Do Now: Take a minute to think about your answer to this question: What defines an urban context? Week Three Exploring Learner Diversity and Seeing our Students from Multiple Perspectives February 2, 2009

Objectives We will be able to :  Begin to develop a definition of an urban context and describe factors affecting literacy teachers in an urban context (Lapp, et. al.)  Identify the knowledge, skills and mindsets of successful urban teachers (Ladson-Billings; Case study of Marcus) We will be able to :  Begin to develop a definition of an urban context and describe factors affecting literacy teachers in an urban context (Lapp, et. al.)  Identify the knowledge, skills and mindsets of successful urban teachers (Ladson-Billings; Case study of Marcus)

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

Housekeeping  Blogs  Observers  Schedule  Field Visits  Blogs  Observers  Schedule  Field Visits

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

Quote of the Day: “.” - Sara Parker Quote of the Day: “Anywhere you teach you will have to adjust your methods to the experiences students bring into the classroom and the resources that schools provide. I feel that all students have the ability to learn just as much as a student from any other socioeconomic status; I just think that the methods that you use to teach each of these students may differ.” - Sara Parker

What is urban?  Brainstorm  Work with your blog group to make a word web of what you think of when you hear the word “urban?”  Groups:  Group 1: Rachel A., Lyndsay B., Katalin Z., Alexandra W.  Group 2: Andrea B., Alison B., Rachel W., Paula W.  Group 3: Colleen C., Melissa C., Jeanette V., Gina V.  Group 4: Jessica F., Colleen G., Lindsay P., Brandon P.  Group 5: Katherine H., Elizabeth K., Lauren P. Sara P.  Group 6: Julie K., Katherine K., Kelley N., Tim M.  Group 7: Lisa K., Tiffany L., Mandy M., Shannon M.  What do we notice about our word webs?  Brainstorm  Work with your blog group to make a word web of what you think of when you hear the word “urban?”  Groups:  Group 1: Rachel A., Lyndsay B., Katalin Z., Alexandra W.  Group 2: Andrea B., Alison B., Rachel W., Paula W.  Group 3: Colleen C., Melissa C., Jeanette V., Gina V.  Group 4: Jessica F., Colleen G., Lindsay P., Brandon P.  Group 5: Katherine H., Elizabeth K., Lauren P. Sara P.  Group 6: Julie K., Katherine K., Kelley N., Tim M.  Group 7: Lisa K., Tiffany L., Mandy M., Shannon M.  What do we notice about our word webs?

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

What do effective teachers understand? Their locus of control Typical biases held by themselves and/or others and their effect on student learning Asset based thinking These understandings lead us to hold and maintain high expectations for ourselves and our students

Holding and Maintaining High Expectations Read the 4th grade writing sample - this is the benchmark for the end of the year Read Marcus’s beginning of year writing sample Read Marcus’s talking about Marcus’s background Ask yourself and respond in a quick write: What do we know about Marcus as a person and as a writer? What thoughts would go through your mind if Marcus were your student? Emotions? Share in table groups

Holding and Maintaining High Expectations  Read what Marcus’s teacher said about her action steps  How do you see her exhibiting these understandings:  Locus of control?  Typical biases held by myself or others and their effects on student learning?  Asset based thinking?  Now let’s read Marcus’s end of year writing sample -- What did you notice?  Read what Marcus’s teacher said about her action steps  How do you see her exhibiting these understandings:  Locus of control?  Typical biases held by myself or others and their effects on student learning?  Asset based thinking?  Now let’s read Marcus’s end of year writing sample -- What did you notice?

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

How do effective teachers view their students, themselves and their community? “Culturally relevant teaching uses student culture in order to maintain it and to transcend the negative effects of the dominant culture…Specifically, culturally relevant teaching is a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills and attitudes” (Ladson-Billings, 1994, p. 17) Example: Teaching the constitution using local community center or church by-laws - this values their experiences

How do effective teachers view their students, themselves and their community? (Ladson- Billings, Chap. 3)  1. Teachers with culturally relevant practices have high self-esteem and a high regard for others (p ; Gina, Kelley, Brandon, Rachael A., Lyndsay B.)  2. Teachers with culturally relevant practices see themselves as part of the community, see teaching as giving back to the community, and encourage their students to do the same (pp ; Sara, Kati H., Andrea, Shannon )  3. Teachers with culturally relevant practices see teaching as an art and themselves as artists (pp ; Rachel W., Colleen C., Melissa, Lindsay P.)  4. Teachers with culturally relevant practices believe that all students can succeed (pp ; Liz, Lauren, Colleen G., Janie, Tiffany )  5. Teachers with culturally relevant practices help students make connections between their community, national and global identities (pp ; Julie, Katalin, Paula, Jessica )  6. Teachers with culturally relevant practices see teaching as “Digging knowledge out of students” (pp ; Tim, Lisa, Alison, Katie K.)  Take minutes to read your section - TAKE A BREAK  Take minutes to create a visual representation to teach the rest of the group about your quality  1. Teachers with culturally relevant practices have high self-esteem and a high regard for others (p ; Gina, Kelley, Brandon, Rachael A., Lyndsay B.)  2. Teachers with culturally relevant practices see themselves as part of the community, see teaching as giving back to the community, and encourage their students to do the same (pp ; Sara, Kati H., Andrea, Shannon )  3. Teachers with culturally relevant practices see teaching as an art and themselves as artists (pp ; Rachel W., Colleen C., Melissa, Lindsay P.)  4. Teachers with culturally relevant practices believe that all students can succeed (pp ; Liz, Lauren, Colleen G., Janie, Tiffany )  5. Teachers with culturally relevant practices help students make connections between their community, national and global identities (pp ; Julie, Katalin, Paula, Jessica )  6. Teachers with culturally relevant practices see teaching as “Digging knowledge out of students” (pp ; Tim, Lisa, Alison, Katie K.)  Take minutes to read your section - TAKE A BREAK  Take minutes to create a visual representation to teach the rest of the group about your quality

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

The Urban Context Fleming, J., Chou, V., Ransom, S., Nishimura, M., and Burke, K. (2004) Putting literacy learning in context: What practicing teachers say about the realities of teaching in urban schools Themes:  Need for deep-level cultural understandings  Negotiating the impact of poverty on teaching and learning  Working with children with adult responsibilities  Mismatched contexts: Higher education vs. Real-world teaching  Lack of resources  Instability in student and teacher population  Working with a wide range of readers  Lack of intervention services for children with special needs  What “reality” concerns you the most?  What proactive steps could you take to address these concerns? Fleming, J., Chou, V., Ransom, S., Nishimura, M., and Burke, K. (2004) Putting literacy learning in context: What practicing teachers say about the realities of teaching in urban schools Themes:  Need for deep-level cultural understandings  Negotiating the impact of poverty on teaching and learning  Working with children with adult responsibilities  Mismatched contexts: Higher education vs. Real-world teaching  Lack of resources  Instability in student and teacher population  Working with a wide range of readers  Lack of intervention services for children with special needs  What “reality” concerns you the most?  What proactive steps could you take to address these concerns?

The Urban Context Need for deep-level cultural understandings Proactive steps to take: Work with veteran teachers at the school to get to know the different cultures and observe them to see what strategies they use in their classrooms Create opportunities in the classroom to discuss different cultures Do my own research about the community and the cultures that make up the community (visit the local library, talk to the librarian about the community and ask him/her to recommend books)

The Urban Context  Directions:  Walk around the room to find the “realities” that most concern you  Develop proactive steps to take to counter that reality and write down that use asset based thinking and operate within your locus of control  Move around to add more suggestions  Directions:  Walk around the room to find the “realities” that most concern you  Develop proactive steps to take to counter that reality and write down that use asset based thinking and operate within your locus of control  Move around to add more suggestions

Agenda  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)  Agenda Overview (3 min)  Housekeeping (5 min)  Announcements  Blogs (submitting and responding), Observers, School Visits  Defining the Urban Context (20 min)  What defines an urban context?  What can we do to be effective? (40 minutes)  Habits of mind  Holding high expectations  Culturally Relevant Teaching (45 minutes)  What is culturally relevant teaching?  An examination of culturally relevant teaching - painting a picture  Break (10 min)  Brainstorm: Putting Literacy Learning in Context (25 min)  New Literacies Project Description (15 min)  Coming Attractions/Questions (5 min)

Purpose: To learn about a new type of literacy beyond reading, writing, speaking, listening Visual, environmental, cultural, social, digital, emotional, print literacy, numeracy, scientific literacy To learn about a new type of instructional technology Blogs, Wikis, Web movies, Power Points, Websites and so on To deepen our knowledge of a new literacy through the use of an instructional technology -- you will use an instructional technology to teach about a new literacy New Literacies Exploration

New Literacies Project  Steps:  Explore: In class on February 9, explore some instructional technology  Exlpore some more: Take a “digital natives” quiz in class on February 16 to see how proficient you are in digital literacy (you will blog about this)  Explore even more: In class on Feburary 16, explore types of new literacy to start thinking about which new literacy you want to learn more about  Create an Exploration Plan detailing what new literacy you will learn/teach about and what kind of technology you will use  Create your project using a new technology to teach about a new literacy  Review one of your colleague’s projects  Reflect on your own learning process and blog about it  Respond to your group’s blogs about their learning  Steps:  Explore: In class on February 9, explore some instructional technology  Exlpore some more: Take a “digital natives” quiz in class on February 16 to see how proficient you are in digital literacy (you will blog about this)  Explore even more: In class on Feburary 16, explore types of new literacy to start thinking about which new literacy you want to learn more about  Create an Exploration Plan detailing what new literacy you will learn/teach about and what kind of technology you will use  Create your project using a new technology to teach about a new literacy  Review one of your colleague’s projects  Reflect on your own learning process and blog about it  Respond to your group’s blogs about their learning

New Literacies Project  To get you through all of this: Our Wiki!   BOOKMARK THIS!  Accept the Wiki invitation I will send to your , create a password - set preferences to never receive updates about the Wiki  Explore the Wiki for all the information you need for this project  This is my exploration!  To get you through all of this: Our Wiki!   BOOKMARK THIS!  Accept the Wiki invitation I will send to your , create a password - set preferences to never receive updates about the Wiki  Explore the Wiki for all the information you need for this project  This is my exploration!

Coming Attractions: Week 4, 2/9/09 - Classroom Discourse Readings  Everyone reads:  Almasi (1996) (On Angel)  Jigsaw readings (All on Angel except Weinstein) PLEASE READ CAREFULLY SINCE YOU WILL BE TEACHING OTHERS ABOUT YOUR ARTICLE:  Weinstein, Chapter 10 - Rachael A., Katalin, Lyndsay B, Ally W., Andrea, Rachel W., Kelley  McGee (1996) - Alison B., Paula, Colleen C., Janie, Melissa, Gina, Jessica  Goldenberg (1993) - Lindsay P., Colleen G., Brandon, Kati H., Lauren, Liz, Sara  Triplett (2005) - Julie, Katie K., Lisa, Tiffany, Mandy, Shannon, Tim  Going over in class (look them over to see if you have questions):  Where I’m From Handout (Week 4 readings folder)  Lesson Planning assignment (assignments folder)  Due on 2/9 by start of class : Noteblog: How could you, as a teacher, learn more about the diversity in your classroom and get to know your students from multiple perspectives? Why is this important? Make sure to reference the readings and the class discussion Readings  Everyone reads:  Almasi (1996) (On Angel)  Jigsaw readings (All on Angel except Weinstein) PLEASE READ CAREFULLY SINCE YOU WILL BE TEACHING OTHERS ABOUT YOUR ARTICLE:  Weinstein, Chapter 10 - Rachael A., Katalin, Lyndsay B, Ally W., Andrea, Rachel W., Kelley  McGee (1996) - Alison B., Paula, Colleen C., Janie, Melissa, Gina, Jessica  Goldenberg (1993) - Lindsay P., Colleen G., Brandon, Kati H., Lauren, Liz, Sara  Triplett (2005) - Julie, Katie K., Lisa, Tiffany, Mandy, Shannon, Tim  Going over in class (look them over to see if you have questions):  Where I’m From Handout (Week 4 readings folder)  Lesson Planning assignment (assignments folder)  Due on 2/9 by start of class : Noteblog: How could you, as a teacher, learn more about the diversity in your classroom and get to know your students from multiple perspectives? Why is this important? Make sure to reference the readings and the class discussion