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Standard 7 presentation
 

Standard 7 presentation

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Presentation on INTASC Standard 7

Presentation on INTASC Standard 7

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    Standard 7 presentation Standard 7 presentation Presentation Transcript

    • Standard 7 Planning for Instruction
    • Agenda
      • Check-in Activity
      • Objectives
      • Recap Readings
      • Discussion on Standard 7
      • Make your own lesson plan!
      • Wrap up
    • Check-In
      • Turn to a neighbor and talk to them about how they’re doing! Anything exciting, stressful, challenging going on in their lives?
    • Just for laughs…
      • http://youtu.be/kn8faeuQjE0
    • Objectives
      • SWBAT:
        • Identify and model the backward planning process
        • Discuss an interpretation of Standard 7
        • Identify the different purposes for using lessons and activities
        • Begin creating their own lesson plan using backward planning
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • We begin planning a lesson by thinking about content - which should be diverse, inclusive and connected to students’ lives
      • Carrier content “carries the knowledge or skills you are teaching, informs students about a diversity-related topic, and potentially engages students in your class who are from the same background” (p. 5)
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • Helpful to have a strong knowledge of students’ backgrounds when planning - so we know what they have been exposed to and what their interests are
      • Good to offer students choices in what they are reading or studying - sometimes this is not always an option but something to try to integrate into a curriculum
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • The 3-step backward planning process:
      • Decide where you want your students to be - the specific desired learning outcome
      • Define what evidence you will accept that students can achieve this outcome
      • Decide how you are going to get them there - plan the actual lesson or activity
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • 4 Components of writing an objective:
      • Content - should be specific, stand-alone
      • Behavior - What students will do to demonstrate learning
      • Conditions - in isolation or in context, artificial or real-world
      • Criterion - level of acceptable performance, standard of mastery, the proficiency level expected
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • What is a lesson?
        • Used to attain specific short-term objective
        • Clear beginning and end
        • followed by evaluation of student’s learning in relation to objectives
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • Lesson Components (in the suggested order of planning)
      • Preplanning - how content connects with bigger picture - why students should know this
      • Body - actual instruction, heart of lesson
        • Explanation, demonstration
        • Visual Support
        • Participation
        • Checking for understanding
        • Differentiation
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • 4. Extended Practice - provide application opportunities – activities, seatwork, homework – practice individually prior to evaluation
      • 5. Evaluation - has learning occurred? Do I need to build on the lesson or re-teach?
      • 6. Opening - motivate & focus, connect new learning, state objective and purpose
      • 7. Closing - tie material together, review, preview of next topic, reference opening
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • 8. Setup - prepare students beginning of lesson, signal for attention
      • 9. Editing - note management skills needed in lesson, evaluate congruence – make sure students are evaluated on what they were taught and what they practiced
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • What is an activity?
        • Helps students further process, practice and generalize knowledge and skills
        • Part of long-term planning
        • Has clear purpose that helps students reach goals and objective
        • Not always used for evaluation but for informal observation, decision-making
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • Activity Components
      • 1. Preplanning – think through how activity connects with learning outcome, objective - and big idea
      • Select activity that helps progress toward objective, write a description – be creative, think about students’ need and diversity
      • 2. Beginning - prepare students for participating and learning in activity; give an opening
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • 3. Middle - what students do in activity
      • Provide info verbally and visually
      • Active participation of all students
      • Accommodations & options
      • Set of rules - questions, set of statements, list of directions, sample of finished product, list of procedures
      • Check for understanding
    • Recap - Chapters 1-2 & 12-14 from Price & Nelson
      • 4. Closing - tie it all together, provide opportunity for students to share what they created, observed
      • 5. Editing
    • Recap of McTighe and Thomas’ “Backward Design for Forward Action”
      • Districts and schools can integrate improvement plans via backward planning by “first thinking carefully about the desired results and then working backward to develop meaningful assessments and learning plans”
      • “ identify desired results, analyze multiple sources of data, and determine appropriate action plans”
      • “ consider the root causes of present achievement, and then - and only then - implement systemic actions to address root causes, promote enduring learning, and increase test scores
    • Discussion of Standard 7
      • Given all the information we’ve covered, if, hypothetically, you had to answer a question in the near future that asked for your interpretation of INTASC Standard 7, how would you begin to answer that?
      • The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
    • Now Let’s Make a Lesson!
      • Or start one, at least…
        • Think about the content you are teaching
        • Create a specific objective that students will learn and be able to defend that objective - i.e. what is the rationale?
        • Identify an evaluation that will signal to you that students have - your evidence that they have learned something
        • Begin thinking about what your lesson might look like
    • Wrap-Up
      • Now I understand why teachers have summer vacation!