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Agenda July 18th

Agenda July 18th. 8:30 – 9:45 Theorist Study Presentations 9:45 - 10:00 Break 10:00 - 10:15 Final Papers and Presentations Question/Answer time 10:15 - 11:15 Editing/Revision Rotations 11:15 – 11:30 CAP discussion 11:30 – 12:15 Social Justice & Listening Guide

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Agenda July 18th

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  1. Agenda July 18th 8:30 – 9:45 Theorist Study Presentations 9:45 - 10:00 Break 10:00 - 10:15 Final Papers and Presentations Question/Answer time 10:15 - 11:15 Editing/Revision Rotations 11:15 – 11:30 CAP discussion 11:30 – 12:15 Social Justice & Listening Guide 12:15 – 1:15 Lunch/Revision groups work time/Conferences 1:15-1:30 Closure “A teacher affects eternity; he can never tell where his influence stops.” --Henry Brooks Adams

  2. Final Presentation – August 1st • Writer presents one of his/her beliefs with supporting practices. Emphasis on ‘big picture’ understanding. Can we see/hear why you are using the practices you are using? • Include some theorist support. • Visual aids, photos, student work are all welcome (and helpful) in this presentation. Try to include a variety of practices (as opposed to the more narrow focus in your strategy presentation). • Listeners respond: What concepts were clearly identifiable in the presentation? (From Listening Guide) • 5-7 minutes for presentation. 5 minutes for discussion. Will be done in 2 groups.

  3. For August 1st • Handouts for 9 (if you have them for your presentation) • Self-addressed envelope with enough postage for 1 copy of your paper • 2 complete copies of your paper. • Post completed paper to wiki by August 1st

  4. Preparing for August 1st • Must have 1 editing group member read and comment on one area of your paper by Monday, July 27th. Post comment to wiki. • May need to share your paper with your Mentor for more support. • Visit the wiki links to APA sites or visit the Regis library for more APA help.

  5. What do you need to focus on? • Editing Rotations: • Integration/transition of quotes into your paper • Mini-stories (formatting and depth) • Introductions/Conclusions • Alignment • Long quotes • Commas, commas, commas

  6. CAP • Format of the day. • How do I prepare? • What do I bring? • What bad things could possibly happen? • Other… “Some people drink from the fountain of knowledge...others just gargle.” --Unknown

  7. Social Justice • Read article: Social Justice in the Classroom • Diad discussion • What is Social Justice? What isn’t it? • Whole group discussion • Whip • Article response • Share Regis Graduate Philosophy Statement

  8. Social Justice • Small group situational discussions – What would you say? • A parent calls you to complain that they are concerned about the instruction their child is receiving in your room. Specifically, this parent implies that the level of learning is being ‘dumbed down’ due to the presence of linguistically diverse learners. How do you respond? How would use your beliefs about Social Justice to support your assertions? • With your group, come up with a realistic scenario involving some element of Social Justice. Write the scenario on an index card and pass it clockwise to the next group. • Discuss and share out.

  9. Social Justice Reflection • If you were asked in your CAP to explain your understanding of Social Justice, what would you say? Describe a specific practice example that embodies the Regis University philosophy on Social Justice. “Education…means emancipation. It means light and liberty. It means the uplifting of the soul of man into the glorious light of truth, the light by which men can only be made free.” --Frederick Douglass

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