Learning Development Center 2012-13host-d.oddcast.com//photofacev2/?mId=48247
HousekeepingSign in (TACS and sheet)Expectations (refrain fromgoing to your classes, onedesignee can get lunch for thegroup, attentiveness,participation, and honorbreaks)Mutual understandings
Cornell Notes for Day 1A LDC pt 1 INPUT: Outp take ut:Gene notes rate open- ended questions during presentat ion The answers to the questions you generate
ESSENTIALQUESTION How can we align our instruction with the CCES and NCES within a common lessonplanning template to meet individual student needs?
Learning OutcomesProvide participants with an awareness and understanding ofthe components of an effective lesson design using CommonCore and Essential Standards.Learn multiple ways to identify appropriate instructionalstrategies in lesson design.Identify and implement district resources that aid in lesson plandevelopment.Use Common Core/Essential Standards curriculum withassessment results to adjust and facilitate appropriateinstruction.Develop an effective lesson plan driven by CommonCore/Essential Standards and assessment results.
Remember-Identify (the Performancecomponents of an effectivelesson plan) ObjectivesUnderstand-Research(interpret thecomponents of effectivelesson design)Analyze-Distinguish (thevarious components throughguided practice) (associatethe mission of Anson CountySchools with the researchexplored)
(anticipatory set) Access http:// www.todaysmeet.com/ACSLDC Discuss what question(s) you have based on the learning outcomes that we just discussed.
Math shiftsFocus strongly on the majorwork of the grade levelCoherence : think acrossgrade levels, link to majortopicsRigor: require conceptualunderstanding, proceduralskill and fluency, andapplication with intensity
Real world applications and connectionsCTE blueprintsof mathematical conceptsVarious strands of literacy are essentialfor career successHistory, demographics, geography, andeconomics are essential components ofunderstanding the global economicissuesBiology, chemistry, and earth andenvironmental science are relevant tomultiple CTE clusters agriculture(animal science and horticulture) health occupations family consumer science (domestic and commercial safety and culinary arts) trade and industry ( domestic and commercial safety, emphasis on OSHA-
Nine Ways the Common Core Will Change ClassroomPractice (handout) Use the mark in text strategy (handout) Use the writing in the margins strategy Discuss open-ended questions from the writing in the margins 25 minuteshttp://www.online-stopwatch.com/
Documents and DPI ACRE (http:// their Location www.ncpublicschools.org/acre/) information and technology *add as CCES *add as bookmark Wiki ( www.ncdpi.wikispaces.net) *make note of any strategies that can achieve the CCES or technology standardshttp://www.online-stopwatch.com /(browse for 30 minutes)
Returnquestions on the left Generate to Cornell side Notes us or even Discussion (amongst on todaysmeet) Summary *time permitting if we are ahead of schedule, go to www.edmodo.com to set up your profile (there will be a lot of time in the afternoon to look at web resources too) LUNCH!!!!!! (30 minutes)
Lesson Plan Design:Anticipatory SetMotivate instruction by focusing the learning task, itsimportance, or the prior knowledge/experience of the learners.
Incorporate appropriate sites (www.todaysmeet.com or www.wallwisher.com)Anticipatory SetRelevant cartoons (www.cagle.com)Childhood stories (i.e. “The Three Little Pigs”)Quickwrites or “Entrance Tickets” SuggestionsEdmodoFakebook or Twister updatesVokis/Oddcastswww.goanimate.comwww.polleverywhere.com (it would be best to keep it open-ended in this spot)meme creatoryour turn!Fakebook http://www.classtools.net/fb/home/pageYour turn? (In your group,
Input and Modeling• The concept is clarified through teacher input and modeling.• The teacher scaffolds as they model to help students grasp the concept.• Show/demonstrate the skill so that all students can acquire the essential skills.• Use clear and frequent examples that directly tie to the objectives of your lesson.• Use “think aloud” to help students make connections.
Input and Modeling scaffolding examples vocabulary words (model the meaning of essential vocabulary such as exaggerate, sleepy, bored, etc) Model the progression through Revised Bloom’s Taxonomy or Costa’s Levels of Inquiry Think Alouds
“Flipped Classroom”Google “flipped classroom”Read an articleUse your Diigo bookmarklet tohighlight the siteUse your pink highlighter forthe pros of this modelUse your blue highlighter forthe cons of this model
Input/Modeling via “Flipped Classroom”Screencast O MaticVoicethreadsVialogueMy BrainsharkZentation or Present MeTiny Chat/ Ustream/Twiddla(to help them at home)Voxopop
Soundcloudup using a yahoo,gmail, hotmail, or sop an account upload (you will have to go back to your email to ss your comments on the “flipped classroom”
How will you check that the students have understood/learned the objective? Important Points to Remember gauge what students are gettingChecking for understanding allows instructors toand what they need to work on more. For this to take place, teachers need to:1. Avoid Yes/No Questions ( Concentrate on Open-Ended Questions such as“why,””how,””do you think?”)2. Ask Students to Paraphrase Learnings3. Integrate Bloom’s Taxonomy Revised4. Avoid choral responses. *try this insteadwww.classtools.net/education-games-php/fruit_machine5. Use online polls/flashcards/games
Review and Discuss Handouts *Daniel Webb- your turn! www.polleverywhere.comMatt Burleson- annotated timelines David Parrish- Stump the chump Danny Norwood- jeopardylabandhttp://www.classtools.net/mob /quiz_70/Civil_War_GFR34.htm http://www.quia.com/web www.quizlet.com www.voicethread.com www.brainflips.com
Guided Practice Guided practice is how your students will Guided practices demonstrate includes smallthat they have group activities grasped the under teacher skills, supervision.concepts, and Practice is shortmodeling that and meaningful. you have presented.
5 Principles ofGuided students of the lesson Remind Practice objectives Immediately and frequently monitor and check for understanding Give non-evaluative feedback Make tasks interactive Scaffold class activities
Independent PracticeIndependent Practice allows students to workindependently while still maintaining the safety netof the classroom setting. This is important formastery of new skills and integration of newknowledge. Teachers can pose new scenariosand variations of the new skills to see howstudents are able to apply their knowledge. Mostof all the practice should be authentic and real-world relevant.
IndependentPractice Examples Read and summarize text Interact with the reading(sticky notes,marking the text,writing in the margins) Find a solution to a problem or conflict using the skills taught (problem solution journals) “If/then” statements Real world applications from the lesson Synthesis Journal Your turn!
Summary andHow will I wrap the lesson in amanner that reinforces the Closureintended student learningrequired for mastery?The lesson is summarizedthrough the use of anappropriate strategy that tiesto essential learnings.Students are able to answerthe essential questions whenan effective lesson plan isdelivered.
Summary andClosure Examples Cornell Note summaries “Exit tickets” MYD points (What did you learn?) Todaysmeet (debriefing) Parking Lot ( virtual or poster) Learning Logs DLIQ Reflective Solution Journals
Assessment Purpose Types of Assessment Formative Summativehttp://answergarden.ch/view/52058
FormativeDiagnostic AssessmentBattelleBenchmarksDFAsPSAT/PLAN/EXPLOREFast ForWordGates-MacGinitieReading 3DNonverbal clues and cuesQuickwrites/Exit ticketsQuizlet and BrainflipsYour turn!
Summative AssessmentsEOGsEOCsACT/SATMSL’s Elementary and MiddleSchool(NC Common Exam Science4,6,7 and Social Studies 4-8 )MSL’s High School (NC Common ExamAll Core Courses except EOCs)K-2 AssessmentGraduation Project
screencast-o-matic.com/watc Lets get it started!!! www.scoop.it/t/good-sites-for-effecti http://www.youtube.com/watch?v=Nr1SkktyDcw&noredir
ReflectionsAs a group, use your UnitPlans to reflect on next stepsBegin development of LessonDesign Begin work on lessons to be used next week Reminder of available resources (Discovery, Web 2.0 tools, AVID strategies, TIA resources, Word Walls, DPI documents, wikis, etc)
Determine the focus of instruction Target unit and sequence Target specific standards Target student groups Target various learning styles