512+Agenda+-+7.27.17

> direct-instruction
 * [|Learning Goals] **
 * SWBAT recognize the components to construct a basic lesson plan with an opening, direct instruction, practice/application, and closure.
 * SWBAT explain why it is important to align objective(s), instructional activities, and assessment within a lesson plan
 * SWBAT begin to envision planning lessons for diverse learners using a variety of instructional strategies, particularly:
 * SWBAT teach a new concept (introduce, inform, interact, inspire)

9:00 - 9:15 - Welcome & Review
 * Notetaker(s): Matthew, Mackenzie, Landan
 * Reviewers: Madison

//Review: Madison//


 * //Objectives//
 * o //DAMMP//
 * //Descriptive//
 * //Achievable//
 * //Measurable//
 * //Memorable//
 * //Purposeful//
 * o //Activity//
 * //Rewriting poor objectives using DAMMP criteria//
 * //Debrief on review activity//
 * o //Incorporating elements from last class//
 * o //Active for students, engaging//
 * o //Putting on your best face, teaching as acting//
 * //Put out a positive energy will result in a positive return//
 * o //Actively monitoring during student activity//
 * o //“Does anyone remember” or “Who knows” or “Does anyone know”//
 * //asks kids to be courageous and center of attention and lots of kids aren’t comfortable with, also less participation//
 * //Rephrase with something like “think in your minds, and share with a partner” or “think in your minds and write down your answer”//
 * //This forces everyone in the class to participate in their own way without having the spotlight on them or on just the well performing students//

9:15 - 10:00 - Lesson Planning
 * [|Basic Ingredients]
 * Different types of instructional approaches, but the vast majority will have an opening, teaching segment, practice/application, closure.

//Lesson Planning://


 * //Relation to Learning Objectives (relating today to yesterday)//
 * o //Example: We want to go to Seattle//
 * //But there are so many ways to get to this destination, train, plane, automobile//
 * //We must create a means to get to our destination//
 * //Objectives for today’s class://

>> //direct-instruction//
 * // SWBAT recognize the components to construct a basic lesson plan with an opening, direct instruction, practice/application, and closure. //
 * //SWBAT explain why it is important to align objective(s), instructional activities, and assessment within a lesson plan//
 * //SWBAT begin to envision planning lessons for diverse learners using a variety of instructional strategies, particularly://
 * //SWBAT teach a new concept (introduce, inform, interact, inspire)//
 * //Let’s Talk About Food: Instructional Planning; A Recipe for Success//
 * //Current Impressions of Planning//
 * //What do you envision when thinking about Lesson Plans? (initial reactions)//
 * //Time consuming//
 * //Plan with flexibility in mind//
 * //Lots of writing and detail thinking//
 * //Fear that lesson plans won’t be well received//
 * //It’s very important and poor planning can lead to behavior problems//
 * //Should take into account how to engage students//
 * //Basic Lesson Ingredients//
 * //Set the Stage (5-10 minutes)//
 * //You have an opportunity and responsibility to introduce the lesson in a way that grabs students’ attention//
 * //If you can grab student attention early then they are much more likely to go along for the ride//
 * //If the first impression is poor it is much harder to get students to come along//
 * //Three things ought to happen//
 * //Connect//
 * //Connect with students, be human together//
 * //Capture Student Interest//
 * //Video clip//
 * //Provocative statement on board//
 * //Tell a story//
 * //This serves as a hook for student//
 * //Communicate objectives and plan//
 * //Students what to know what to expect for the day//
 * //Teach a New Concept (10-15 minutes)//
 * //Introduce//
 * //Inform//
 * //Interact//
 * //Inspire//
 * //Information tied to strong emotions is much more likely to stick in student minds//
 * //We want to inspire some kind of emotional response, creating a human response to the subject you’re teaching//
 * //You don’t have to necessarily go in this order//
 * //Learning Activity (Guided Practice)//
 * //Doing something with what you’ve just learning//
 * //What is the teacher’s role in this?//
 * //Teachers take a step back and help guide students so that they begin to own the material//
 * //3 parts of the teacher’s role//
 * //model//
 * //monitor//
 * //mentor//
 * //this is where relationships happen and is very helpful in classroom management, also helps create engagement//
 * //Assess//
 * //Does not just occur at the end of the lesson//
 * //Rather it turns throughout the lesson//
 * //Just because I’ve taught it, and students have worked with it, doesn’t automatically mean it’s been learned, must try and assess//
 * //3 types//
 * //Diagnostic (pre-assessment)//
 * //establishing where the students are at before starting so that you can identify student context and where students are at with their own pervious fund of knowledge//
 * //It’s a risk to assume that you know where students are at//
 * //It’s a way to meet where students are at//
 * //Formative//
 * //Getting evidence to determine how students are doing with information so that you can adapt your teaching//
 * //It is primarily for understanding where students are and is more informal and less focused on grades//
 * //Observation and listening is in and of itself a formative assessment//
 * //Summative//
 * //Final assessment at the end of an instructional segment (like a unit)//
 * //It occurs at a point where you expect some level of mastery and want students to be able to demonstrate their own mastery//
 * //Closure//
 * //You bring your lesson to a logical end, not just a cut off because the bell rings//
 * //Consider where we’ve been//
 * //Consider where are we now//
 * //Consider where are we going//
 * //Give them a little taste of what is coming next, like a sort of cliffhanger at the end of a television program//


 * Other Lesson Planning Metaphors
 * Planning is like a strategy Video Game
 * Each person shares what they are good at and what they can do, they have to communicate as a team, summarize how it went
 * Planning is like picking teams for Dodge Ball
 * Which people have the skills, introduce the skills "dodge, duck, dip, dive, and DODGE"
 * Coach should be your mentor
 * Assess: the big championship game
 * Planning is like building a house
 * Architect builds the plan
 * Coordinator orders the right pieces
 * Inspector: assesses if it's safe
 * Final project: A HOME!!!
 * Hello Fixer Upper :)
 * Planning is like a season long TV show
 * Characters at the beginning
 * Plot
 * Recap of what happened last week
 * Closure with season finale
 * Planning is like painting
 * Find a subject or style that interests you
 * Apply paint on canvas--making mistakes and fixing them
 * Masterpiece at the end!
 * Planning is like running a race
 * Run Forest Run--Jennayy!!
 * Assessment: your time, how you can improve
 * Planning is like writing
 * Developing a character
 * Planning is like rowing
 * If your objective does not align with your lesson and does not align with activity/assessment, then you will not get anywhere fast
 * Paddlers need to row IN SYNC! ....like the band
 * **Direct through line that connects all of the pieces**
 * **Ask Murphy about her canoe story....!!**
 * Metaphors are a form of assessment! Tricky teacher tips!

//Direct Instruction//


 * PET Direct Instruction
 * New insights
 * Role of interest: "even though I love this topic, direct instruction is hard for me"
 * Cognitive Load: brains are like a computer--processing gets slow with too much information
 * It can become too much and you cannot process anymore at a high level
 * Non-stop lecture comes to a point where cognitive load is TOO high and learning will STOP
 * Break it up through interactive routines
 * Human reality
 * Note-taking
 * Kids should, will and can take notes
 * BUT...note-taking is a skill!!
 * Anticipate that it is going to be a big problem
 * What is the purpose?
 * What do they do with the notes?
 * Scaffold it**
 * Power-Point Slides
 * How can slides be used for moments of interaction?
 * Burning Questions:
 * "How do you find the balance between passing standardized testing with direct instruction and real-world application that is memorable over time?"
 * Can't and shouldn't eliminate direct instruction from your repertoire
 * Realize direct instruction does not prepare you for the real world
 * How to determine when and how often to use direct instruction?
 * Tailoring instruction to what your kids actually need--Depends on CONTEXT!
 * If you teach well in ways that are more interactive and involve more student involvement, kids do better on standardized teaching
 * TRUST THE PROCESS
 * "Drill and Kill" may not work, but other studies may support that
 * Need several strategies in the classroom--there is a need for a balance
 * Classes that are well organized with different modes of instruction
 * i.e. shorter direct instruction
 * YOU PLAN FOR A BALANCE!!!!!
 * Create systems to plan for variety
 * *Direct Instruction is never effective for the bulk of a class period*
 * Direct Instruction is most effective in small segments--get //really// good at 10 min lecture!
 * If you are only doing one thing, you are disadvantaging your students
 * HAVE TREMENDOUS VARIETY!
 * "What is direct instruction?": instructional moments where teacher is the expert on the subject
 * Teacher centered and content is pre-determined

Teacher Directed I Flexible Content---I---Predetermined content I I I Student led
 * "Where does direct instruction meet the demographic realities?"
 * Awareness as first step
 * Recognizing that teaching is loaded with cultural assumptions
 * Knowing your students
 * Adjust teaching accordingly with different teaching styles & different cultures
 * "My experience is not their experience"
 * i.e "Latino students are more engaged with hands-on learning"
 * What aspects of it are cultural or socio-economic?
 * What are the schools like?
 * i.e. Mexican schools are teacher centered
 * i.e. Marshallese schools: schools are teacher centered, but texts are not valued
 * Teacher centered school doesn't work for these kids because of their culture
 * Be cautious about broad generalizations about how certain countries/cultures learn
 * Recognize there are cultural ways of interacting that effect instruction
 * Can direct instruction be culturally responsive?
 * Yes, but there are ways to bridge that gap
 * Direct instruction for ELLs becomes white noise
 * LTT: limit teacher talk time
 * "How do you quantify good teaching?"
 * Proxy for effectiveness: usually tests
 * Are good test scores the goal?
 * Be suspicious about any broad claims
 * But there is a body of knowledge that can teach us a lot
 * Ask questions about the claims
 * We care too much about effectiveness
 * i.e. Anny's friend--doesn't always get good test scores, but is beloved
 * She spent the whole year teaching her kids to be honest
 * In the grand scheme of things, what things are we teaching kids to help them be successful in life?
 * Have I done right by my kids? Have I done the best I could? **Don't lose sleep over this!


 * Lesson Plan as Writing Task
 * Lesson plans are for many people (CTs, administrators, colleagues, teacher/supervisors, TPEP, edTPA)
 * Clarity of intentions
 * Lesson plans must be detailed, but succinct
 * Sample plans
 * []
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 * [|http://www.readwritethink.org/classroom-resources/lesson-plans/draw-math-story-from-144.html?tab=4#tabs]
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 * [|http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=6537#.Va-7R2RVhBc]
 * []
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 * The Issue of Alignment
 * https://www.youtube.com/watch?v=41_Eu6BNj28
 * http://www.diya.com.my/wordpress/wp-content/uploads/2011/08/Align.png
 * In pairs, come up with a new metaphor to capture the essential elements of lesson planning.

10:00 - 10:30 - Direct Instruction; share PET

10:30 - 10:40 - Break

10:40 - 11:00 - Direct Instruction 11-11:45 PET papers – 10 mins of discussion on what we wrote. · Determined the “burning question or issues” of PET assignment o Cognitive load o Student interest level and its effect on the effectiveness of direct instruction o Do students actually use their notes after direct instruction? · How do you find the balance between direct instruction and hands-on learning o Answer: It depends on the students. Direct instruction should not make up the bulk of your instruction, but you must master the 10-minute lecture as a teacher. · How does direct instruction fare in a culturally diverse classroom? o Direct instruction is “just white noise” to ELL students o Socioeconomic level is a major factor to consider, not just cultural association 11:45-12:10 Broke into subject groups to discuss how to teach content to standards
 * [|Some thoughts on DI]
 * Group activity
 * Create a 5-minute lecture in trios that includes the key components for teaching a new concept: introduce, inform, inspire, interact
 * https://history.nasa.gov/sputnik/


 * Primary exit question: Is the lesson plan DAMMP, and is it plausible?**

12:00 - 12:15 - Closure & Housekeeping
 * Closer: Lacy
 * For Monday, 7/31:
 * P.E.T. - Inquiry-based Instruction (printed copy & BB)
 * Prepare a 7-minute teaching demo illustrating your ability to "teach a new concept"
 * Write a teaching outline that includes the following:
 * Objective and linked standard
 * Steps for teaching that include introduce, inform, inspire, interact (these elements are not linear)
 * Questions you will ask to check for understanding
 * Key concepts you will teach
 * Design five slides to support your mini-lesson
 * Rehearse and time your lesson
 * You will present your lesson on Monday!

12:15 - 1:00 - Lunch

1:00 - 3:00 - SLP  11-11:45 PET papers – 10 mins of discussion on what we wrote. · Determined the “burning question or issues” of PET assignment o Cognitive load o Student interest level and its effect on the effectiveness of direct instruction o Do students actually use their notes after direct instruction? · How do you find the balance between direct instruction and hands-on learning o Answer: It depends on the students. Direct instruction should not make up the bulk of your instruction, but you must master the 10-minute lecture as a teacher. · How does direct instruction fare in a culturally diverse classroom? o Direct instruction is “just white noise” to ELL students o Socioeconomic level is a major factor to consider, not just cultural association 11:45-12:10 Broke into subject groups to discuss how to teach content to standards
 * Primary exit question: Is the lesson plan DAMMP, and is it plausible?**