Beauty Amidst the Bytes_ Unearthing Unexpected Advantages of the Digital Wast...
Ldc
1.
2. Learning
Development
Center
2012-13
host-d.oddcast.com//photofacev2/?mId=48247
3. Housekeeping
Sign in (TACS and sheet)
Expectations (refrain from
going to your classes, one
designee can get lunch for the
group, attentiveness,
participation, and honor
breaks)
Mutual understandings
4. 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
5. ESSENTIAL
QUESTION
How can we align
our instruction with
the CCES and
NCES within a
common lesson
planning template to
meet individual
student needs?
6. Learning
Outcomes
Provide participants with an awareness and understanding of
the components of an effective lesson design using Common
Core and Essential Standards.
Learn multiple ways to identify appropriate instructional
strategies in lesson design.
Identify and implement district resources that aid in lesson plan
development.
Use Common Core/Essential Standards curriculum with
assessment results to adjust and facilitate appropriate
instruction.
Develop an effective lesson plan driven by Common
Core/Essential Standards and assessment results.
7. Remember-Identify (the
Performance
components of an effective
lesson plan)
Objectives
Understand-
Research(interpret the
components of effective
lesson design)
Analyze-Distinguish (the
various components through
guided practice) (associate
the mission of Anson County
Schools with the research
explored)
8. (anticipatory set)
Access http://
www.todaysmeet.com/ACSLDC
Discuss what
question(s) you have
based on the learning
outcomes that we just
discussed.
10. Common Core
Essential
Standards
http://voicethread.com/share/39856
You will need to
sign up for
voicethread.com
and edmodo.com
for this interactive
activity
13. ELA strategies and
support
www.AVIDWEEKLY.ORG
(informational texts)
Socratic Seminars help with
the citing evidence component
www.lexile.com helps give a
good understanding of text
complexity
18. Math shifts
Focus strongly on the major
work of the grade level
Coherence : think across
grade levels, link to major
topics
Rigor: require conceptual
understanding, procedural
skill and fluency, and
application with intensity
20. Real world applications and connections
CTE blueprints
of mathematical concepts
Various strands of literacy are essential
for career success
History, demographics, geography, and
economics are essential components of
understanding the global economic
issues
Biology, chemistry, and earth and
environmental science are relevant to
multiple 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-
21. 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 minutes
http://www.online-stopwatch.com/
23. Total Instructional
Alignment
Meaning of TIA
Components of TIA and
connection
Alignment of curriculum,
instruction, and assessment
Designing lessons and using
TIA documents
24. Thinkgate http://www.onli
Locate resources / (15
Data alignment minutes)
Assessment (view results)
Navigation around
Thinkgate
Support and “Thinkgate
University” can help with
any FAQs
27. 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 standards
http://www.online-stopwatch.com
/(browse for 30 minutes)
29. 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)
38. Lesson Plan
Design:Anticipatory
Set
Motivate instruction by focusing the learning task, its
importance, or the prior knowledge/experience of the
learners.
39. Incorporate appropriate sites (www.todaysmeet.com or www.wallwisher.com)
Anticipatory Set
Relevant cartoons (www.cagle.com)
Childhood stories (i.e. “The Three Little Pigs”)
Quickwrites or “Entrance Tickets”
Suggestions
Edmodo
Fakebook or Twister updates
Vokis/Oddcasts
www.goanimate.com
www.polleverywhere.com (it would be best to keep it open-ended in this spot)
meme creator
your turn!
Fakebook http://
www.classtools.net/fb/home/page
Your turn? (In your group,
40. 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.
42. 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
43. “Flipped
Classroom”
Google “flipped classroom”
Read an article
Use your Diigo bookmarklet to
highlight the site
Use your pink highlighter for
the pros of this model
Use your blue highlighter for
the cons of this model
44. Input/Modeling via “Flipped Classroom”
Screencast O Matic
Voicethreads
Vialogue
My Brainshark
Zentation or Present Me
Tiny Chat/ Ustream/Twiddla
(to help them at home)
Voxopop
45. Soundcloud
up using a yahoo,gmail, hotmail, or so
p an account
upload (you will have to go back to your email to
ss your comments on the “flipped classroom”
48. How will you check that the students have
understood/learned the objective?
Important Points to
Remember gauge what students are getting
Checking for understanding allows instructors to
and 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 Learnings
3. Integrate Bloom’s Taxonomy Revised
4. Avoid choral responses. *try this instead
www.classtools.net/education-games-php/fruit_machine
5. Use online polls/flashcards/games
49. Review and
Discuss
Handouts
*Daniel Webb-
your turn!
www.polleverywhere.com
Matt Burleson- annotated timelines
David Parrish- Stump the chump
Danny Norwood- jeopardylab
andhttp://www.classtools.net/mob
/quiz_70/Civil_War_GFR34.htm
http://www.quia.com/web
www.quizlet.com
www.voicethread.com www.brainflips.com
51. Guided Practice
Guided
practice is
how your
students will Guided practices
demonstrate includes small
that they have group activities
grasped the under teacher
skills, supervision.
concepts, and Practice is short
modeling that and meaningful.
you have
presented.
52. 5 Principles of
Guided 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
54. Guided Practice
Examples
Jigsaw
Think Pair Share
I have/Who has?
Small Group
Student Stations *keep them
timed
Web 2.0 tool www.gliffy.com
Graphic Organizers
55. Independent
Practice
Independent Practice allows students to work
independently while still maintaining the safety net
of the classroom setting. This is important for
mastery of new skills and integration of new
knowledge. Teachers can pose new scenarios
and variations of the new skills to see how
students are able to apply their knowledge. Most
of all the practice should be authentic and real-
world relevant.
56. Independent
Practice 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!
57. Summary and
How will I wrap the lesson in a
manner that reinforces the
Closure
intended student learning
required for mastery?
The lesson is summarized
through the use of an
appropriate strategy that ties
to essential learnings.
Students are able to answer
the essential questions when
an effective lesson plan is
delivered.
58. Summary and
Closure 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
67. Article on
Technology in the
class
1) Marking the text (number
paragraphs, circle essential
vocabulary, underline author’s
claims that support the title)
2) Summarizing an Argument
74. Summative
Assessments
EOGs
EOCs
ACT/SAT
MSL’s Elementary and Middle
School(NC Common Exam Science
4,6,7 and Social Studies 4-8 )
MSL’s High School (NC Common Exam
All Core Courses except EOCs)
K-2 Assessment
Graduation Project
83. Return to Cornell
Notes (last time)
Generate questions on the left
side
Discuss the questions
Summary
15 minute break
http://www.online-stopwatch.com/
86. 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
87. Reflections
As a group, use your Unit
Plans to reflect on next steps
Begin development of Lesson
Design
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)
88. Determine the focus
of instruction
Target unit and sequence
Target specific standards
Target student groups
Target various learning styles
