This document provides a research-based lesson plan for teachers to demonstrate all 10 Teacher Assessment on Performance Standards (TAPS) during an observation. The lesson plan incorporates assumptions about clear expectations, learning goals linked to prior knowledge, activating prior knowledge, explicit directions, and identifying relationships. It includes curriculum standards, learning goals, activities, assessing prior knowledge, essential questions, practice opportunities, and an orderly classroom structure. By combining these elements with the specific TAPS Standards and Elements, the teacher can address all standards in a single music lesson, assessing students' prior knowledge and providing a playing test and practice for an upcoming concert.
1. Students will take a playing test to demonstrate their mastery of notes and rhythm, graded based on their prior musical knowledge. They will self-grade and peer-grade based on similarities and differences between the written music and performance.
2. The lesson activates prior knowledge and sets clear expectations for the test, including having students identify strengths and weaknesses in each other's performances.
3. Students can re-take the test for a higher score by practicing at home. The exercises are meant to develop skills for an upcoming concert.
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document discusses assessment methods for different domains of learning. It notes that no single assessment method can measure all forms of learning. A variety of assessment tools and tasks should be used to account for learners' multiple intelligences and learning styles. The document provides examples of traditional paper-and-pencil tests and authentic assessments involving products and performances. It emphasizes using different methods to assess cognitive, affective, and psychomotor domains in line with various taxonomies of learning.
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
The document discusses the key components of effective lesson planning. It outlines the standard stages of a lesson as introduction, statement of aim, development, recapitulation, consolidation, and conclusion. Each stage is described in 1-2 sentences. For example, the introduction aims to focus student attention and link to their background knowledge, while the development presents content in a logical order using various teaching methods and aids. Effective lesson planning is emphasized as important for organizing instruction and achieving learning objectives.
A lesson plan guides classroom instruction by detailing the objectives, activities, and assessments for a lesson. It helps teachers stay organized, engage students, and ensure all required topics are covered. While developing detailed lesson plans requires time, it saves effort in the long run and improves teaching skills. Lesson plans provide structure for students and allow teachers to efficiently manage their time and resources.
1. Students will take a playing test to demonstrate their mastery of notes and rhythm, graded based on their prior musical knowledge. They will self-grade and peer-grade based on similarities and differences between the written music and performance.
2. The lesson activates prior knowledge and sets clear expectations for the test, including having students identify strengths and weaknesses in each other's performances.
3. Students can re-take the test for a higher score by practicing at home. The exercises are meant to develop skills for an upcoming concert.
Here are the key points about the nature of mathematics according to NCTM:
1. Mathematics is a study of patterns and relationships. Mathematical ideas are interwoven and students must explore recurring ideas/patterns and relationships between them.
2. Mathematics is a way of thinking. Problem solving in mathematics trains logical, analytical, critical and systematic thinking skills needed to confront everyday problems.
3. Mathematics is an art.
4. Mathematics is a language used to efficiently communicate complex processes and thoughts precisely using symbols and specific terms. Students must learn this mathematical register or vocabulary.
So in summary, according to NCTM, mathematics involves exploring patterns and relationships, develops strong thinking skills, has an artistic element, and
The document discusses assessment methods for different domains of learning. It notes that no single assessment method can measure all forms of learning. A variety of assessment tools and tasks should be used to account for learners' multiple intelligences and learning styles. The document provides examples of traditional paper-and-pencil tests and authentic assessments involving products and performances. It emphasizes using different methods to assess cognitive, affective, and psychomotor domains in line with various taxonomies of learning.
The document provides guidance on creating an effective lesson plan by outlining key sections such as goals, objectives, materials, procedures, and reasons for using a teaching plan. It suggests that a lesson plan should begin by establishing goals and objectives, identify required materials and prerequisites, and provide a detailed step-by-step procedure including an introduction, main activity, and conclusion to draw ideas together and reinforce learning. The document stresses the importance of structuring a logical sequence of learning and anticipating potential issues to promote effective teaching.
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
The document discusses the key components of effective lesson planning. It outlines the standard stages of a lesson as introduction, statement of aim, development, recapitulation, consolidation, and conclusion. Each stage is described in 1-2 sentences. For example, the introduction aims to focus student attention and link to their background knowledge, while the development presents content in a logical order using various teaching methods and aids. Effective lesson planning is emphasized as important for organizing instruction and achieving learning objectives.
A lesson plan guides classroom instruction by detailing the objectives, activities, and assessments for a lesson. It helps teachers stay organized, engage students, and ensure all required topics are covered. While developing detailed lesson plans requires time, it saves effort in the long run and improves teaching skills. Lesson plans provide structure for students and allow teachers to efficiently manage their time and resources.
The document discusses assessment tools used at City Central School across various subject areas such as English, Science, and MAPEH. Multiple choice exams, portfolios, journals, surveys, hands-on exercises, reporting, paper-pencil tests, lectures, discussions, and practical tests are some of the assessment methods described. The assessments aim to evaluate students' knowledge, skills, creativity, and abilities in an objective manner.
Here are a few observations I have after completing the planning activity:
- Many science concepts require math skills beyond basic computation, including graphing, measurement, ratios/proportions, formulas, etc. This reinforces the need for science teachers to explicitly teach and support these skills.
- Different science topics naturally lend themselves to different math skills. Careful identification of the math embedded in each concept is important for planning effective instruction.
- Scaffolding math instruction for different ability levels will be crucial. Some students may need more support with foundational skills before tackling higher-level math applications.
- Integrating math practice into science lessons, rather than keeping them separate, can help students make real-world connections between
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
The document describes the 7E model for science lesson planning - Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. Each stage has a purpose: Elicit draws on prior knowledge, Engage stimulates thinking, Explore allows investigation, Explain introduces concepts, Elaborate applies knowledge, Evaluate assesses understanding, and Extend transfers learning. Suggested teacher and student activities are provided for each stage to support an inquiry-based approach to teaching science concepts and process skills.
This document discusses guidelines for selecting and using instructional materials effectively. It provides examples of criteria for selecting materials, such as whether they accurately portray concepts, contribute meaningful content, and are appropriate for learners. When using materials, teachers should prepare themselves, students, and the materials. This is described by the acronym PPPF: Prepare yourself, Prepare students, Prepare materials, and Follow up. The goal is to achieve learning objectives, not just expose students to the materials. Selection and use of materials should enhance critical thinking and be worth the time and resources required.
This document provides guidance for planning and analyzing effective mathematics lessons using the lesson study approach. It outlines key elements to consider when planning a lesson, including clear learning objectives, linking the content to the curriculum, providing meaningful tasks for students, anticipating difficulties, and assessing student understanding. After teaching the lesson, teachers should analyze whether the objectives were achieved, if the tasks were appropriately challenging, how teacher questioning supported learning, and how the lesson could be improved. The document also references additional resources on facilitating lesson study groups and examples of applying this process.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Lesson planning is a vital part of teaching that involves considering objectives, content, instructional procedures, and evaluation. It helps teachers be systematic by delimiting what will be taught, preventing repetition, and forcing consideration of student learning. An effective lesson plan includes objectives, content/materials, procedures, and evaluation components to guide instruction and promote student involvement.
This document outlines a lesson plan for a class presentation on introducing lesson planning in economics. It provides the objectives of the lesson which are to explain what a lesson plan is, the steps for lesson planning, and how to plan an effective economics lesson. The format of the lesson plan details the name of the teacher, lecture number, course, subject, topic, objectives, aids to be used, teaching methods, strategies, and steps for presenting, explaining, and recapitulating the main points of the topic. It also includes planning for a class activity, homework assignments, and assessment of the class.
This document provides information about lesson planning for teaching nursing students. It defines a lesson plan as a plan prepared by a teacher to teach a lesson in an organized manner. It discusses the origins and evolution of lesson planning, including its roots in Gestalt theory. It also outlines various components of an effective lesson plan such as objectives, content, teaching methods, and evaluation. Finally, it provides guidelines for student teachers to follow when developing and implementing their own lesson plans during teaching practice.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
This document discusses using traditional and authentic assessment for formative and summative purposes in outcome-based teaching and learning. It defines traditional assessment as paper-and-pencil tests that can be supply types requiring completion, essays, or short answers, or selected response types like problems solving. Authentic assessment is defined as non-paper tasks requiring learners to demonstrate learning through a product or process. The key aspects of outcome-based teaching and learning discussed are aligning content, teaching activities, and assessment tasks with intended learning outcomes to assess if students attained the outcomes.
Field study two Outcome – Based Learning Experience1may jumayao
The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
This document outlines a lesson planning presentation by Group Three. It discusses the importance of lesson planning for teachers, including guiding instruction, organization, and preparation. It also provides examples of the key parts of a lesson plan, such as objectives, materials, procedures, evaluation, and adaptations for different students. Finally, it shares principles for creating an effective learning environment that encourages discovery and collaboration.
This document describes patent GB785518 (A) which relates to improvements in crankshaft design. Specifically, it discloses a crankshaft design where two adjacent cranks are arranged at an angle to the other two adjacent cranks. This helps balance out second-order inertia forces without needing special balancing devices. Drawings show the crankshaft arrangement and location of counterweights.
This document summarizes a presentation about how retail industry leaders are driving growth through agile analytics. The presentation discusses how leaders extensively utilize different types of data and look outside their industry for innovative analytics solutions. It provides examples of innovative analytics applications in different industries. The presentation emphasizes that leaders operationalize analytics by embedding predictive models into business processes and applications. It discusses key steps in the operational analytics journey and assessing an organization's analytic maturity.
The document discusses assessment tools used at City Central School across various subject areas such as English, Science, and MAPEH. Multiple choice exams, portfolios, journals, surveys, hands-on exercises, reporting, paper-pencil tests, lectures, discussions, and practical tests are some of the assessment methods described. The assessments aim to evaluate students' knowledge, skills, creativity, and abilities in an objective manner.
Here are a few observations I have after completing the planning activity:
- Many science concepts require math skills beyond basic computation, including graphing, measurement, ratios/proportions, formulas, etc. This reinforces the need for science teachers to explicitly teach and support these skills.
- Different science topics naturally lend themselves to different math skills. Careful identification of the math embedded in each concept is important for planning effective instruction.
- Scaffolding math instruction for different ability levels will be crucial. Some students may need more support with foundational skills before tackling higher-level math applications.
- Integrating math practice into science lessons, rather than keeping them separate, can help students make real-world connections between
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
Fs 2 Experiencing Teaching Learning Process BY luisitogluisito1997
This document describes a field study course aimed at connecting teaching theories to classroom practice. Students observe how resource teachers apply principles of teaching and learning to make lessons interactive, meaningful, and engaging. The course objectives are to understand teaching principles through experience, reflect on applying principles for lasting learning, and determine how teachers implement lesson objectives in the teaching process. The sample observation sheet shows a student identifying how their resource teacher applies learning principles like collaborative learning and addressing individual needs. The student reflects on learning the importance of clear objectives and enhancing their own teaching skills through observation.
The document describes the 7E model for science lesson planning - Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend. Each stage has a purpose: Elicit draws on prior knowledge, Engage stimulates thinking, Explore allows investigation, Explain introduces concepts, Elaborate applies knowledge, Evaluate assesses understanding, and Extend transfers learning. Suggested teacher and student activities are provided for each stage to support an inquiry-based approach to teaching science concepts and process skills.
This document discusses guidelines for selecting and using instructional materials effectively. It provides examples of criteria for selecting materials, such as whether they accurately portray concepts, contribute meaningful content, and are appropriate for learners. When using materials, teachers should prepare themselves, students, and the materials. This is described by the acronym PPPF: Prepare yourself, Prepare students, Prepare materials, and Follow up. The goal is to achieve learning objectives, not just expose students to the materials. Selection and use of materials should enhance critical thinking and be worth the time and resources required.
This document provides guidance for planning and analyzing effective mathematics lessons using the lesson study approach. It outlines key elements to consider when planning a lesson, including clear learning objectives, linking the content to the curriculum, providing meaningful tasks for students, anticipating difficulties, and assessing student understanding. After teaching the lesson, teachers should analyze whether the objectives were achieved, if the tasks were appropriately challenging, how teacher questioning supported learning, and how the lesson could be improved. The document also references additional resources on facilitating lesson study groups and examples of applying this process.
Field Study 2: FS2 Experiencing the Teaching- Learning ProcessJessa Arnado
This portfolio documents a field study experience where a group of students observed teaching practices at Sagay National High School. Over multiple visits, the students observed classroom lessons, noted teaching strategies and materials used, and described student participation. They reflected on teaching principles and how to consider learner characteristics. The portfolio includes journal entries, documentation of activities, and a reflection on gaining experience with the teaching-learning process.
Lesson planning is a vital part of teaching that involves considering objectives, content, instructional procedures, and evaluation. It helps teachers be systematic by delimiting what will be taught, preventing repetition, and forcing consideration of student learning. An effective lesson plan includes objectives, content/materials, procedures, and evaluation components to guide instruction and promote student involvement.
This document outlines a lesson plan for a class presentation on introducing lesson planning in economics. It provides the objectives of the lesson which are to explain what a lesson plan is, the steps for lesson planning, and how to plan an effective economics lesson. The format of the lesson plan details the name of the teacher, lecture number, course, subject, topic, objectives, aids to be used, teaching methods, strategies, and steps for presenting, explaining, and recapitulating the main points of the topic. It also includes planning for a class activity, homework assignments, and assessment of the class.
This document provides information about lesson planning for teaching nursing students. It defines a lesson plan as a plan prepared by a teacher to teach a lesson in an organized manner. It discusses the origins and evolution of lesson planning, including its roots in Gestalt theory. It also outlines various components of an effective lesson plan such as objectives, content, teaching methods, and evaluation. Finally, it provides guidelines for student teachers to follow when developing and implementing their own lesson plans during teaching practice.
This document provides an overview of a module on teaching English that includes 5 lessons covering listening, speaking, reading, writing, and assessment. It introduces the objectives of the module which are to help teachers reflect on communication skills and strategies for effective English instruction. The module is self-paced and includes activities, self-check questions, and a pre-assessment and post-assessment to evaluate teacher performance.
This document discusses using traditional and authentic assessment for formative and summative purposes in outcome-based teaching and learning. It defines traditional assessment as paper-and-pencil tests that can be supply types requiring completion, essays, or short answers, or selected response types like problems solving. Authentic assessment is defined as non-paper tasks requiring learners to demonstrate learning through a product or process. The key aspects of outcome-based teaching and learning discussed are aligning content, teaching activities, and assessment tasks with intended learning outcomes to assess if students attained the outcomes.
Field study two Outcome – Based Learning Experience1may jumayao
The document discusses principles of effective teaching and learning. It describes a teacher's lesson on the reproductive system, where she reviewed the previous lesson, taught the new material, answered student questions, gave a quiz, and provided feedback. Ten principles of effective teaching are listed, such as motivating students, providing feedback, and enabling students to construct new knowledge. Several teaching situations are presented and matched with the appropriate learning principles, such as connecting new content to prior knowledge and engaging students in varied tasks. The conclusion emphasizes that learning is gradual, self-driven, involves thinking and feeling, and is needed throughout life.
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
This document outlines a lesson planning presentation by Group Three. It discusses the importance of lesson planning for teachers, including guiding instruction, organization, and preparation. It also provides examples of the key parts of a lesson plan, such as objectives, materials, procedures, evaluation, and adaptations for different students. Finally, it shares principles for creating an effective learning environment that encourages discovery and collaboration.
This document describes patent GB785518 (A) which relates to improvements in crankshaft design. Specifically, it discloses a crankshaft design where two adjacent cranks are arranged at an angle to the other two adjacent cranks. This helps balance out second-order inertia forces without needing special balancing devices. Drawings show the crankshaft arrangement and location of counterweights.
This document summarizes a presentation about how retail industry leaders are driving growth through agile analytics. The presentation discusses how leaders extensively utilize different types of data and look outside their industry for innovative analytics solutions. It provides examples of innovative analytics applications in different industries. The presentation emphasizes that leaders operationalize analytics by embedding predictive models into business processes and applications. It discusses key steps in the operational analytics journey and assessing an organization's analytic maturity.
info on Radioactivity-- Created using PowToon -- Free sign up at http://www.powtoon.com/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Este documento presenta una tesis sobre el modelo matricial de Leslie para describir el crecimiento poblacional por edad específica. En el primer capítulo se introducen conceptos básicos de matrices como propiedades, matrices especiales, determinantes, valores y vectores propios y matrices diagonalizables que serán útiles para comprender el modelo. El segundo capítulo describe cómo se obtiene la matriz de Leslie y su comportamiento en el límite. El tercer capítulo aplica la matriz de Leslie al crecimiento poblacional por edad.
This document provides a detailed description of an automatic telephone plant that includes improvements for emitting ringing signals to a called subscriber line without disturbing the calling subscriber. Key elements include partition relays for each link that operate to break one talking wire during ringing and reset the communication once the called party answers. The system uses single-ended link circuits, registers and a marker to set up communications by connecting the talking wires of calling and called subscriber lines to conductors in one link circuit.
This document summarizes a patent for an apparatus for bending glass sheets. It describes an improved bending mold that has associated means for accurately positioning and guiding a glass sheet both before and during the bending process. The mold includes a framework with an upstanding rim that forms a concave shaping surface to conform to the bent glass sheet. It also includes a guide plate at one end of the framework that extends beyond the end to support one end of the glass sheet as it moves from a flat to a bent position during bending.
The document discusses recent developments related to counter-terrorism laws in developed countries. It provides details of a new anti-terrorism law passed in Austria that bans minority groups in Austria from receiving foreign funding and requires the Quran to be translated into German. It also discusses counter-terrorism efforts in Tunisia, where thousands of Tunisians have joined militant groups in Iraq and Syria. Over 2000 young Tunisians were influenced by ISIS to travel to Iraq and Syria.
Memory and creating patterns of meaning 2nikkisue72
Here are some recommendations based on the research study and Reading A-Z suggestions:
- Incorporate multisensory activities to engage multiple learning styles and strengthen memory formation. Using visuals, movement, sounds, etc. can boost retention.
- Provide scaffolding and build on students' prior knowledge. Introduce new concepts by connecting them to what students already understand. This helps make lessons more accessible.
- Use formative assessments throughout the learning process to evaluate understanding and adjust instruction as needed. Tests should measure higher-order thinking in addition to basic facts. Getting feedback aids both teaching and learning.
- Present material in an organized, step-by-step manner with clear examples. The beginning, middle and
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
The document outlines a weekly learning plan for a Grade 6 classroom that focuses on progressive engagement and higher-order thinking skills. It includes transfer goals, standards, lessons, activities, and assessments for teaching students improved communication skills like public speaking. Lesson 1 focuses on impromptu speeches, giving students guidelines to practice short speech preparation and delivery on sample topics. Classroom activities include practicing speech techniques and delivering impromptu speeches, while home activities involve watching speech videos and discussing best practices. Students will be assessed on their ability to deliver an impromptu speech confidently using proper oral language skills.
The document is an observation form for a plastering diploma lesson on professional development. It summarizes the planning for the lesson, including learning outcomes, activities, assessment, and targets from previous observations. The observer comments that the planning was excellent with clear differentiated outcomes and a variety of activities. During the lesson, the teacher engaged students through creative activities and discovery learning. Questioning techniques were used well to develop higher-level thinking. Peer assessment and feedback were incorporated successfully. Overall, the teacher demonstrated strong subject knowledge, teaching skills, and commitment to professional development.
Here are some key points about modifying rubrics:
- Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply.
- Criteria and expectations can be modified based on grade level or experience level of students.
- Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports.
- It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs.
- Student input when creating or modifying rubrics promotes understanding of expectations.
The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and
Effective Walkthroughs in Math and ELA Classroomscatapultlearn
Participants will be introduced to a model for conducting effective and focused walkthroughs that are grounded in research-based teaching strategies, the necessary look-fors in rigorous ELA and Math classrooms, and how to engage teachers in reflective conversations on teaching and learning.
In this webinar you will learn:
how to conduct effective walkthroughs in your schools
how to identify the necessary look-fors in Math and ELA classrooms
how to engage in reflective and robust conversations with teachers
Accountability in Developing Student LearningCarlo Magno
The document discusses the key role of school principals in improving student achievement. It emphasizes that principals should prioritize academics and quality instruction. They should ensure curriculum, instruction, and assessments are well-aligned. Principals also play an important role in analyzing student data and using it to inform instructional decisions. They must provide guidance to teachers on administering and using assessments effectively. Principals should also monitor instruction to guarantee changes are implemented based on data. Creating a culture of collaboration where teachers learn from each other is important. The document stresses the principal's responsibility for continuous learning in the school.
EDEC 3307 Early Childhood Lesson Plan Template Duration 30-60 mEvonCanales257
EDEC 3307 Early Childhood Lesson Plan Template
Duration: 30-60 mins based on grade level
Theme/Title of your lesson: Recite numbers up to at least 100 by ones and tens beginning with any given number.
Grade: ___kinder__
Number of students: 12
1. Summary of Children’s Development:
a. Select 2-3 milestones per domain: cognitive, physical, socio-emotional from the handout provided. Describe how this lesson plan supported the selected milestones. Write one paragraph (80-100 words) for each domain and cite your resources.
2. Prior Knowledge:
· In 2-3 sentences, describe the prior knowledge that the students might have about the topic.
Students will already know how to count from 0-10 and use objects to reach their goal number. Students will be able to use the verbal ordinal terms and can count to 5 without using objects.
· Include the standard taught (TEKS) in the previous grade level. (if this is a Kindergarten lesson plan, use the Pre-K Guidelines.
V.A.4: Child Demonstrates that the order of the counting sequence is always the same, regardless of what is counted.
V.A.6: Child Demonstrates understanding that when counting, the items can be chosen in any order.
· Explain how the level of objectivity increased from one grade level to the next one. Consider the Student Expectations as they move from low-level thinking to high-level thinking.
3. Standards (TEKS) and Objective:
· Write one TEKS -and one student expectation
TEKS 1.5 Algebraic reasoning. The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
· understanding and gain information;
· Write one related objective (Remember Bloom’s Taxonomy! And use the ABCD method) Audience, Behavior, Condition, Degree
1. Example: The student will be able to identify the upper and lower case “Bb” after going on a letter hunt around the class and correctly identifying the capital and lower case “Bb” five times.
The student applies mathematical process standards to identify the pattern in the number word list. The student is expected to recite numbers up to at least 100 by ones and tens beginning with any given number.
4. Materials:
· List the materials needed for this lesson. (Be sure to include materials that will support individualization.
· Fish flash cards
· Large carton of fish snack crackers (10 per student)
· Placemats (1 per student)
· Paper
· Attached: Flash cards
· Describe an explicit connection to how the materials consider the cultural and developmental needs of the students.
· Describe an explicit connection to how the materials consider various interests of students.
5. Differentiation:
· Describe how you will differentiate for all developmental needs listed below. How will the lesson support a child who:
· Speaks a language other than the language of instruction: Students with language barrier wou ...
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
This document outlines a three-day collaborative lesson plan for 6th grade students to learn and apply the Middle School High Five reading strategies using selected online resources. Students will be placed into small groups and rotate through five stations, each focusing on a different strategy. They will use curated websites to understand the strategies and then practice applying them to assigned texts. The goal is for students to develop comprehension skills through collaboration and hands-on practice of various reading techniques.
This document discusses national competency-based teacher standards for domains 4 through 7, which cover curriculum, planning/assessing/reporting, community linkages, and professional growth and ethics. It provides descriptions of the domains and strands within each domain, along with key questions and performance indicators for teachers. The document outlines standards for how teachers should demonstrate mastery of subjects, communicate clear learning goals, make effective use of time, select appropriate teaching methods, assess student learning, and establish links between school and community.
Clinical Field Experience B Humanities Instructional and EngagemeWilheminaRossi174
Clinical Field Experience B: Humanities Instructional and Engagement Strategies 2
I picked Ms. Dawn’s class at Children’s of America in Fredericksburg Virginia, for this week's field excursion. Unbeknownst to me, parent teacher conferences were held last week, providing me with a wealth of experience listening to/observing parent participation and cooperation with their kid and their child's instructor. Despite the fact that I was not permitted to speak to the parents on Ms. Dawn's behalf, I was given the chance to assist Ms. Dawn in planning the meeting and conducting two of the sessions. Apart from that, I was given the bulk of my time in the classroom to engage and interact with the kids, which frequently needed me to utilize my own personal group problem-solving abilities to keep the students on task and focused on the activities at hand. This was a fantastic opportunity for me to meet with the parents and families of Ms. Dawn's remarkable children as well as watch, practice, and reinforce my own problem-solving abilities.
I've always known that leadership and collaboration are critical in any classroom, but I had to take a step back and evaluate just how difficult it is to manage all of the responsibilities that come with being an educator, particularly leadership, social skills, and collaborative practices. Ms. Paddock was able to provide me with a great deal of guidance as I prepare to teach my own class and work with my own students and families. "Your students' parents will (ideally) be their child's number one fan," Ms. Dawn said, "and as an educator, you ought to be their number one fan as well." Make use of this common ground to tell parents how important their child's success is to you as their educator; parents will appreciate it, and kids will become more interested!"
Educators are aware of how kids develop and flourish. They understand that learning and development processes differ from person to person and across cognitive, linguistic, social, emotional, and physical domains. To accommodate these variances, instructors must be able to create and administer developmentally appropriate and demanding learning experiences that are adaptable. The educator meets students where they are, which means they begin with what the student already understands, then they provide guidance and ongoing support as needed. This will change depending on the issue. When introducing new topics, scaffolding is beneficial. The educator scaffolds information and/or assignments based on the student's specific requirements. Educators evaluate individual and group performance on a regular basis in order to plan and alter education to fulfill students' requirements in each area of development (cognitive, linguistic, social, emotional, and physical), as well as scaffold instruction for the next level of growth. The strategy involved when interacting with the students started with first understanding their needs and secondly addressing ...
This document provides an overview of a teacher's journey through their career development. It includes reflections on their strengths in understanding subject matter, planning instruction, and assessing students. It also outlines a clear credential plan with artifacts, explanations and reflections. The teacher discusses challenges in their first year teaching and finding success with PBIS. Standards and assessments are analyzed. Overall it shows the teacher's continued growth and commitment to professional development.
The document outlines standards and objectives for effective classroom instruction and student learning. It provides descriptions for several key areas including: clearly communicating learning objectives aligned to standards, motivating students through meaningful content, using effective instructional strategies like modeling and examples, maintaining an organized lesson structure with brisk pacing, using engaging activities and materials to support objectives, employing high-quality questioning techniques, providing academically focused feedback, grouping students strategically, demonstrating teacher content and student knowledge, teaching different types of thinking, incorporating problem-solving activities, aligning measurable goals and assessments to standards, assigning student work that requires higher-order skills, and managing student behavior in a well-organized supportive classroom environment.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
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.
Lesson Plan
Basics and Principles
Lesson Planning is a large part of being organized and a key feature of a competent
teacher. It is a special skill that is learnt in much the same way as other skills. Careful
lesson planning can help to ensure the successful running of courses. Incorporating best
practices in teaching and learning into the design process will help students to meet their
learning objectives.
EEL What Is EEIJust like our students, each teacher is differe.docxSALU18
The document describes the Essential Elements of Instruction (EEI) model for lesson planning. The EEI model focuses on essential components for every lesson, based on the Madeline Hunter model. It lists the components as: title, materials, curriculum standards, anticipatory set, objective, purpose, instructional input, modeling, check for understanding, guided practice, closure, and extended/independent practice. It then provides an example of a more detailed lesson plan template called the COE lesson plan, which includes sections for lesson preparation, instructional planning, and rationale/reflection.
Lesson planning has benefits for both teachers and students. Effective lesson plans include descriptions of students, aims and objectives, procedures, potential problems, extra materials, and the material to be used. It is important to engage students at the beginning of a lesson to focus their attention and motivate learning. Teachers should vary their openings, avoid routine tasks, and ensure the opening connects to the main lesson. Lesson planning also considers student and teacher talk time, learner-centered versus curriculum-centered approaches, and formats like goals, materials, stages, and evaluation. Differentiating instruction addresses multiple intelligences, emotional intelligence, and preferred learning modalities.
Lesson planning has benefits for both teachers and students. Effective lesson plans include descriptions of students, aims and objectives, procedures, potential problems, extra materials, and the material to be used. It is important to engage students at the beginning of a lesson to focus their attention and motivate learning. Teachers should vary their openings, avoid routine tasks, and ensure the opening connects to the main lesson. Lesson planning also considers student and teacher talk time, learner-centered versus curriculum-centered approaches, and differentiating instruction based on multiple intelligences and learning styles.
2. Demonstrating All 10 Standards p. 1
Table of Contents
What I usually put on the board for the playing test....................................................................... 2
Thinking this through a little further…........................................................................................... 2
Research based lesson plan assumptions........................................................................................ 2
Assumptions:............................................................................................................................... 2
Components ................................................................................................................................ 3
Change in plans…........................................................................................................................... 3
The 10 Teacher Assessment on Performance Standards and 72 Elements..................................... 4
Combining the lesson plan assumptions and components with the TAPS
Standards and Elements produced this information.................................................................. 8
The TAPS Standards and Elements met......................................................................................... 9
Lessons learned and planning forward ........................................................................................... 9
Resources ...................................................................................................................................... 10
https://sites.google.com/site/gcason123.................................................................................... 10
http://tkesblog.blogspot.com..................................................................................................... 10
gcason@paulding.k12.ga.us ..................................................................................................... 10
3. Demonstrating All 10 Standards p. 2
What I usually put on the board for the playing test
TEST: #49, m. 1-4
Thinking this through a little further…
It occurred to me that I should identify and incorporate
the elements of a research based lesson plan I created for my doctoral study,
the specific Standards from the Teacher Assessment on Performance Standards from
TKES, and
the specific elements from the Teacher Assessment on Performance Standards from
TKES.
Research based lesson plan assumptions
Here are the elements that need to be in each lesson:
Assumptions:
Expectations must be clear to the teacher and clearly and directly communicated to the
students.
Learning goals (concepts, skills, and/or relationships) must be specific and directly linked
to prior knowledge.
Students’ prior knowledge must be activated before proceeding with the instructional
component.
Explicit classroom behavior, participation, and outcome results must be clear to the
teacher, and explicitly and directly communicated to the students.
4. Demonstrating All 10 Standards p. 3
Identifying similarities, differences, and relationships for new content and as they relate
to prior knowledge is the strongest instructional strategy.
Practice/homework provides self-pacing and exploring required concepts and skills.
Components
specific curriculum standard,
specific learning goal,
specific learning activities,
general and specific prior standards,
specifically activating prior knowledge,
essential question,
specific explicit directions,
specific learning activity structure (beginning, middle, end),
specifically identify similarities, differences, and relationships,
specific practice opportunities,
specific directions for orderly classroom
Change in plans…
Combining the lesson plan assumptions and components and the Standards and Elements
from the Teacher Assessment of Performance Standards from the TKES evaluation system (and
to play it safe), this is what I put on the board:
5. Demonstrating All 10 Standards p. 4
Go straight to your instrument, straight to you chair, and prepare for your playing test. You
may warm up on your own.
1. Today you will be demonstrating your prior knowledge of Standards 2 and 7 through individual
playing in a formal summative test. Sixth grade will play the first four measures of #49 (you
want to demonstrate mastery of notes), and the seventh and eighth graders will play #82 without
the repeat (you want to demonstrate mastery of rhythm).
2. You all need to have a pencil and paper. You will grade each other, make a brief note as to what
needs improvement, and compare your grade with what I give them. You may not talk during
the test.
3. Grade yourself as well; if you do not like your grade, practice at home some more, and you play
it again for a higher score.
4. To give the best, accurate grade, identify similarities and differences in what you see on the page
and what you hear. Ask, “How does what I hear compare with what I see?”
Prior knowledge to be graded: Posture, embouchure, tonguing, fingerings, rhythmic
understanding, articulation, tone, air speed, rhythmic accuracy, key signatures, steady beat, counting,
time signature, evaluating musical performances, listing strength and weakness of performances, and
effectiveness of performances
These exercises will be used to develop your skill for the concert December 18 in the gym at
7pm. We’ve prepared for this test through a series of similar exercises in the book, so I expect you
all to make at least an A—probably a 100. If you want to take a risk, you can play the exercise
(correctly) from memory, I can give you 5 points extra credit. If we have time, we will work on
concert music.
The 10 Teacher Assessment on Performance Standards and 72
Elements
1. Professional Knowledge: The teacher demonstrates an understanding of the curriculum, subject content,
pedagogical knowledge, and the needs of students by providing relevant learning experiences.
1.1 Addresses appropriate curriculum standards and integrates key content elements.
1.2 Facilitates students’ use of higher-level thinking skills in instruction.
1.3 Demonstrates ability to link present content with past and future learning experiences, other
subject areas, and real-world experiences and applications.
1.4 Demonstrates accurate, deep, and current knowledge of subject matter.
1.5 Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on
current research.
1.6 Bases instruction on goals that reflect high expectations for all students and a clear
understanding of the curriculum.
1.7 Displays an understanding of the intellectual, social, emotional, and physical development of
the age group.
6. Demonstrating All 10 Standards p. 5
2. Instructional Planning: The teacher plans using state and local school district curricula and standards,
effective strategies, resources, and data to address the differentiated needs of all students.
2.1 Analyzes and uses student learning data to inform planning.
2.2 Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g.,
long-term goals, lesson plans, and syllabi).
2.3 Plans instruction effectively for content mastery, pacing, and transitions.
2.4 Plans for instruction to meet the needs of all students.
2.5 Aligns and connects lesson objectives to state and local school district curricula and
standards, and student learning needs.
2.6 Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed.
3. Instructional Strategies: The teacher promotes student learning by using research-based instructional
strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of
key knowledge and skills.
3.1 Engages students in active learning and maintains interest.
3.2 Builds upon students’ existing knowledge and skills.
3.3 Reinforces learning goals consistently throughout the lesson.
3.4 Uses a variety of research-based instructional strategies and resources.
3.5 Effectively uses appropriate instructional technology to enhance student learning.
3.6 Communicates and presents material clearly, and checks for understanding.
3.7 Develops higher-order thinking through questioning and problem-solving activities.
3.8 Engages students in authentic learning by providing real-life examples and interdisciplinary
connections.
4. Differentiated Instruction: The teacher challenges and supports each student’s learning by providing
appropriate content and developing skills which address individual learning differences.
4.1 Differentiates the instructional content, process, product, and learning environment to meet
individual developmental needs.
4.2 Provides remediation, enrichment, and acceleration to further student understanding of
material.
4.3 Uses flexible grouping strategies to encourage appropriate peer interaction and to
accommodate learning needs/goals.
4.4 Uses diagnostic, formative, and summative assessment data to inform instructional
modifications for individual students.
4.5 Develops critical and creative thinking by providing activities at the appropriate level of
challenge for students.
4.6 Demonstrates high learning expectations for all students commensurate with their
developmental levels.
7. Demonstrating All 10 Standards p. 6
5. Assessment Strategies: The teacher systematically chooses a variety of diagnostic, formative, and summative
assessment strategies and instruments that are valid and appropriate for the content and student population.
5.1 Aligns student assessment with the established curriculum and benchmarks.
5.2 Involves students in setting learning goals and monitoring their own progress.
5.3 Varies and modifies assessments to determine individual student needs and progress.
5.4 Uses formal and informal assessments for diagnostic, formative, and summative purposes.
5.5 Uses grading practices that report final mastery in relationship to content goals and
objectives.
5.6 Uses assessment techniques that are appropriate for the developmental level of students.
5.7 Collaborates with others to develop common assessments, when appropriate.
6. Assessment Uses: The teacher systematically gathers, analyzes, and uses relevant data to measure student
progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to
both students and parents.
6.1 Uses diagnostic assessment data to develop learning goals for students, to differentiate
instruction, and to document learning.
6.2 Plans a variety of formal and informal assessments aligned with instructional results to
measure student mastery of learning objectives.
6.3 Uses assessment tools for both formative and summative purposes to inform, guide, and
adjust instruction.
6.4 Systematically analyzes and uses data to measure student progress, to design appropriate
interventions, and to inform long- and short-term instructional decisions.
6.5 Shares accurate results of student progress with students, parents, and key school personnel.
6.6 Provides constructive and frequent feedback to students on their progress toward their
learning goals.
6.7 Teaches students how to self-assess and to use metacognitive strategies in support of
lifelong learning.
7. Positive Learning Environment: The teacher provides a well-managed, safe, and orderly environment that
is conducive to learning and encourages respect for all.
7.1 Responds to disruptions in a timely, appropriate manner.
7.2 Establishes clear expectations for classroom rules, routines, and procedures and enforces
them consistently and appropriately.
7.3 Models caring, fairness, respect, and enthusiasm for learning.
7.4 Promotes a climate of trust and teamwork within the classroom.
7.5 Promotes respect for and understanding of students’ diversity, including – but not limited to
– race, color, religion, sex, national origin, or disability.
7.6 Actively listens and pays attention to students’ needs and responses.
7.7 Creates a warm, attractive, inviting, and supportive classroom environment.
7.8 Arranges the classroom materials and resources to facilitate group and individual activities.
8. Academically Challenging Environment: The teacher creates a student-centered, academic environment
in which teaching and learning occur at high levels and students are self-directed learners.
8.1 Maximizes instructional time.
8.2 Conveys the message that mistakes should be embraced as a valuable part of learning.
8.3 Encourages productivity by providing students with appropriately challenging and relevant
material and assignments.
8.4 Provides transitions that minimize loss of instructional time.
8. Demonstrating All 10 Standards p. 7
8.5 Communicates high, but reasonable, expectations for student learning.
8.6 Provides academic rigor, encourages critical and creative thinking, and pushes students to
achieve goals.
8.7 Encourages students to explore new ideas and take academic risks.
9. Professionalism: The teacher exhibits a commitment to professional ethics and the school’s mission, participates
in professional growth opportunities to support student learning, and contributes to the profession.
9.1 Carries out duties in accordance with federal and state laws, Code of Ethics, and established
state and local school board policies, regulations, and practices.
9.2 Maintains professional demeanor and behavior (e.g., appearance, punctuality and
attendance).
9.3 Respects and maintains confidentiality.
9.4 Evaluates and identifies areas of personal strengths and weaknesses related to professional
skills and their impact on student learning and sets goals for improvement.
9.5 Participates in ongoing professional growth activities based on identified areas for
improvement (e.g., mentoring, peer coaching, course work, conferences) and incorporates
learning into classroom activities.
9.6 Demonstrates flexibility in adapting to school change.
9.7 Engages in activities outside the classroom intended for school and student enhancement.
10. Communication: The teacher communicates effectively with students, parents or guardians, district and school
personnel, and other stakeholders in ways that enhance student learning.
10.1 Uses verbal and non-verbal communication techniques to foster positive interactions and
promote learning in the classroom and school environment.
10.2 Engages in ongoing communication and shares instructional goals, expectations, and
student progress with families in a timely and constructive manner.
10.3 Collaborates and networks with colleagues and community to reach educational decisions
that enhance and promote student learning.
10.4 Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and
written communication.
10.5 Explains directions, concepts, and lesson content to students in a logical, sequential, and
age-appropriate manner.
10.6 Adheres to school and district policies regarding communication of student information.
10.7 Creates a climate of accessibility for parents and students by demonstrating a collaborative
and approachable style.
10.8 Listens and responds with cultural awareness, empathy, and understanding to the voice and
opinions of stakeholders (parents, community, students, and colleagues).
10.9 Uses modes of communication that are appropriate for a given situation.
9. Demonstrating All 10 Standards p. 8
Combining the lesson plan assumptions and components with the TAPS
Standards and Elements produced this information
Go straight to your instrument, straight to you chair, and prepare for your playing test [2.6,
7.2, 8.1, 10.4, 10.5, explicit behavior expectations and orderly classroom]. You may warm up on your
own [10.5, specific opening of class, activating prior knowledge; differentiation of process, specific practice
opportunities].
1. Today you will be demonstrating your prior knowledge [specific learning goal] of Standards 2 and
7 [1.1, 2.5, explicit curriculum standard] through individual playing [3.4, 5.6, specific learning activity] in
a formal summative test [5.1, 5.4, 5.5, 5.6, 6.1, 6.2, 6.3, 7.2, 9.1, 10.5, learning goal is clear to the
teacher; explicit directions communicated to students]. Sixth grade will play the first four measures of
#49 [5.1, 5.3, 10.5] (you want to demonstrate mastery of notes) [explicit outcome], and the seventh
and eighth graders will play #82 without the repeat [5.1, 5.3, 10.5] (you want to demonstrate
mastery of rhythm) [1.4, 1.5, explicit outcome].
2. You all need to have a pencil and paper [7.2, 10.5]. You will grade each other [explicit
participation], make a brief note as to what needs improvement [8.2, 10.1, explicit participation], and
compare your grade with what I give them [1.7, 3.1, 6.5, 6.6, 7.2, 7.4, 8.3, 10.1, 10.5, explicit
participation, specific learning activity]. You may not talk during the test [7.2, 10.5, explicit participation
and orderly classroom].
3. Grade yourself as well [5.2, 6.7, 7.2, 10.5, explicit participation]; if you do not like your grade,
practice at home some more [practice/homework], and you play it again for a higher score [6.7, 8.2,
10.5].
4. To give the best, accurate grade [6.7], identify similarities and differences in what you see on the
page and what you hear [10.5, 6.7]. Ask, “How does what I hear compare with what I see?”
[1.2, 4.5, 6.5, 6.7, identify similarities and differences, specific learning activity]
Prior knowledge to be graded: [2.2, 2.3, 3.2, 6.7, 8.6, learning goal specifically and directly linked to
prior knowledge] Posture, embouchure, tonguing, fingerings, rhythmic understanding, articulation,
tone, air speed, rhythmic accuracy, key signatures, steady beat, counting, time signature, evaluating
musical performances, listing strength and weakness of performances, and effectiveness of
performances
These exercises will be used to develop your skill [1.4, 2.3] for the concert December 18 in
the gym at 7pm [1.3, 3.8, 6.4]. We’ve prepared for this test through a series of similar exercises in
the book [2.2, 2.3, 3.2, learning goal specifically and directly linked to prior knowledge, general prior standards],
so I expect you all to make at least an A—probably a 100 [1.6, 4.6, 5.5, 8.5]. If you want to take a
risk, you can play the exercise (correctly) from memory [10.5], I can give you 5 points extra
credit [1.6, 2.1, 4.1, 4.2, 4.6, 5.2, 5.6, 7.2, 8.5, 8.6, 8.7]. If we have time, we will work on concert
music [2.3, 8.4].
10. Demonstrating All 10 Standards p. 9
The TAPS Standards and Elements met
Standard 1: all (7 Elements)
Standard 2, not: 2.4 (5 Elements)
Standard 3, not: 3.3, 3.5, 3.6, 3.7 (4 Elements)
Standard 4, not: 4.3, 4.4 (4 Elements)
Standard 5: all (7 Elements)
Standard 6: all (7 Elements)
Standard 7, not: 7.1, 7.3, 7.5, 7.6, 7.7, 7.8 (2 Elements)
Standard 8: all (7 Elements)
Standard 9: all (7 Elements)
Standard 10, not: 10.2, 10.3, 10.6, 10.7, 10.8, 10.9 (3 Elements)
Total Elements demonstrated on a test day: 49 out of 72 (68%)
Lessons learned and planning forward
When I am made aware of my next observation,
I am going to put on the board a detailed outline for the class period – the student version.
I will go through each sentence of the outline and identify each Standard and Element
and notate it.
I will go through and identify each research based lesson plan and notate it.
I will print out the annotated lesson plan outline and give it to the Observer when they
enter the room.
This process will be especially important when the Evaluator is there and has to see all 10
Standards in one lesson.
11. Demonstrating All 10 Standards p. 10
Resources
https://sites.google.com/site/gcason123
http://tkesblog.blogspot.com
gcason@paulding.k12.ga.us