential question and the culminating project are the book ends to your unit.

Meet with other teachers, Sam, Peggy Jo, Nancy and Angela to brainstorm


 * Conceptual and Procedural Knowledge **
 * Conceptual – Big articulated explorations
 * Procedural- Knowledge of how to use, apply, and DO the big ideas (check out CCSS)
 * Powerpoint
 * Examples- Modeling
 * Activity – Class together


 * Morning Tea **


 * Formative Assessment: ** Placecard your unit template

11:30: Brennan, Service learning presentation

**The Peace On Earthbench Movement (POEM)**

//“Transform waste into a community place.”//

The Peace On Earthbench Movement (POEM) empowers youth and community members to clean up the environment, repurpose their trash into a building material, learn natural building techniques, and then create a communal gathering area— an earthbench—where they can share music, stories, and life. The earthbench effectively seals trash from entering the worlds’ oceans and rivers while serving a clear artistic, educational, and social function. So far I have led the building of benches in Ghana, Davis, and East Palo Alto, and I have inspired others to build benches in Bolivia and the Philippines.

Resources:

- Website – __ http://www.earthbench.org  __

- Promo Video - @http://www.youtube.com/watch?v=DrtxwDp5Ptc

- TEDx Talk - @http://www.youtube.com/watch?v=hTto3_jV894

- ChangeMakers Interview: @http://www.youtube.com/watch?v=AwEzxj2a7ig

- Bottle Brick time-elapse: @http://www.youtube.com/watch?v=NUJrAl3rGic

- Bench projects: @http://www.earthbench.org/earthbench-projects.html

How will a bench create peace on earth? Earthbenches symbolize our collective desire for a more sustainable, more just, and more peaceful world. These benches empower youth to clean up the environment as they lead a community outreach campaign to collect discarded plastic bottles, stuff them with trash, and create a green building material—bottle bricks. These benches foster community interaction and collaboration. And when they are completed, they create a place for communal gathering—a reinvigoration of the commons. The larger vision is to eventually build 1000 bottle brick benches around the world, and retain one bottle brick from each bench. These bricks will be saved and eventually used to build the mother of all earthbenches in the Middle East, a global symbol of peace in the most volatile area in the world.

Know of a potential future earthbench in your area? Please contact:

Brennan Blazer Bird

 brennan@earthbench.org

 650.387.9451

"Throw away your trashcan, replace it with a bottle!"


 * Critical thinking video: **// [] //


 * Lunch **


 * Service Learning Presentation – Monica Nydegger **
 * Service Learning: the big and the small – being mindful **


 * Service Learning Library ** - Gayl Loutzenhiser. Gayle is active is promoting service learning throughout Boise. Thank you, Gayl, for sharing your experiences and awesome suggestions for books with our class.


 * Quickwrite: ** What are the deep understandings necessary for the content area you teach? E.g. for a writer? An artist? A scientist? A mathematican?….How does an expert think? What strategies does an expert field need to do? Write about the content areas you teach.

Small group discussion - Own content area, grade level… Content break out groups: **Combine and refine**…**Visual/artistic display** of information

We would like to think the planning is linear but it is not! While we often think of the Essential Question first, we also have the culminating project or a particular activity in mind also. Sometimes we think of the final projects first and then focus on the foundation of what you are teaching and vice versa. You can begin your unit and learning sequence planning at any point! We’ll start with the hard stuff first. These are not set in stone…and will change:
 * How do we put understanding up front? (Teaching with intent and purpose)- making inquiry, community centered **


 * Class Activity **


 * TEA BREAK **


 * Brainstorm: ** What do your students need to know in order to be successful in their discipline and in service learning? What will they need to know and do (that they do not yet know and do) to both deeply understand and to complete the culminating project.
 * Common Core Standards: Begins in Idaho next year along with 47 other states. These standards support the inquiry model and service learning model perfectly. **

Examine Common Core State Anchor Standards in content groups/grade level groups. Procedural knowledge should fit in with your curriculum, the goals of your unit, where the students are headed in terms of their culminating projects, e.g. explicit teaching of POV, how to write a Persuasive article, warrants, claims, completing a
 * How does your unit map on to the CCSS?
 * What are the deep disciplinary conceptual understandings you want students to achieve in this unit? e.g. Mathematics – What do good Mathematicians know and do?
 * How can service learning provide a real world process for learning and of application for that knowledge?


 * Workshop: ** Determine your procedual and conceptual knowledge’s. Participants to identify key understanding goals for their unit. Match to CCSS Anchor Standards or CCSS standards of your choice. Remember to continue to connect your knowledge goals with service learning, your essential question with your unit.


 * Formative Assessment- - Angela, Nancy, Samantha and Peggy Jo will peruse your essential question, culminating project, service learning ideas and procedural and conceptual knowledge. **


 * WIKI ** - technology update


 * Homework: ** For your unit, you should now have your essential question, service learning thread and idea, culminating project, and conceptual and procedural knowledge. This is the most difficult but gives you the backbone of your unit. Finish tweaking tonight. The next few days we will be focusing on sequencing.