Bridget farley, Lisa. Carlson Collaboratively build knowledge and skills to enable effective instruction through. Theory, demonstration, practice, and collaboration. Meeting date to include beginning and ending time: 10 / 8 / 14 1:30-3:30.
Bridget farley, Lisa. Carlson Collaboratively build knowledge and skills to enable effective instruction through. Theory, demonstration, practice, and collaboration. Meeting date to include beginning and ending time: 10 / 8 / 14 1:30-3:30.
Bridget farley, Lisa. Carlson Collaboratively build knowledge and skills to enable effective instruction through. Theory, demonstration, practice, and collaboration. Meeting date to include beginning and ending time: 10 / 8 / 14 1:30-3:30.
Purpose: Collaboratively build knowledge and skills to enable effective instruction
through theory, demonstration, practice, and collaboration. Facilitator: Bridget Farley, Lisa Carlson Meeting date to include beginning and ending time: 10/8/14 1:30-3:30 Learning goals/desired outcomes: Review, evaluation and implementation of vocabulary strategies for content area vocabulary. Team members absent (list reason if known) Bridget Farley, Lisa Carlson What is it we want our students to learn? (Standards) Content Area Vocabulary Team conversation:
Discussion of High School Art classes and coding in regard to conversation
with Mr. Peterson about Interior Design course. As a pair, we narrow it down to 2nd semester of photography more focus on manual photograph and manipulation, Crafts, or Textiles (which fits into Crafts). Sharing of vocabulary strategies: o Individual Word Wall (flip book) from Photography class: Students made these to review Photo Techniques/Concepts covered thus far and has space to add additional vocabulary. It will also be a great study tool for semester test. o Word-splash: Students were given a series of ceramics vocabulary related to pinch pots. They used the vocabulary to write a paragraph that showed their understanding of the concept/technique we had just used to complete a project. o Traditional Word Wall: Combined word wall with vocabulary that you want them to recognize, spell and define. Having words from multiple projects and grade levels displayed may improve the vocabulary knowledge of all students. o Connecting Words we encounter in discussion to students prior knowledge. For example- Pablo Picasso was an influential artist. What does it mean? Are there other words that you can relate it to? OR Octagon How many sides does an octagon have? What other words do you know that sound like it? How do the words relate to each other?
Materials needed for next time:
We decided to implement 1 of the other persons strategies and at our next meeting, we will discuss how we used the strategy and the effectiveness of the strategy. Bring vocabulary for projects/units taught during the first qtr. Discuss
ways we have taught vocabulary and possible strategies we could incorporate when we teach this material again. Discuss ways to assess this vocabulary with our students. Administrator feedback: