General Overview and Timeframe:
The primary goal of this mini-lesson is to encourage students to "watch" for trends and topics in the field of education, and to "wonder" what implications these issues may have when the students become teachers. The media specialist will introduce students to the concept of literature circles by watching a Teacher Tube video produced by an elementary school media specialist. Students will identify the key roles various members of the literature circles play and create a description of each role. Working with the media specialist, the students will then modify the literature circle approach so that it will work with non-fiction. Working in small groups, students will create a storyboard for a proposed video giving directions on how to conduct literature circles. Ultimately, a small group of students (selected by their peers) will storyboard and produce their own training video on how to conduct discussion circles. This video will be posted on Teacher Tube. Throughout the course of the school year, the media specialist and the classroom teacher will collect education related current events. The teacher will create discussion questions for each event and post them on the classroom Moodle. Students will engage in weekly asynchronous discussions. (Time: 2 instructional hours, not including production of Teacher Tube video or reoccurring discussion circles)
Elaboration of Activities:
Guiding Question: What is a good way to actively participate in a professional discussion?
Materials and Resources
Viewing Notes for Literature Circle Notes from Teacher Tube video -- TEACHER COPY Note: Teacher notes appear in blue. These are ideas and terms that might emerge from a discussion with students.
ROLES in the Literature Circle Discussion Circle Discussion Director Same role is needed for discussion circles. *Asks open-ended questions to encourage discussions. *Opens and closes the discussion. *Keeps group on task. *Goal is to get opinions and reactions. Connector Same role is needed for discussion circles. *Connects events within the story and beyond the story. *Talks about text-to-self connections i.e. “this happened to me too” *Goal is to make connections between the book and life. Summarizer Same role is needed for discussion circles. *States the who, what, where, when, and why of the story. *Identifies the problems and resolutions in the story. *Goal is to make sure everyone understands the facts of the story. Character Captain Instead could be called Key Players in a non-fiction text. *Identifies details from the story reveal traits of characters. *Goal is to make sure all the characters are identified and understood. Vocabulary Enricher Same role is needed for discussion circles. *Identify puzzling new words in the story. *Present synonyms, definitions, and visual representations of the words. *Goal is to deepen understanding and appreciation of the story by learning new words. Literary Luminary Instead could be called Craft Scene Investigator (CSI) in a non-fiction text. *Identify passages that illustrate literary devices. Identify passages that illustrate writer's crafts. *Goal is to deepen understanding and appreciation of the story by examining specific techniques the writer has applied to the writing. Sample Current Event Topics for Weekly Discussion Circles Note: These topics and questions will be completed independently by the students prior to participating in an asynchronous discussion hosted on the classroom Moodle site.
Sample #1: Classroom Management
Classroom management is critical to successful teaching. Learning how to work with kids is like any other skill: it takes practice and reflection. The temptation is to rely on punishment (i.e. yelling, detention, dirty looks, etc.) versus thoughtful lesson planning. For this alternative reflection, go to http://www.edutopia.org/classroom-management-strategies-part-one . After reading this short article, answer the following questions as your preparation for the asynchronous discussions. Answers to these questions should be posted in your current event file.
(1) This author uses a popular arcade game (http://www.addictinggames.com/whackamole.html) as a metaphor for what it is like to manage unruly students. Create your own metaphor and explain why you chose it. (2) Record responses to the questions this author proposes: "Take a minute to reflect on why you think you are having classroom-management challenges. Why are your students misbehaving? When are they not doing what they're supposed to do? What do you do when they are misbehaving? What do you do when they're following the rules?"
--------------------------------------------------- Sample #2 Bullying If you are around children long enough, you will like see some form of bullying happening. If you have ever been bullied, or even better yet, if you have ever bullied someone, this will be an interesting article. http://abcnews.go.com/Health/PainManagement/story?id=6200528&page=1 BEFORE reading the article, reflect on these questions: 1) Describe a bully. Real or imagined. 2) At what ages do you think bullying peaks? 3) How do schools typically deal with bullies? AFTER reading the article, reflect on the following questions as your preparation for the asynchronous discussions: 4) The doctor is "dumbfounded" are you? Why or why not? 5) How might our methods of dealing with bullies shift, based on this new-found information? -------------------------------------------- Sample #3 Fieldtrips Have you ever been on a great one? Teachers have differing opinions and philosophies when it comes to fieldtrips. Start thinking about what your own opinion of fieldtrips are by examining a real example. Visit and explore the following link: http://www.bodiestheexhibition.com/bodies.html As preparation for your discussion circle, compose answers to the following questions. 1) The website quotes a teacher saying that this exhibit would be great for all students, all ages. Do you agree? Explain any concerns parents might have and how you would respond. You may want to consult with your supervising teacher and record his/her opinion on this one. 2) After touring the site, list some areas that you think teachers would find useful. 3) Do a Google search, and provide two additional sites you found that gave you more information about this exhibit. Explain what you found on these sites that was helpful. 4) Talk to a teacher, any teacher, about why he/she thinks fieldtrips are important. Secondly, ask what it the hardest part about organizing field trips. Record your answers in your entry.
--------------------------- Sample #4: Balanced Schedule
 Have you been reading the news at East Noble? You can expect to see trends like this if you are going to be a teacher in the next ten years. This used to be called a "year-round" schedule, but the new politically correct term is 'balanced'. It is the same number of school days and the same number of vacation days, but the days are balanced throughout the calendar year. To prepare for this week's discussion circle, compose answers to the following questions. 1) Ask FIVE random teachers what their opinion of a balanced schedule is and why. Record their responses here. 2) Ask a parent (either yours or someone else's ) what their opinion of this type of schedule is and why. Record his/her responses here. 3) Visit this website. http://wik.ed.uiuc.edu/index.php/Year-Round_Schools 4) Based on what you have read and heard, give me at least three reasons why you would like to teach in a balanced schedule school AND list three reasons why you would not. Discussion questions used as preparation for asynchronous discussions have been field tested. See link on the navigation bar or click here. |