Problem-Solution+Do+Now

Problem-Solution Do-Now
====Each week, we are going to start our class with a //Do Now//. The material is going to be based off of the practical experience you are gaining from your weekly observation of a classroom. Every Friday, one or more of you will present a scenario, narrative, etc. of a situation you are experiencing, centered around literacy in your current placement. This may either be something you consider to be a problem of practice, or just an area that needs some 'tweaking'.====

he purpose of the Do Now activity:
 * make connections between your class and the best practices in literacy instruction we discuss in class
 * utilize research to become "problem-solvers" in your own classrooms
 * think about the importance of literacy instruction across the content areas.
 * help to select a topic for your "Cross-content literacy investigation paper"

====For the //Do Now//, you will present your experience to the class orally. You will create a question(s) that you would like the rest of the class to discuss and offer "solutions" or just insights into your "problem".====

Here are the guidelines:

 * ====Entire Do-Now activity must take no longer than 20 minutes, including group discussion time====
 * ====Regardless of your current placement, the proposed "problem" must focus on the literacy (reading, writing, vocabulary, word work, digital literacy, etc.) aspect. For example, in a math class, you may notice the absence of literacy instruction that may be able to enhance student learning in a particular area.====
 * ====For the days we meet online, you can choose to present your //Do Now//, but you must write out the scenario on Thinkfinity as well as pose the thoughtful question associated with that problem.====
 * ====The rest of the class will collaborate to offer practical, research-based suggestions for improving the lesson, environment, etc. explained in the Do Now.====
 * This will count towards your participation grade**

Example: (Scenario would be more elaborate in detail for presentation) While in my 4th grade science class this week, I noticed that the students were given questions to answer after reading a chapter in the text. Students were sent off to read the text independently. It was clear that the content made the reading very difficult for some students. What are some suggestions/alternatives to help the struggling readers, or all learners, get through the content?

SIGN-UPS - 1 person per "live" class. 2 people for online dates