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1. Team Members Patti Hoffman, Peggy Ballard, Kim Hermer, Mark Zuiker December 1, 2011 Community of Learners Agenda Go session by session identifying the key components of each agenda. Describe briefly why your team chose these components. Did you set out the agendas at one meeting or did you do each meeting separately—based off of what you discussed previously. Questions/focus First Meeting. Intro to TPA Second Meeting. How TPA can fit into classes taught. Third Meeting. Difficulties of trying to prepare all students for all possible school curriculums Fourth Meeting. Differentiation and what markers can identify it! Activities /Actions First Meeting. Get copies of TPA for all learning team members. Focus on what students already do well. Second Meeting. ; Looked at examples of the TPA in a specific content area and brainstormed what we could incorporate into our own teaching to prepare students to use aspects of the TPA Third Meeting. Potentially have schools provide classroom textbooks Fourth Meeting. Develop differentiation markers for grade levels k-3, 4-6, 7-12; we actually looked at WIDA examples that would help students identify various levels of student readiness and how they could use that to differentiate their lessons. Action Plans Summarize what your team’s action plan was. Put down key components. New Learning/ Acquired Skills Team member 1: I learned .more specifically how to imfuse TPA into my Level 3 course. Team member 2: I acquired the skill ofunderstanding what elements of the TPA I could use to prepare students better. I will have students focus on the Context of Learning to understand the Differentiation isn’t just for EL and special ed students. Team member 3: I learned that all team members have the same goals for their students – to prepare them for the 21st century classroom. Applications/Next Steps Team member 1: We backmapped from the TPA lesson plan to require students to addresss the majority of the plan for Level 3-sWe used specific questions from the TPA as reflection prompts. Students did a great job-so we will continue this process. Team member 2: Next time I teach Z, I will do .implement more reflective writing in my teaching. I will also use more differentiation. Team member 3: I need to communicate with each professor of each class to best serve the students in that class Title

2. Information about what to put on poster. • Please leave the headings as they are, we do want you to put information under each heading. The font size is at 48 pt. This should be sufficiently large enough to be read easily when we print these as posters. • Action Plans: Using your Learning Team action plan that you started working on the launch in August, summarize this plan and highlight your progress and note any changes you made to this plan as the semester progressed. • Community of Learners Agenda: The first items we want are summaries from your “sharing together to build our skills” section of the Agenda. We want you to put down information from each time your team met. That is why we have put down four numbers. Some groups may have met more than four times so please add numbers as necessary.

3. Information about what to put on poster. (continued) • Under the activities/action section you are to summarize Part three of the agenda. What action or activities resulted from each session? • In the third column we want you to use “I” statements from each participant. You do not need to identify your self, but we want each participant to put down one item learned or skilled acquired and one application or next step to be taken. We have provided some prompts for you to consider. (I would take out the Team member 1 from each one.) • If you have questions, please contact Jeff Pribyl at jeffrey.pribyl@mnsu.edu or 507 389-6024.