LIU’s 2012 Summer Migrant Program

For the next two minutes, please fill in the chart on your handout with all of the items that come to mine when you think of Australia, Egypt, and the Netherlands.

10:40-10:50 Warm-up

10:50-10:55 Overview of Agenda, Objectives, Classroom Engagement Strategies

10:55-11:00 Introductions

11:00-11:10 Goals of Summer Program and Sharing

11:10-11:20 Lesson in a Box Lessons and Uses

11:20-11:30 Instructional Technology Resources (wiki)

11:30-11:40 Teaching Extras

11:40-11:50 Resources in Binder, Sharing/Collaboration

11:50-12:00 Group Sharing and Questions

understand the goals of the summer program and its corresponding theme and be able to state those goals to a co-worker.

be able to explain the purpose and usage of a “Lesson in a Box” to another workshop attendee.

be familiarized with the resources in the binder and those that are available to me for the summer and be able to explain how to access some of the alternate resources.

have a list of technology resources to aid my lessons that I will be able to use when planning my lessons.

be able to utilize the basic components of APL style best practices to enhance the learning of my students (if I choose to use this method).

be able to interact with other co-workers that are teaching the same age level to share ideas, resources, and knowledge.

have considered how to interweave the following topics into my teaching: “green” living, physical education activities, tying field trips to my lessons (and activities to keep my students engaged on long field trips), ways to pre-teach vocabulary, and basic strategies for working with English language learners.

1. Warm-up and Closure (Many beginnings and endings)

2. Posting Objectives and Agenda3. Check for Understanding (What am I

asking you to do? How long do you have to do this activity?)

4. Wait Time and Wait Time Extended: Interviewing students for answers

Please share . . . Your Namethe unit you will be working with this summer

Where you teach or go to school throughout the school year

How long you have been with the Migrant Program

have a greater understanding of the culture, history, and modern life of those living in Australia, Egypt, and the Netherlands (Holland).

learn skills that will help them to retain knowledge and information from the end of one school year to the start of the next.

fill in any gaps in learning that they may have had throughout the school year due to language barriers, frequent school changes, or other factors.

practice / learn world history, geography, language arts, and math skills.

learn about other cultures that are different from their own.

demonstrate an increase in physical fitness through the testing for the Presidential Fitness Award.

explain to their families how to live more sustainably through simple actions they can take at home.

learn other valuable information, such as how to interact with their peers, proper nutrition, science skills, artistic forms of expression, safe and effective ways to utilize technology, and more.

The Rules for Using a Lesson in a Box1. Always look over the lesson at least one day in advance to

be sure that you understand the lesson and what you will have to do. The lessons are on my wikispace at the following link: http://grants-summer-migrantinformation.wikispaces.com/Lesson+In+a+Box.

2. Check the box for the necessary supplies. (Sometimes they are missing.)

3. Always replace the consumable supplies that you used in the box, clean the items, etc. before returning the lesson.

4. Return the box to your school’s designated Lesson in a Box zone.

How have you used a Lesson in a Box before?

What were the challenges?What were the benefits?Any suggestions or recommendations?

2 Ways I could utilize the Lesson in a Box activities:

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2.

http://grants-summer-migrant-information.wikispaces.com/

Anyone may access the information on the wiki!

Please consider becoming a member in order to post information, comments, or hold a discussion with another member.

http://ed.ted.com/on/dIKLIdWj

Ideas for . . .utilizing technology –

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Please form a circle around the room.

What is your favorite part of the summer? What are you excited about?

Living SustainablyPhysical FitnessIncorporating Field Tripsand more . . .

Many of our families have very high electricity bills, so showing our students ways to reduce energy costs can actually improve their standard of living. Also, helping them to realize how many of the earth’s resources they actually use and waste on a daily basis can be eye-opening. Try creating a simple carbon footprint evaluation and then look at ways to reduce that carbon footprint. Recycling and composting are always big. Is there a way you could compost at your school for the summer from breakfasts and lunches?

Consider working with your school’s nurse to create a daily physical fitness program (for the end of the day) in which the students can actually chart their progress.

Begin with initial measurements, create exercises and activities, and have them check their progress every two weeks.

Research the location ahead of time through websites, if available.

Also, many of the sites explain what students are going to learn while there, so take some time to look over this and begin teaching it before the trip.

What about those long bus rides? Consider creating packets from the binders that include crosswords, etc. Always staple the papers together ahead of time (so they don’t blow out the bus windows)!

Ideas for incorporating “green” living, physical fitness, or field trips –

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Take some time to peruse the binders for activities, lessons, and stories.

Work with someone near you to begin listing ideas of activities from the binder that you could use this summer. (There is space on the back page of your packet at the bottom.)

Ask questions of those around you. Discuss new ideas. COLLABORATE AND SHARE!

What have you learned today? Share three items you have learned with a partner.

What is your first action item after today?

What are you still struggling with?

What else would you like to share?