TED 453 Session 6
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TED 453 Session 6

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Teaching Practices Seminar

Teaching Practices Seminar
Session 6

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TED 453 Session 6 TED 453 Session 6 Presentation Transcript

  • TED 453 Session 6: 10/30/2013 • Notes from the Field • Mini-PACT: Context for Learning & Planning Feedback • Crafting effective objectives • Preview Mini-PACT: Instruction & Assessment Preview • For Next Time (11/13/13): Bring Mini-PACT Instruction (including video) & Assessment
  • From the Field…  Instruction first; classroom management after  Planning, planning, planning– write it down  Craft your questions– write them down  Find ways to contribute; you will feel part of the school  Invite your principal to observe you  Observe other teachers– math/science and others  Becoming a teacher is not something that happens to you; it is something you must do.
  • Notes on feedback  The rubrics say “literacy,” but I only scored for content  You were scored on the 1st Context for Learning rubric, and the 1st 3 Planning rubrics.  If you responded to the other prompts in either section, I provided a score for you.  After you have completed the entire Mini-PACT, and revised as you like, then you will upload to TaskStream
  • Cite the textbook & other sources  List the textbook adopted for the class…  Then, you can say other materials are typically used  Tell where the other materials come from (supplemental curriculum, your Mentor, a mix, etc.)
  • Warm-Up is not Engagement
  • Be Specific Do not generalize about typical development at this age; Describe what your specific students can do and are still learning Do not discuss what usually happens in your class in the Planning Section; Tell exactly what you will do, in a specific step-by-step fashion
  • Justify All of Your Choices  Make a clear rationale for each of your instructional decisions (even if you are using a given curriculum):  “I am using the self-assembly activity as a warm-up because it gives students the opportunity to move around and visualize selfassembly.”  “Students will write a paragraph to summarize their learning about photosynthesis so that they have time to integrate their learning, and practice with academic language.”
  • Link All of Your Choices  Your instructional decisions should meet the needs that you identified in the Context for Learning  They should also employ the skills and knowledge that you identified  If you said that students have strong social skills, that justifies putting them in groups  If you said that students need to become more fluent in multiplication, that justifies having them practice math facts
  • Describe Academic Development Tell what they can do and what they are still learning to do  Include specific Prior Knowledge, Key Skills, Developmental Levels, other needs  The response for social and language development are structured similarly Patrick, Rachel, Mario, Linda, Samuel, Cristina, Adrian G.
  • Use People-First Language From disabilityisnatural.com
  • Multiple Intelligences
  • Quinn’s 6 Questions 1. What are you teaching? 2. Why are you teaching it? 3. How are you teaching it? 4. Why are you teaching it that way? 5. How will you know that students are “getting it”? 6. How will students know they are getting it?
  • Crafting Effective Objectives  Effective objectives are:  Observable  Measurable  Unambiguous  Outcome-defined  Objectives are the tool by which you hold yourself and your students accountable for learning. They should also be designed for these specific students  Take into account their interests, background, & prior learning  Challenge them to do their best (aim high, not low)
  • Crafting Effective Objectives  Well-crafted learning objectives have:  The specific performance required to demonstrate successful accomplishment of the instructional objective.  The learning outcome or product by which successful accomplishment of the objective can be determined.  The conditions under which the behavior is to be performed.  The criterion or standard used to determine successful performance or achievement of the instructional objective.
  • Crafting Effective Objectives  Well-crafted learning objectives have:     Specific performance Learning outcome or product Conditions Criterion or standard
  • NGSS MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. CCCSS for Math CCSS.Math.Content.8.EE.A.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27.
  • Crafting Effective Objectives  Well-crafted learning objectives have:  The specific performance required to demonstrate successful accomplishment of the instructional objective.  The learning outcome or product by which successful accomplishment of the objective can be determined.  The conditions under which the behavior is to be performed.  The criterion or standard used to determine successful performance or achievement of the instructional objective.
  • Mini-PACT: Assessment 1. Provide a copy of the assessment, if possible. If not, describe the directions or prompt. 2. Make a Summary of Student Learning. 3. Write a 1-2 page commentary that addresses the following prompts:  In narrative form, explain the results shown on your Summary of Student Learning. Tell whether, and to what degree, students met the Content Objective, and the Language Objective. Cite specific evidence for your claims.  Discuss what students understood well, and if relevant, any misunderstandings, confusions, or needs (including a need for greater challenge) that were apparent for some or most students.
  • Mini-PACT: Reflection  Write a 1-2 page commentary that addresses the following prompts:  When you consider the content learning of your students and the development of their academic language, what do you think explains the learning or differences in learning that you observed during the learning segment? Cite relevant research or theory that explains what you observed.  If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment?
  • FNT: Session 7, 11/13/13  Mini-PACT: Assessment & Reflection  Session 8, 11/20/13, everything else will be due:  Journal  Hours Documentation  Debriefing Notes  In order to receive a grade for the Mini-PACT, your final version must be uploaded to TaskStream by 11/30/13.  60 points (Combination of TAPs 5-8, PTR & Self-Analysis) of 100  You must pass this class in order to student teach in Spring