September+26,+2011

media type="custom" key="10428220" Meeting location: room 1104

Meeting begins: 8:00am media type="custom" key="10428226" PLC Members take turns recording and posting (see below) the minutes from today's meeting: media type="custom" key="10428230" Collaboration Meeting Agenda:
 * Bethe || Cadwell || Devine || Duran || Gross || Jacoub (taking minutes) || McGlenn || Sagapolutele ||

1. Review Ch. 2 on Scaffolding Pages 16-19 (Maxine) 2. Discuss Week 1 Analyzing Prompts Formative Assessments > student performance on this year's Google Doc (shared with your GUHSD e-mail) and post your weekly averages here. Thank you!
 * Pages 15 and 40 (Vicki)
 * Pages 20-22 (Sophia)
 * Pages 23-24 (Matt)
 * Pages 25-27 (Jenn)
 * Pages 28-32 (Anthony)
 * Pages 33-37 (Ana)
 * pg. 37... //for english learners, **contingency** means there are clear reasons and goals for an activity.//
 * we need to set a purpose for each activity so the kids don't see it as busy work. language builds on previous things.
 * classroom application? our daily objectives give students a purpose.
 * Pages 38-39 (Michelle)
 * A brief summary (30-60 seconds).
 * Favorite 1 or 2 quotations.
 * Application to what we do/could be doing.
 * In the future, we will do this on our wikispace in a wiki discussion.
 * Are the posted keys useful?
 * How are we scoring?
 * Reminder: Please begin tracking "Scaffolding refers both to a special way of interacting and to a temporary structure that assists learning."

= Minutes: = Notes from today's meeting:

Scaffolding reading discussion: Week 1 FA:
 * 15/40 "Scaffolding refers both to a special way of interacting and to a temporary structure that assists learning." ZPD and scaffolding go together.
 * 16-19 ZPD to test the predictability of child reactions
 * 20-22 Giving more agency to the student to allow takeover of the task
 * 23-24 Scaffolding as an impromptu event/teachers should promote autonomy
 * 25-27 teacher dialogues should scaffold the learning
 * 28-32 Student interactions - "expert-novice"/"equal knowledge" = creating meaning in groups/allows self-regulation for students
 * 38-39 Reducing degrees of freedom/don't dumb down the learning/give multiple opportunities for exposure and practice
 * rubric issues
 * Jenn will make copies of the revised rubric (start using this one for week 2)
 * reading prompt aloud to students in lower levels