| Meeting 05 • 13 April 2010 • Tuesday |
Version:
4/15/10
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People: √Fischer; √Ireton; √Konrad; √Moore
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| Today |
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(X') = anticipated time in minutes
(0001) etc.=item in document collection on CD-ROM
Key to notes added AFTER the class meets:
√ = topic / activity that was adequately dealt with during the class
+ = topic needs more attention & will be resumed at next / subsequent meeting(s)
- = a topic / activity that was proposed but not carried out - will be taken up later
Struckthrough text like this = a topic / activity that was proposed but not included is not going to be taken up after all
Italic green text like this = comments after the meeting
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| Week 3: Thinking through the first CBI project; more possibilities; where to get help (standards, lesson plans); the "Humboldt Project" |
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materials:
ACTFL Proficiency Guidelines (speaking 0012; writing 0013)
Standards for Foreign Language Learning: Preparing for the 21st Century (0001, "5 C's")
Subject-area standards for exiting high-schoolers in the state of Oregon (0691 Second Languages; 0693 Visual & Performing Arts; 0694 English; 0695 Mathematics; 0696 Science; 0697 Social Science)
public domain lesson plans (see schedule, listing before Week 3)
Humboldt Project website; recent Oregonian article about the Humboldt squid (HP0058, not on CBI disk); New Yorker article about Humboldt squid as candidate for food industry (HP0059, not on CBI disk); ethnomathematics poster (HP0057, not on CBI disk); Jiffy-Lube ad
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(20') We need a review discussion to make sure the course is on track: 1) how the links to the reading work (location of links and of files). 2) What we're doing in the "pure CBI" part of the course (projects, some but not all related to SpeakEasy). comment: added a topic to focus the review: Reasons why you should do CBI - and reasons why you should NOT do CBI; still haven't done this part:3) The "SpeakEasy maintenance" part. Reminder: Turn in your initial reflections; what categories should the scoring guide include? Weighting?
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√
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(30') The "Humboldt Project" and its possible role in this course; possibilities beyond this course; comments: now you know about it, but I have no idea what, if anything, this course will use of it
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√
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(30') Project 1 as group effort (subject: mathematics, sub-areas might be: a) geometry (basic shapes, equality, inequality - the pizza project); b) ethnomathematics; c) statistics. An early step will be a closer look at math standards. comments: good discussion, but we need at least two more discussions to develop the project itself; the quick look at lesson plans needs a followup
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(20') Upcoming "SpeakEasy maintenance": next Thursday's activities; relation to CBI projects; setting up meetings outside class
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| Upcoming class meeting(s): #6 & #7 (15 & 20 April) |
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1) Project 1, with work samples from previous groups.
2) Continue Stryker /Leaver (or Kasper)
3) Starting to think about projects 2 & 3
4) On-line lesson plan resources (see "Schedule", week 2)
5) Lesson plans with foreign/second-language components (0434, 0435, 436)
6) Close look at an entire CBI course: 300-level German & hydraulic engineering (0712)
7) Since next Tuesday's meeting is on Hitler's birthday, we may spend 20 minutes relating that to CBI. Link to WBF presentation.
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| Upcoming assignment(s) |
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This section offers a PREVIEW, not activated assignments. Assignments are made, with announcement of their deadlines, both in class and on the "schedule" page.
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