Analogy Organizer

Electronic/Digital:

stylus

Similarities:
shape dynamics
    tip     stroke qualities
    opacity,

Differences:

Analogue:

pencil

Similarities:
tip stroke
density

Differences

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LESSON PLANS and COMMENTARY: Issues we all need to address
1. Multiple Means to Access Information: only giving oral directions to class! Students need to be able to see it, hear it and read it for themselves! Need to discuss why this is beneficial in those commentaries!
2. Agenda: Write out what you are doing as a class on the board—let students know what is in store for the day--remember Ms. Allan's bio class and how students read the content and language objectives out loud. Can't do this if they aren't written on the board as part of the agenda!
3. Time in your lessons: Need to guestimate how long each activity will take. Think about time it takes to pass out paper, get students settled and focused, etc.
4. Academic language=Vocab: I want at least 5 vocab words in the three lessons that you are going to focus on! And you better look over Module #5 to do this--don't give them a list and tell them to memorize it and write the word in a sentence! I WILL KILL YOU! 
How to address and build academic language:
	•	Explain terms or concepts (e.g. examples of language in your discipline) and teach them in CONTEXT!
	•	Essential sentence starters (academic expressions)--think of Ms. Allan, bio teacher (video)
	•	Key quotes and your analysis of them
5. Assessment: You might not get to a formal assessment in two to three lessons but have something stated about how you will assess your big assignments. Rubrics.Checklists. OR include little, informal assessments: a quick write or a 3-2-1 can give you insight into your teaching as well as student learning!!!!!!
6. Videos: need to teach them how to view the video. You know what you are looking for. So teach them to look for certain things. Need to determine where to stop video and how you will get them engaged in analyzing it—you need to teach them how to do this! Watching a video is NOT the same as teaching with a video! How can students take charge of the video? How will students analyze the video or add to the video (e.g. make subtitles) or make their own videos?
Dr. Parker's Trained Monkey!

6.5. Technology: How are you going to integrate it (even if you don't have access to it?); Flickr, Google Earth/Maps, YouTube, etc. And remember the Beatham article and the tool vs. task relationship. 
7. Reflection section on lesson plan template: Disregard it! You complete this after you have taught the lesson
8. Strategies: use strategies to its fullest potential; it is a tool for a task! Strategies are NOT the task!
Example from student teacher a while back using a 3-2-1:
10thgrade World History: Into to Egypt and hieroglyphics
· 3 words that come to mind
· 2 things that you know about Egypt
· 1 picture to represent Egypt
A student happened to say “picture writing” and the student-teacher said “good point” and didn’t write anything down on the board and really elaborate on why the student’s response was a “good point.”
Then, the reading he handed out was about hieroglyphics.Ugh! If he was going to discuss hieroglyphics, then he needed to make a connection between the student’s response and the topic of the day. He should have written down on the board the student’s “good point” and then proceeded to discuss this issue AND have students add these “good points” to their 3-2-1 activity; now the 3-2-1 connects to what they are about to read; instead the activity felt like busy work for young kids and didn’t relate to their work for the day or push them to connect what they knew with what their peers/class discussed.
9. Creativity: Push yourself to be creative with the strategies and with your teaching: don’t continue to do things like they have always been done; if your old middle school teacher taught the exactly the same way you are trying to teach, it is time to reinvent/rethink your teaching practices
Ex: One-Pager: Think outside the box; “Own What You Are Reading” Teachers are trained to have students analyze a book in these TWO ways:
	•	Copy down 17 quotes
	•	“I enjoyed reading this book” response
Make the change! Don’t be your 1995 middle school teacher! Think about how to foster analysis through:
	•	Images
	•	Outline form
	•	“Create your own pattern”
	•	Cham and his art
	•	Pick two quotes but spend lots of energy analyzing them in class and on their own (YOU NEED TO TEACH THEM HOW TO ANALYZE QUOTES)
	•	Give students choice!
	•	One-pager

COMMENTARY: Theory/Research to support your commentary; rely on theory that we have discussed and read in class readings, modules, books, etc.
	•	Multiple Intelligences: Don’t pigeon hole kids into one intelligence; see them as fluid and interrelated; don’t see them as fixed and independent of one another; don’t put students in boxes and say, “Oh, he is this and she is that.” That isn’t the point of multiple intelligences. The point is to broaden our notion of intelligence not confine it to 8 different types.

	•	Bloom’s Taxonomy: Use this as a guide but it is not the Bible. It can help you flesh out an assignment or activity but it shouldn’t be your main source of theory. It’s not even really considered theory because it is so general and not specific to particular contexts or students. And two authors have revised his 1956 taxonomy--take a look: http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Include readings from this class including reading from the modules and even The Trouble with my English. You need to see yourself as engaging in an academic discussion about teaching and learning. Rely on scholars to help you prove your argument (commentary/lessons).