Agenda

=AGENDA DAY 1= (All times are EST)


 * ALL DISCUSSIONS TAKE PLACE IN THE PAGE "ELECTIVE COURSE OUTLINE MATERIALS." **

//Session 1: Getting to know the Elective Outline//
//NOTE: Work from 9-10:30 can be completed on your own time. At 10:45 everyone must report on the Wiki. At 11:00 we will all call into conference line 4.//


 * 9:00** **[|Task #1] -**What are the most important learning goals for students in a Facing History HHB unit or course? Put another way, complete the following statement: By the end of a Facing History HHB unit or course, students should understand/be able to….
 * Post up to five distinct “essential” learning goals** on the [|Wiki]. Or, you can post your thoughts on the exercise of trying to articulate distinct learning goals. Perhaps you think this is an impossible or ridiculous task, if so, explain why.

1.) All participants read Using this Material Section  2.) Read your assigned 3 sections (see chart below for assignments) For each section, participants post a 3-2-1 in the [|“Tour the Guide” Discussion Area] (under Task #2 in Elective Outline Course Materials Discussion Space) 3 things others should know about this section 2 questions this section raises for you 1 way this section relates to your goals for a FH unit or course (Feel free to write additional comments and to comment on other sections.)
 * 9:15** **Task #2 - Tour the guide**


 * “Tour the Guide” Reading Assignments**
 * David ||  1, 9, 4  ||
 * Adrianne ||  2, 10, 5  ||
 * Denise ||  3, 11, 6  ||
 * Mary H ||  4, 12, 7  ||
 * Juan ||  5, 13, 8  ||
 * Jocelyn ||  6, 1, 9  ||
 * Sarah ||  7, 2, 10  ||
 * Pam ||  8, 3, 11  ||
 * 10:30** **Read the comments in the** ** [|Task #1] ****and [|Task #2] sections**. Add additional comments; Jot down ideas for what you hope to discuss with the whole group. If any of your ideas about goals for a FH unit or course have changed, you can revise your original post.

**11:00 CALL INTO LINE 4** Contracting and sharing


 * 12:00 Lunch and Task #3**


 * [|Task #3]** - Imagine teachers that you work with planning an HHB unit or course. Try to select three different kinds of teachers. How do you know/assume/guess they go about this work? How might they be feeling? What challenges do they confront? What resources do they have to handle these? **Spend 5 minutes writing about this prompt and [|posting it to the Wiki]**


 * 12:30 Read and comment on posts**

//Session 2: What choices do we make choices about what and how to teach? What helps us make these choices?//
**12:45 CALL INTO LINE 4** – Connect, share, discuss, muse, question….


 * 1:15 Task #4 - Lesson planning activity**

See materials on the page for Task #4.


 * 1:30 Pair planning begins, [|post “plans”] (answers to questions) to Wiki by 2:00 (post in discussion space for [|task #4])**

 Pair assignments: (Send each other an email with phone # information) Juan "call" Jocelyn - if you need to - you might be in the same office :) David call Sarah K Pam D. call Adrianne  Denise call Mary H


 * 2:00 Break** **and review other plans posted on Wiki** – Identify questions you would like to ask members of the other groups


 * 2:30 Jigsaw discussion of plans and process (**Give each lesson plan an award, i.e. Most Creative, Most Likely to Succeed, Most Likely to Spiral Out-of-control, The High Maintenance Plan….just kidding about the award thing. Remember kids, this is about learning, it is not a competition.)


 * CALL LINE 4: David, Juan, Pam, Denise, Steve **
 * CALL LINE 5: Jocelyn, Adrianne, Sarah, Mary, Elis **


 * 3:00 [|TASK #5]: How might this planning process be adapted for use in workshops or follow-up (or not)?** Post your responses to this question on the Wiki.


 * 3:15 Call into Line 4 for whole-group discussion, debrief and next steps**


 * [|Task #6 – Independent lesson planning] (for Friday at 11):**

__Examples:__ - Should my students read the text and watch a film or just do one? - Is it possible to assess empathy? - It took me an hour to plan this lesson? Is this a realistic amount of time? How can I help teachers craft good lessons in a sustainable way?
 * 1) Select any lesson idea in the binder. Extra credit will be given to those who select something new and/or challenging.
 * 2) Create a lesson plan for it. You do not have to finish the plan.
 * 3) Identify a dilemma, challenge or question that came up while you planned. You will be sharing this question, challenge or dilemma with a group of trusted colleagues. Questions or dilemmas can be specific/technical or abstract/philosophical.


 * Before 4:30** **“Exit Card Email”** – Send a note to Phredd, Elis and Steve sharing what you got out of the day, what you hope for the next day, questions on your mind, something that worked well, something you wish had been different and anything else you think that we should know as facilitators.