Date+Sept+19

Goals
 * 1) continue getting to know and trust one another
 * 2) reflect on our own observations about students
 * 3) analyze own classroom experiences through useful lenses derived from readings
 * 4) hone critical thinking through collective discussion of several experiences through the lens of our readings

Schedule of activities

2:00 Gather and review names and website --What do you see the students in your school listening to or reading? What technologies are they allowed to have in school? --What do we notice about wiki posts? Questions about purpose, audience, genre for wiki posting?

2:15 Reviewing Lenses for analysis from the readings & Discussion

To what extent do your students:

   Other questions
 * feel safe (San Antonio and Salzfass 43)?
 * <span style="font-family: Georgia,serif;">experience "verbal, physical, or psychological abuse or teasing accompanied by real or perceived imbablance of power", i.e. bully or get bullied (San Antonio and Salzfass 42)?
 * <span style="font-family: Georgia,serif;">trust that teachers have a process for identifying, responding to and reporting bullying (San Antonio and Salzfass 45)?
 * <span style="font-family: Georgia,serif;">act kindly, with courage, generosity and thoughtfulness (San Antonio and Salzfass 45)?
 * <span style="font-family: Georgia,serif;">seem secure in their identities and purposes?
 * <span style="font-family: Georgia,serif;">know how cheating is monitored and what the consequences of cheating are (Strom and Strom 51)?
 * <span style="font-family: Georgia,serif;">feel pressure from parents and teachers to get high grades (Strom and Strom 51)?
 * <span style="font-family: Georgia,serif;">see cheating as a cultural norm (e.g. Everyone is doing it, even adults) (Strom and Strom 51)?
 * <span style="font-family: Georgia,serif;">seem to believe that intelligence is a fixed quality one has or doesn't have (Dweck 59)?
 * <span style="font-family: Georgia,serif;">receive praise for their performance or for their engagement and perseverance (Dweck 59)?
 * <span style="font-family: Georgia,serif;">understand how the brain works and grows "smarter" (Dweck 60)?
 * <span style="font-family: Georgia,serif;">read and write outside of class?
 * <span style="font-family: Georgia,serif;">play video games?
 * <span style="font-family: Georgia,serif;">see adults reading and writing to accomplish personally meaningful tasks?

__<span style="font-family: Georgia,serif;">Other Questions and Resources: __ <span style="font-family: Georgia,serif;">What your students' out of school literacy practices? What practices are they doing unassisted and unprompted? <span style="font-family: Georgia,serif;">Understanding <span style="background-color: initial; font-family: Georgia,serif;">scaffolded instruction within students' zone of proximal development <span style="font-family: Georgia,serif;">. <span style="font-family: Georgia,serif;">What prior <span style="background-color: initial; font-family: Georgia,serif;">[|funds of knowledge] <span style="font-family: Georgia,serif;"> do your students possess from their out of school cultures and practices?