Attachment H Utilization Of The Lesson Plan
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The document outlines expected behaviors for faculty members teaching skills labs, including being familiar with lesson plans and textbooks, obtaining and checking equipment, finding relevant materials, and setting up the teaching area. Faculty will be evaluated on these behaviors and any areas needing improvement will require an action plan.
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Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr
EDSP 410
Unit Plan: Differentiated Lesson Plan Assignment Instructions
Overview
This is a continuation of the first part of your unit, the Unit Plan: Classroom, Goals, and Reading Assignment, developed in Module 4: Week 4. For this assignment, you are to fully develop your five lessons on the provided template, adding all materials you will be using to teach the entire five-day unit. Refer to the Unit Plan: Differentiated Lesson Plan Grading Rubric for more details on the expecations of this assignment. This is a Benchmark Assignment for your Developmental Portfolio.
The lesson plan is the key component to effective instruction in the classroom. Studies have shown that teachers who are well prepared with exciting and interesting lesson plans have to deal with far fewer behavior issues in their classrooms. That is why it is so important for you to learn the basics of designing a lesson plan. To begin, use the following list to choose a grade level and core content area for which you would like to develop a lesson plan. It would be wise to create your plan for the age level and content area you are currently teaching or planning to teach. You may not use a lesson plan you have created for another course for this assignment.
Instructions
Elementary (K–5)
Middle School (6–8)
High School (9–12)
Math
Math
Math
Science
Science
Science
Social Studies
Social Studies
Social Studies
Geography
Geography
Geography
History
History
History
Reading
Reading
Literature
Phonics/Grammar
Grammar
Grammar
Writing
Writing
Writing
After you have selected your grade level and subject area, you will need to consult the Virginia State Department of Education’s website to locate the state standards for your particular grade and subject area. You can access the website with the Virginia Standards of Learning link provided with this assignment. You will also need to locate the Common Core standard for your particular grade level and subject area. See the Common Core Standards link provided with this assignment.
Once you have located the standards for the grade level and subject area for your plan, choose one around which you want to develop your lesson plan. Keep in mind that this is a single lesson plan, not an entire unit, so you will have to narrow down your topic to one that can easily be taught in a single lesson. For example, if you want to cover addition for Kindergarten, you will narrow that to one specific concept of addition that is to be taught to kindergarteners.
Complete your lesson plan using the provided Unit Plan: Differentiated Lesson Plan Template document.
· Name: You must put your first and last name on the lesson plan so it can be easily identified by the instructor.
· Grade/Subject: You will identify what grade level and subject area is the focus for your lesson plan (e.g., 3rd grade science).
· Topic: You will choose a specific topic within your grade/subject area that your state standards require you to teach (e.g., addition in math, noun ...
Grand canyon university eed 475 week 8 assignment benchmark
This document provides instructions for a language arts unit plan practicum. Students are required to: 1) Spend 9 hours observing reading classrooms in grades 4-8, analyzing reading strategies; 2) Design and teach a week-long language arts unit plan using a single text, with mini-lessons focused on oral language, phonics, fluency, comprehension, and writing; 3) Spend 5 additional hours conferring with their mentor teacher and analyzing student learning; 4) Write a 1,500-1,750 word reflection on their observations, unit plan strengths and weaknesses, and what they learned from their mentor teacher. The unit plan, reflection, and evaluation forms must be submitted for grading.
Lesson planning report
The document outlines the basic parts of a lesson plan which include objectives, motivation/review, lesson proper/development/outline, methods, materials and media, summaries, and assignments. It describes the characteristics of good objectives using SMART criteria and discusses different types of motivation, instructional methods, considerations for choosing materials, and characteristics of effective assignments. The goal is to provide teachers with guidance on developing high-quality lesson plans.
Apt 501 assignment 8
This chapter discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including one-to-one evaluations, small group evaluations, and field trials. Data is collected on clarity, impact, and feasibility based on reactions from subject matter experts, managers, and learners. Learners are selected to represent the target group's ability range. Evaluations assess the message, links, and procedures to identify errors and reactions. The evaluation instruments are also assessed to improve future use. Feedback is used to revise materials before full implementation.
Lesson planning report
The document outlines the basic parts of a lesson plan including objectives, motivation, development, methods, materials, summaries, and assignments. It describes the components in detail, such as defining objectives using Bloom's taxonomy, examples of intrinsic and extrinsic motivation, and considerations for choosing instructional materials. Characteristics of effective assignments are provided like being interesting, incorporating previous lessons, and catering to individual differences.
EDPT 514 Assessment Strategies for Diverse LearnersAssessmentI
EDPT 514: Assessment Strategies for Diverse Learners
Assessment/Impact Project
Cover Page
Submitted to: Dr. E. Foster
Submitted by: (your first and last name should be written in this space)
2021 Spring Semester
Assessment Component I: Learning About Students: Whole Class and Two Focus Students
An important step in planning assessment is to learn about your students. Provide information about the whole class and two focus students in the sections below. Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this project.
Whole Class Information:
Total Number of Students:
Number of Females:
Number of Males:
Age Range of Student:
Racial Composition (Ethnicity of Students): Black__ White__ Asian__ Hispanic __ Native American __ Island Pacific __ Other ___
Focus Students: Select two students from the class you described above. Select one student who is an English Language Learner and one student who has an identified special need that warrants accommodations/modifications. Complete the information below about the students including a response for each question.
· a description of what you learned for each of the students, and
· an explanation of how the information will influence your academic instructional planning, including assessment
Component I: Focus Students
1. Focus Student 1: An English Language Learner / English as a Second Language (may use an ELL/ESL student who is in a setting different from your school site such as a church-based program or Boys and Girls Club)
Gender:
Age
1. Why did you select this student?
2. What have you learned about this student’s linguistic background?
3. What have you learned about this student’s academic language abilities in relations to this academic content area?
4. What have you learned about this student’s content knowledge and skills in this subject matter?
5. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
6. What have you learned about this student’s cultural background including family and home relevant to this academic content area?
7. What have you learned about this student’s interests and aspirations relevant to this academic content area?
8. Discuss other information relevant to this academic content area that you have learned about the student, (e.g., attendance, extracurricular activities, etc.)
B. Focus Student 2: A student with an identified Special Need (Specific Learning Disability)
Gender:
Age:
1. Why did you select this student?
2. How is the instructional challenge that he or she presents different from that of the other student?
3. What have you learned about this student’s content knowledge and skills in this subject matter?
6. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?
7. What have you learned about this student’s background including family and home rel ...
eatures-and-Uses.pptx
ggfgggvfghghhhhh Competencies
-A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include:
Functional competencies
Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities
Interpersonal competencies
Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams
Critical thinking competencies
The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems
•A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency.
Learning Objectives
•A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught.
•Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course
Learning Outcomes
•A specific statement that outlines the overall purpose or goal from participation in an educational activity.
•These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate.
• The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.”
•These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes.
S.M.A.R.T
What are SMART goals in education?
•SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about the
Teacher Evaluation Develop a teacher evaluation checklist
Teacher Evaluation
Develop a teacher evaluation checklist for the grade level and subject you researched in Week 3 that is either based on Table 9.1: Hunter’s Elements of Lesson Design or Table 9.2: Farrell’s Elements of Lesson Design.
Have at least 2 evaluation points for each row on the table.
In addition to written notes, you must devise a rating scale (a number scale, unsatisfactory to exceptional, etc.) for each evaluation point on your checklist. You can use different scales for different points.
Consider the points made from the two articles posted this week about implementing teacher evaluation.
Respond to at least one of your classmates.
Identify at least 3 professional development opportunities to address teachers who need improvement based on their scores on their evaluations.
Explain how you will assign professional development in a fair and non-discriminatory way.
Consider the points made from the two articles posted this week about implementing teacher evaluation and follow-up training.
Peer Post
TEACHER EVALUATION CHECKLIST
Grade Level:
8th
Subject:
Science
CHECKLIST
Element
Evaluation Points
Anticipatory set
Teacher “hooks” virtually all students with a probing question, activity or prompt.
_____ Successful _____ Unsuccessful
Teacher explains the focus of the lesson (what will be learned).
_____ Successful _____ Unsuccessful
Teacher activates either prior knowledge, experiences, readings, or vocabulary.
_____ Successful _____ Unsuccessful
Objective and purpose
Teacher states what (the objective/MCCRS) the students will learn.
Teacher states how (methods) the students will learn.
Teacher states why the students will learn the objective (benefits/applicability).
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet Standards
Input
Teacher explains to students what he/she expect students to do.
Teacher addresses the different learning by through different forms such as lecture, handouts, explanation, modeling, and/or examples.
Teacher ignites thinking about real world application.
Teacher uses an essential question(s).
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet Standards
Modeling
Teacher presents material clearly through the use of graphics, demonstration, and/or effective examples.
_____ Successful _____ Unsuccessful
Teacher models the skills of scientific inquiry.
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet ...
Field study 5: Learning Assessment Strategies
This document outlines a learning assessment strategy program for students. It provides direction for students to observe classroom assessments, develop their own assessment tools, and design performance and product-based assessment plans. The goal is for students to gain experience with various assessment methods and strategies. The program involves 5 episodes where students observe classes, interview teachers, develop tests and rubrics, and create assessment portfolios to demonstrate their understanding of assessment design.
How to plan with the new specs and guidelines
This document provides guidelines for teachers to plan curriculum and lessons. It outlines sections that planning documents should include such as objectives, content, methodology, and assessment. The objectives should be based on standards and clearly specify what students will learn. The methodology section recommends strategies from the communicative language teaching approach, such as focusing on real communication, allowing student errors, and linking different language skills. A sample unit planning template is also provided, which includes elements like goals, topics, learning activities, materials, and assessment. Overall, the document stresses the importance of planning to reflect on learning goals, control class time, and create a useful teaching portfolio that can be adapted over time.
HOUSEKEEPING NC III - CBLM
This document provides guidance on competency-based learning materials for supervising room cleaning and maintenance requirements. It outlines the objectives of monitoring housekeeping procedures and resources, which includes ensuring personal protective equipment is used correctly, complying with regulations, and controlling tools and equipment. It also describes responding to accidents and maintaining incident reports. The document provides references and information sheets on monitoring housekeeping requirements and resources, including the roles and responsibilities of housekeeping staff. It emphasizes the importance of quality control, communication, and effective management of the housekeeping department.
Homework Use textbook and other reliable sources to create a 3-5
Homework: Use textbook and other reliable sources to create a 3-5 slide
(plus title slide and reference slide) power point presentation with the following:
1. Identify how and why they are at risk
2. Determine priority health concerns & other issues
3. List strategies for prevention or nursing actions
4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented.
Note; please cite the textbook and any other source
Lesson Plan Template
Section 1: Lesson Preparation
Name:
Grade Level:
Date:
Content Area:
Geography Strand
Instructional Plan Title:
Lesson Objective(s)
In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics of the classroom)
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience?
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson.
For example:
· I will use a visual of the Civil War and ask students to describe what general do they see.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...
Similar to Attachment H Utilization Of The Lesson Plan (20)
Revised using rubrics to facilitate self-assessment and self-reflection
Revised using rubrics to facilitate self-assessment and self-reflection
Tool for Analyzing and Adapting Curriculum Materia.docx
Tool for Analyzing and Adapting Curriculum Materia.docx
EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr
EDSP 410Unit Plan Differentiated Lesson Plan Assignment Instr
Grand canyon university eed 475 week 8 assignment benchmark
Grand canyon university eed 475 week 8 assignment benchmark
EDPT 514 Assessment Strategies for Diverse LearnersAssessmentI
EDPT 514 Assessment Strategies for Diverse LearnersAssessmentI
Teacher Evaluation Develop a teacher evaluation checklist
Teacher Evaluation Develop a teacher evaluation checklist
Homework Use textbook and other reliable sources to create a 3-5
Homework Use textbook and other reliable sources to create a 3-5
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Attachment H Utilization Of The Lesson Plan
- 1. Utilization of the Lesson Plan, Textbook and Resources Skills Lab Faculty Orientation The faculty member will perform the following expected behaviors: - 1 Be familiar with the lesson plan and textbook so as to be able to explain, demonstrate and answer questions about the material based on information from the lesson plan and textbook. - 2 Obtain all the proper equipment for the lesson, and assemble the equipment and check each item to ensure all equipment was in functional, working order before the lesson. - 3 Obtain the textbook and skills checklists for teaching the lesson, and find the appropriate pages pertinent to the lesson. - 4 Set up the skills lab teaching area to accommodate the teaching of the lesson, and the student’s ability to observe the demonstration by moving tables, chairs, beds or other equipment to take advantage of the best angle to demonstrate to the group and avoid disruptions from other areas. Please use the following rubric to measure the achievement of the expected behaviors. Check the box that applies to the behavior being: Met: Behavior was performed as outlined above. Needs Improvement: Behavior was performed with a few variations to the above outline. Unsatisfactory: Behavior was performed with many variations to the above outline. Any area that has been identified as needing improvement or unsatisfactory will need to be addresses further, with a plan for improvement between the new faculty member and the mentor. Use page three of this tool to write the plan.
- 2. Expected Behavior Rubric Met Needs Unsatisfactory Improvement 1 Familiarity with material 1a Explains -b Demonstrates 1c Answers questions 2 Obtained all the proper equipment 2a Assembled the equipment 2b Ensure the equipment was working 3 Obtain the text and skills checklists 3a Found appropriate pages in text and checklists
- 3. 4 Set up the skills teaching area 4a The student was able to observe the demonstration from the chosen angle 4b The area was prepared to avoid distractions Areas that were identified as needing improvement or unsatisfactory are to be addressed as follows: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________