Agenda,+Tuesday+June+28

__Service Learning and Inquiry Institute: Tuesday__ “If we always do, What we’ve always done; We’ll always get What we’ve always got.” ….A.H. Milne

8:30 Community Circle: Sam, 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

8:50Theorizing Service Learning in an Inquiry Context. Jigsaw the remainder of the article in groups of 6: 2 people do concept and perception; 2 do categorization and academic questions; 2 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.

9:20 Jeff, Next Step in Inquiry Design: What Happens When We Read? What do we need to successfully read and learn? The importance of frontloading.

media type="custom" key="9903147" Designing the Culminating Project – Where do we want to end up? How will you frame your service learning/inquiry unit….Is service learning a culminating project or part of the process of your inquiry- or both?

· Examples of culminating projects pages 49-50 – Inquiring Minds; Service Learning book · How do we incorporate student choice, differentiation? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Criteria for what makes an effective culminating project

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Workshop: Participants design their 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.

<span style="background-color: #bfbfbf; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">10:25 MORNING TEA

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">11:15 Service Learning Library- Gayl Loutzenhiser. Make sure to peruse books during lunch! Continue to respond to Essential Question Anchor Charts. If you have any questions about your essential question, about your frontloading, about your culminating project, or about how to integrate service learning throughout your unit and in your culminating project, then see one of our leaders during lunch!

Free the Children Video media type="youtube" key="-RiUHRCK0yw" height="349" width="560" <span style="background-color: #a6a6a6; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">LUNCH

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1:00 pm. Jerry Hendershot on Arts Alliance and the Arts as Service and Social Action

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1:15 One Stone Presentation Copyright One Stone 2011

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<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">1:45 Peggy Jo, Conceptual and Procedural Knowledge –Discuss Differences <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Conceptual Knowledge – Big articulated ideas <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Procedural Knowledge– knowledge of how to use, apply, and do the big ideas <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Examples and Activities <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">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. What do you need from the discpline's pov. media type="custom" key="9908917"

Tea Break

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">3:00 p.m. Jeff, Considering the CCSS <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Revisiting the Correspondence Concept <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Examine Common Core State Anchor Standards in content groups/grade level groups. How does your unit map on to the CCSS? <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Examine standards for explanatory/informational writing. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Meeting Text Complexity Standards through Differentiation. <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Consider importance of reflection.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">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?

<span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">How can service learning provide a real world process for learning and of application for that knowledge? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">· <span style="background-color: transparent; color: #000000; font-family: Times New Roman; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">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 mathematical inquiry, creating a podcast, participating in a debate for example.

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">3:45 Sam Housekeeping
 * Attendance and enrollment
 * Wiki: a collaborative website! Don't be afraid to add to it. It can't be broken, I promise.

“Classroom Assessment for Deep Understanding” Article frontloading

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Concentric Circle - Changes in Understanding

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">4:00 HW- Revisit and consolidate frontloading, culminating project and conceptual and procedural goals. Think about possible activities that will help your students to gain the procedural skills and conceptual understandings required to achieve deep understanding and complete the culminating project. (Bring these ideas to tomorrow’s session when we will work on instructional sequences and scaffolds).

<span style="background-color: transparent; color: #000000; font-family: 'Times New Roman'; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Read[| "Classroom Assessment for Deep Understanding."]