Monday-Day+1

Monday - Day 1 home

7-8AM Breakfast

8:15-8:35 Greg
 * Welcome, introductions
 * well-being info (cell phones off, bathrooms, refreshments)

• Begin with the Herding Cats video clip?
 * 8:35-9:15 Brenda and Greg
 * Getting to know one another mixer - goal: everyone introduces him/herself
 * logistics - reimbursement for expenses (Meals and travel ) Tuesday AM - bring flight itineraries and we'll do paperwork
 * Go through rest of binder, esp. schedule
 * Explain themes: Using principles of UbD to consider what makes an excellent language program, learning about action research and designing individual action-research projects. Goal for week= create an outline for an action research project

9:15-10:30 Ann Share Wyoming Framework (will work with it on Thursday)
 * Overview of Understanding by Design/ Backward Design (Ann)

10:30 - 10:45 Break

10:45-10:50 Ann, Brandee Introduce mentor group/whole group activity: What do you think are the most important indicators of a high quality foreign language program?

10:50-11:40 Small group work (5 groups of four teachers plus TL. Goal: Discuss the bullets in the two documents (Pages 3-4 of the Draft UbD Document plus the new Descriptors) and choose the three you think are the most most important for a high quality program. Be ready to explain why your group picked those three when we debrief. Illustrate your concepts to illustrate the three concepts your group chooses.

11:40-12:00 Whole group. Each mentor group shares its illustration, explaining it to the whole group. (Brandee, Ann)

12:00-1:00 Lunch

1:00-1:02 (brain break- Que hora es? (lead -in to the idea that a good program is inevitably judged by the proficiency level attained by its students) 1:02-1:35 Rich introduces what is happening in his district and what he has learned. Ends by challenging everyone to continue to think about the characteristics of strong language programs that were discussed in the morning groups:
 * 1) to think about their own programs and classrooms,
 * 2) to consider where they might like to strengthen their program/classes, and
 * 3) to begin to think about what evidence they would need to gather in order to be able to show positive changes in the areas/characteristics they might choose.

1:35-1:45 Brenda Activity- 20 quotes- matching activity "Together we win” activity"

1:45-2:45 General introduction to Action Research - Rich
 * Rich - One Teacher's Story - what your action research project was.
 * What is it? Why do it? How can it improve your teaching?

2:45-3:30 Individual time to discuss with other teachers, TL's, Ann, Greg, or by yourself about your action-research project. Build in your own 15 minute break.

3:30-4:15 Greg - - Introduction to CASLS' MOSAIC units - content based instruction - in addition to SILL-NET.
 * SILL-NET as a means of communication, mentor groups, calendar and journal - homework -
 * Explain the role of journaling in the institute

Journal assignment - Greg Personal reactions to the UbD discussions of this first day. Choose 1-2 understandings or essential questions that you personally might like to explore in your action research. Are there others not on the list? If so, what are they?

pre-Week Tuesday - Day 2 Wednesday - Day 3 Thursday - Day 4 Friday - Day 5 post-Week