512+Agenda+-+7.20.16


 * Key Objective(s): **
 * I can write a learning objective following DAMMP criteria
 * I can explain the purpose of the Big Six elements of lesson planning
 * I can describe the characteristics of an effective lesson plan that works for me and an outside reader
 * I can describe types and purposes of curriculum and navigate curriculum resources for my content area


 * Focal Assessment: **
 * Creation of a lesson plan (due at a later date)

9:00 - 9:30 - Where we've been, where we're going
 * Notetaker: Katherine user:Anny1 user:katherinedynes
 * Learning: "Learning becomes natural and effortless when knowledge is relevant and applicable to students' prior knowledge and experiences"; learning is fundamentally connected Learning is not the only purpose of schools.
 * Teaching: "Teaching should be learner-centered"; pedagogy is the one thing in our control, although it's not for us or about us
 * Students: "Every student is different and brings prior knowledge, therefore building personal relationships is critical"
 * Schools: "Schools must provide a safe environment and holistic, fair education for all students regardless of background"

9:30 - 10:30 - Writing Objectives
 * Writing an Objective
 * Tile Game
 * need a level of clarity
 * objective needs to be achievable, appropriate
 * it should rationally and logically build upon each step, but not all at once
 * learning objectives can be limiting and/or malleable


 * **Learning Goals for a Lesson:**
 * If we have a goal, then we also need a path.
 * Purpose:
 * Characteristics:
 * Descriptive: it's specific enough so we know when the objective has been met
 * Achievable: do you have sufficient resources, materials, student background knowledge; is it age-appropriate, do I have the scaffolding?
 * Memorable: can you hold it in your head? This is primarily a function of how you write the goal
 * Measurable: Is the objective assessable? There should be some sort of evidence that the goal has been met
 * Purposeful: Is this worth the teacher's time and energy to teach/the student's time and energy to learn?
 * Communicating Learning Goals - []
 * Objectives Activity: Go to the lesson plan sites below or find your own. (Browse the objectives/targets for 5 lesson plans in your subject area. Copy the objectives [|here]. Evaluate the objective and rate it as poor, satisfactory, or exceptional. Explain why you chose that rating.
 * []
 * []
 * SWBAT + action verb + specific content [+ format + degree]
 * I can
 * Fuzzy verbs (understand, feel, know) are not good objective goal verbs to use
 * SWBAT can be more academic with "I can" model being rewritten for clarity for students


 * Difference between describing what students will do and what students will learn
 * Which is it? //Is it a description of what they will do, or what they will learn? A learning goal is meant to specify the learning.//
 * SWBAT complete a project analyzing the root causes of the Civil War.
 * I can thoughtfully answer comprehension questions at the end of the chapter.
 * SWBAT identify the main idea in an informational text. (learning goal)
 * SWBAT develop strategies to solve a two-step equation. (learning goal AND activity, but focus is strategy development)
 * I can dissect a frog. (activity)


 * Practice writing objectives
 * Start with the standard (umbrella / big-picture learning)
 * Break it down into its components -- lesson-sized stepping stones (objectives are the sub-skills/pathways to get to the standard)
 * [[image:525px-Build-a-Big-Lego-Tower-Step-3.jpg]]

user:barippon Standard --> Target --> Learning Activities --> Assessment

Steps to teaching something new: 1. I do. You watch. 2. I do. You help. 3. You do. I help. 4. You do. I watch

or

I do, We do, You do.

This means it begins with the teacher demonstrating something and gradually builds to the student learning to do the task. It moves from greater support/less independence to greater independence/less support.

When building a pathway from standards to targets and activities, use this model to build student skills until they can do the task alone.

First, think of it as target --> assessment (start with the end in mind, then design a path)

10:30 - 10:45 - Housekeeping
 * Course Description/Syllabus
 * Go over Review Directions & Criteria Assignment
 * Go over Closure directions & rubric
 * Go over syllabus.
 * Teaching competencies hand out (20% of the grade)
 * Shift from “student doing assignments” to “professional development.”

10:45 - 11:00 - Break

11:00 - 12:30 - Lesson Planning - Big Six Elements
 * []
 * Why planning matters (cooking metaphor)
 * Ingredients for a basic lesson


 * Writing a lesson plan like a recipe
 * Basic Lesson Ingredients:
 * Content (from your own knowledge, outside sources, textbooks)
 * Goal and Assessment
 * Timeline
 * Materials (slides, handouts)
 * Instructions for students
 * Set the Stage
 * Introduce
 * Check in with students
 * Check where students are with content
 * Connect
 * Capture Interest
 * The Plan
 * Introduce the lesson, capture student interest, make connections to their lives (sell it!)
 * Offer students a plan/agenda so they can anticipate what is coming.
 * Teach a New Concept
 * Multiple access points
 * What are several different ways I can present this material?
 * More than one avenue to comprehension.
 * Layers of cake
 * Build on students' prior knowledge, interests, and experiences.
 * Ask higher order thinking questions.
 * Check for understanding
 * Learning Activity
 * Clear instructions
 * How do I set students up for success?
 * Is this challenging?
 * Modeling
 * Adequate Support
 * Challenge and Support
 * Assess
 * Diagnostic
 * Baseline for where you are right now.
 * What do you enter this task knowing and being able to do?
 * Formative
 * Informal
 * Learning in formation: checking to see where students are throughout the lesson/unit
 * Checks for understanding
 * Summative
 * "In sum"
 * At the end of the unit
 * Informed by information gathered in diagnostic and formative assessments
 * Closure
 * Invite students to reflect on their progress toward the objective
 * Meaningful end.
 * be able to explain why we do these things*


 * Lesson Plan as Writing Task
 * Lesson plans are for many people (CTs, administrators, colleagues, teacher/supervisors, TPEP, edTPA)
 * Clarity of intentions for accurate representation by others.
 * Lesson plans must be detailed, but succinct


 * Sample plans


 * []
 * []
 * []
 * [|http://www.readwritethink.org/classroom-resources/lesson-plans/draw-math-story-from-144.html?tab=4#tabs]
 * []
 * [|http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6537#.Va-7R2RVhBc]
 * http://9-12band-white.weebly.com/uploads/1/3/0/4/13040500/music_memory.pdf
 * http://www.teach-nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=12&lsn_id=29966

12:30 - 1:15 - Lunch Break

1:15 - 2:00 - Curriculum

"Line up" - Assumptions about Curriculum - Do you agree or disagree with these statements?


 * Curriculum should be grounded in information that every educated person should know.
 * Curriculum should be common across local schools and grades, but doesn't need to be common beyond the state level.
 * A national curriculum is critical to improving the education of students in the United States.
 * Teachers should be allowed to select their own curriculum based on their expertise and the needs and interests of their students.
 * Curriculum should be tailored to the individual student; one-size curriculum does not fit all.
 * Parents should have a major voice in determining school curriculum.
 * Curriculum should focus on developing critical thinking skills rather than covering specific information.
 * The "information age" demands a new approach to curriculum.
 * Teachers are under a professional obligation to teach the prescribed curriculum.
 * Standardized tests are a good way to measure student achievement related to prescribed curriculum

What is curriculum?


 * A few (of the many) types of curriculum:
 * Formal
 * Informal
 * Null
 * Hidden
 * Received

Curriculum as windows and mirrors (Christine Sleeter)
 * Peruse the curriculum resources on the 512 main page

2:00 - 3:30 - Four Foundational Instructional Approaches
 * [|Instructional Strategies Case Studies]


 * Stations
 * 1. Direct Instruction -
 * https://www.youtube.com/watch?v=F-DAFJK2dC8 - Watch this short lecture (the intended audience is high school students).
 * Look at the "Direct Instruction" activity guide on the 512 homepage. Consider the elements represented by the video lecture. Also, consider what elements were missing.
 * Brainstorm __specific__ ways this lecture could be made more interactive and engaging.
 * Pretend that the instructor has asked you to give him professional feedback. Create a 2-minute video that you could send to him with your feedback and suggestions.
 * 2. Text-Based Instruction
 * [[file:Pre-during-post.docx]]Download this document. Assign one page/topic to each person (pre, during, post). Read your assigned page and prepare to teach your colleagues the key concepts. (5 min)
 * Collectively design a pre-, during-, and post- activity for the following text. Write your ideas on[| this document]using an unused page. (Don't look at the other group's work yet!) After your group has written your ideas, you may look at the other groups' answers.
 * http://theliterarylink.com/mangostreet.html - Design activities for the first text, "My Name" by Sandra Cisneros from //House on Mango Street//.
 * 3. Collaborative Learning
 * Watch this example of collaborative learning - https://www.teachingchannel.org/videos/big-brain-protocol
 * Discuss: What is the teacher's role in this lesson? What is the students' role?
 * 4. Inquiry-Based Instruction - Take a close look at the graphic below.
 * [[image:inquiry image.png]]
 * Individually, read the following two articles.
 * http://blogs.ams.org/matheducation/2014/12/01/we-did-the-math-student-perspectives-on-inquiry-based-learning/
 * http://news.nationalpost.com/news/canada/does-discovery-learning-prepare-alberta-students-for-the-21st-century-or-will-it-toss-out-a-top-tier-education-system
 * Which stance resonates most with you? Why? Write your response on an index card and leave in the folder.

3:30 - 4:00 - Housekeeping
 * PET
 * model
 * Schedule reviews and closures


 * Upcoming: **
 * P.E.T. - Direct Instruction (BB AND bring hard copy for Thursday)
 * 1-2 page **single-spaced** response to the questions at the top of the wiki page.
 * The purpose is to **synthesize** key ideas you learned from the various sources and to **interact** with those resources
 * A combination of "your voice" and concepts from the resources
 * Writing matters -- but this is not meant to be a polished masterpiece. You are the primary audience.
 * Quality criteria:
 * References specific sources
 * Dialogue between and among you and the sources
 * Ideas are "processed" not simply copied - demonstrates critical engagement
 * 1-2 pages, single-spaced -- no more, no less
 * Select curriculum content for lesson plans. Using the curriculum resources on the 512 main page,
 * Identify 2 standards you'd like to develop lesson plans around
 * Write 2 possible objectives to go with each standard
 * Identify content to teach these objectives.
 * Bring hard copy to class on Thursday and upload to BB.