1. Which comes FIRST? Rely on what you’ve
encountered in your classes and what your
“gut” tells you.
Freewrite (your choice of mode) for 8
minutes.
Be prepared to share your thoughts.
Cassi & Matt—do you need to “set up”?
1
2. CHOOSE YOUR CORNER:
◦ Standards FIRST
◦ Planning FIRST
◦ Assessment FIRST
Prepare yourself to DEFEND!
2
3. Bellwork
Student AILY Presentations
Homework Quiz
Review Pre-Assessment Results
◦ The Yellows
◦ The Reds
UbD
Cooperative Learning
Multiple Intelligences
Special Needs Learners
Standards
SIOP Chapter 2
Planning: Burke v Brandvik
Assessments (if we have time!)
3
5. Time to take the quiz: 15
minutes (DON’T OBSESS!)
Please email it back when
you’re done!
5
6. 6
I used Excel to record HOW MANY people
self-evaluated at different levels (you can
make graphs with Excel! FUN!)
Red, yellow & green areas
I also identified who rated themselves where
in order to ask for assistance from folk who
felt very comfortable in certain areas, and to
ensure that I met the needs of those who
DON’T feel comfortable!
7. Hierarchy of Needs (handout)
Differentiation
◦ Bloom’s Taxonomy (handout)
◦ Multiple Intelligences (we’ll discuss this today
s’more)
◦ Brandvik Appendix C LET’s HASH THIS OUT!
Pre- & Post-Assessment: what’s challenging
here?
7
8. UbD (Understanding by Design) (Activity Later)
Cooperative Learning (note slide)
Multiple Intelligences (MI) (Activity Later!)
(Zone of Proximal Development) ZPD
Constructivism
◦ Constructivist teaching is based on the belief that
learning occurs as learners are actively involved in a
process of meaning and knowledge construction as
opposed to passively receiving information. Learners are
the makers of meaning and knowledge.
Bloom (Addressed Later!)
Special Needs Learners (chapter 16 of Burke)
8
9. Task
◦ Break into THREE groups
◦ Reading Portion
Everyone reads “UbD in a Nutshell” p. 1
Three Groups: Stage 1 (p. 2); Stage 2 (p. 3); Stage 3 (p.
4)
Everyone considers the UbD Lesson Plan Templates
◦ Responding Portion
What IS UbD?
What happens in Stage ___?
Reactions/Comments on the Lesson Plan Templates
9
10. Definition:
◦ Student-centered
◦ Social
◦ Groups in which everyone has a defined role
◦ Not a lot of input from the teacher DURING the learning activity
◦ Environment in which everyone’s opinion is valuated
◦ Mutually beneficial; Increased engagement?
◦ Organized structure
◦ Purposeful engagement
◦ Discovery Learning
◦ At the end, everyone understands the concept
Think about:
◦ ROLES
◦ PURPOSEFUL GROUPING
◦ TASK-ORIENTATION
◦ ACCOUNTABILITY / GRADING METHODS
◦ HOW TO DO IT
10
11. Roles:
◦ Active Participant (everyone)
◦ Facilitator
The person in command & time
keeper
◦ Extractor
Responsible to extract essential
meaning from the text
◦ Connector
Responsible to connect the info
from the article to our future
students
◦ Sifter
Responsible to “sift” through the
article to find the golden
nuggets
◦ Delegate
Responsible to accurately convey
the group’s findings
Time: 15 minutes
Task
◦ Group-read your assigned
article, taking active notes
◦ Respond to these prompts:
What is the theory behind
MI?
Does your group agree with
the theory behind MI?
Choose 2-3 particularly
illuminating quotations to
consider
◦ http://infed.org/mobi/howard
-gardner-multiple-
intelligences-and-education/11
12. • Go to http://katesportfolio.tripod.com
• Click on “UConn Methods of Teaching English
Course”
• Scroll down to the Multiple Intelligences
Resources
• Click on “A Multiple Intelligences Self-Test”
• Discuss your results with a partner—any surprises?
• Would you use this inventory with students? To
what end?
12
13. Handout: Burke p.
Time: 5 minutes-
individual reflection)
(Setting up a “Notes
Key” is a great way to
scaffold for struggling
(and non-struggling)
readers!)
Re-read the strategies;
mark them with the
following key:
Automatic A (I’d do
this without thinking)
Logical L (Makes
sense, and I may or
may not remember it)
D’oh! D (I should have
thought of that, but I
might not!)
Blecch! B (I do NOT
like that idea!)
13
14. http://www.corestandards.org/
◦ Click on “English Language Arts Standards on the bottom
right”
Take about 5 minutes to re-familiarize yourself
with the site
TASK
◦ Partner with someone who will be teaching the same
grade level as you
◦ Choose a LANGUAGE standard
◦ Sketch out an idea for a lesson that would support that
standard (initiation, activity, assessment)
◦ Preparation Time: 10 minutes
Happy Excel File for you? (It’s on my website)
14
15. With a friend, and using the Common Core
State Standards Excel Spreadsheet, please
align 3 strategies (listed after the “Features,”
particularly Features 4 & 5) with an
appropriate standard
15
17. Comparisons
Concrete (but different) lesson
plan ideas
Backwards Design
Focus on classroom
management a li’l bit
Outline a timeline (days,
weeks, units, course)
Refer to specific works of
literature in examples
Establish a clear rationale
and/or specific goals
Contrasts
Burke has 4-year outline
Burke has lots o’figures &
student work
Brandvik has blank tools
Burke was metacognitive…
discussed teacher’s progress
in addition to students’
progress… talked about the
positive side of failure
ELL students mentioned in
Brandvik
Burke emphasized making
connections, adding meaning
to students’ lives via education
huzzah!
17
18. I emailed your blog #1 grades to you
I emailed your participation rubric to you
I will email your quizzes back to you
18
19. Burke Chapter 4 (32-112) (Third Edition)
Burke Chapter 5 (Fourth Edition)
SIOP Chapter 3
Brandvik Chapter 6
Blog Post #2
Actively Read AILY: “Beauty Lessons” (Peter);
“Catch the Moon” (Mirelinda); “An Hour with
Abuelo” (Brian)
Work on AILY Lesson
Work on Unit
19
20. Answer the following:
◦ Your name
◦ A lingering question you have about today
◦ Something that annoyed you about today or today’s
material
◦ Something that you think you might be able to
incorporate into your teaching
20
