Getting Results
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This document outlines a plan to improve students' higher-order thinking skills and performance on open-ended questions through professional development for teachers. Over the course of a school year, teachers will learn strategies to model problem-solving and embed higher-order thinking in their lessons. They will analyze student performance data, identify technology and other resources, and develop lessons applying what they learned. Progress will be tracked and shared to assess the effectiveness of the approach and inform future plans.
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Running Head: Evaluating Effective Lessons 1
EVALUATING EFFECTIVE LESSONS
Annette Williams
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Evaluating Effective Lessons 2
Evaluating Effective Lessons
Step 1: Making Playdough: Mix, Measure and Describe
Content Area or Developmental Focus: Math and Language
Age/Grade of Children: Pre-K
Length of Lesson: 5 minutes
Goal Guide the children through language
development, learn various English and
Spanish words
Objective To achieve language development in the
children
Help them learn math by showing them
measurements of various ingredients
Enhance fine motor skills
Standards Included Not observed
Materials 1 cup of salt
1 cup of flour
2 cups of water
2 tablespoon oil
Food coloring
Introduction The teacher goes over the several ingredients
of making playdough.
Lesson Development The teacher asks the students open-ended
questions to know more about their language
development and expands vocabulary. For
instance, they learn the name of the yellow
color in both English and Spanish
Differentiation Children engage in a discussion with the
teacher on the making of the playdough
Assessment (Practice/ Checking for
Understanding
The teacher asks students to mix the dough
with their hands to practice hand coordination
and fine motor skills.
Closing The teacher gives students various tools to
help them demonstrate their creativity
Evaluating Effective Lessons 3
Step 2
THIS PLAN IS DEVELOPMENTALLY APPROPRIATE 4 POINTS
___x_____ My plan is appropriate for the age and experiences of the children I will be teaching.
_______ This activity idea is suitable for the children in my class based on at least one of these
criteria:
• The head teacher/ instructor has approved my idea.
• My idea builds on the children’s interests and was suggested by things the
children have said or done.
• My idea relates to the early learning standards and/ or the content standards for
my state or school.
____x____ The materials and teaching strategies are sensitive to the language, culture, and
experiences.
of all or some of the children and families in the class.
____x____ The objectives are arranged in a logical order using the concept of developmental
direction.
THIS PLAN IS COMPLETE 4 POINTS
___x_____ All parts of an effective activity plan are represented in my plan.
____x____ All materials needed in the activity is specified (including any materials needed for
set- up, such as covering a table with paper, or clean- up, such as sponges and water).
____x____ The procedure includes examples of appropriate teaching strategies for the activity
type, including scripts such as those asso ...
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Nguyen, Phuong LIT5203 Strengthening Literacy - Module 4
The document outlines a school-wide literacy lesson plan that incorporates research-based strategies to improve literacy at Cleveland High School. It identifies the school's need to explicitly teach reading and writing strategies. It summarizes 15 strategies from research articles to incorporate into literacy instruction, such as direct comprehension instruction, collaborative learning, and formative assessment. The plan provides an example mathematics lesson on solving quadratics that applies these strategies, such as creating a list of what students know and need to know, and having students work together to complete problems.
Curriculum mapping intro
Curriculum mapping is an ongoing process that allows teachers to document what is taught in the classroom and align it with standards to improve student achievement. It involves teachers collaborating to map out essential questions, content, skills, assessments, and lessons for each unit to identify gaps and ensure horizontal and vertical alignment. The goal is to support data-informed decision making and ensure the curriculum is meeting student needs.
Running Header PROJECT BASED LEARNING PROJECT BASED LEARNING .docx
Running Header: PROJECT BASED LEARNING
PROJECT BASED LEARNING 6
Effects of project based learning on education
Marcus Coleman
Ashford University
Effects of in cooperating Project based Learning in the school curriculum
Introduction
Learning is determined by a number of factors, some of which are environmental related while others are not. The approach of teaching is one of the major determinants of learning as far classroom learning is concerned, however there has been a concern that the current approaches to learning are a little too abstract. Lack of real life scenarios and too much theory has been responsible for the growing apathy towards learning. It is for this reason that studies are being contacted to see if the change in tact can improve learning. One of the suggested ways is the project based learning approach which uses non fictional concepts for teaching.
Purpose of the study
The purpose of this study is to find out the effects of in cooperating project based learning in the school curriculum. The study seeks to ascertain if there is any relationship between projects based learning and the improvement in scores for students (Daniel 2012). Previous studies have shown that students are likely to improve in cases where some form of simulation or use of no fictional material. According to these, the use of non fictional approaches stimulates the students to look at issues from the reality perspective hence making it easy to internalize whatever they are learning for the sake of being able to remember, however these studies have not clearly explained the actual relationships that exist between the performance and the project based learning. There are other factors which could have in for the findings to be so, for those studies, this study would critically examine the direct impact that project based learning has on students.
Research questions
1. Will the incorporation of project based learning improve students state assessment scores as it relates to the common core state standards in comprehending non fiction text?
2. Will the inclusion of project based learning improve student application of comprehending non fictional text at a high depth of learning level?
3. How does project based learning integrate clear expectations and essential criteria and remain successful
In research, data is an important factor because it is the one which determines the findings and recommendations for the, decisions to be made (Peter 2011). The main data collection methods will be observation, interviews and artifacts, questionnaires will also be used to collect data concerning the stakeholders. Observation will be effective tools for confirming how students behave in classes, when the various approaches are used. Students will be observed in a classroom setting and comparisons be made between those classes that imp.
Copy of edu 671 action plan
This action research proposal aims to evaluate teacher effectiveness in developing reading comprehension, fluency, and alignment to Common Core standards in 8 students with varying literacy levels. The study will examine how teachers can utilize resources to help all students achieve grade level success and bring successful literacy development to students below grade level. Data will be collected through parent and student surveys and teacher interviews before and after implementing intervention strategies such as phonics games. Results will help determine best practices for supporting students with different literacy needs.
Gk 12 eval report 2011
This document summarizes findings from an external evaluation of an NSF GK-12 program. Key findings include:
1) Fellows showed significant gains in content knowledge and improved presentation skills when sharing research with students. Graduating fellows felt the experience improved their communication and teamwork skills.
2) Teacher participants preferred inquiry-based instruction and expanded their professional networks through interactions with graduate students and scientists.
3) Students showed interest in science through fair participation but surveys found no difference in attitudes between students of teacher participants and controls. A watershed knowledge survey for a student program had reliability issues.
Common Core State Standards (Sept 2 2011 SIP)
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Getting Results
- 2. What is the decision? To develop higher order thinking skills to improve open-ended responses in English.
- 5. What is the implementation plan? Review data and research with teachers allowing them to identify the need for improvement. Stages for Success Assessment Timeline Resources Teachers will complete charts to analyze their student data. Teachers refer to research in their discussion of progress. Beginning of year using the previous year’s data. Debriefing session at the end of the year with new data. See data and teaching tools for data analysis.
- 6. What is the implementation plan? Ongoing throughout the year. Timeline Assessment Resources Stages for Success Teachers will identify at least one technology based resource to use. Teachers will meet in both on and off settings to discuss the content of the book. Technology Based Resources Book: Jonassen, D. H. (Ed.). (2004). Learning to Solve Problems: An Instructional Design Guide. San Francisco: Pfeiffer. Retrieved July 11, 2007, from Questia database: http://www.questia.com/PM.qst?a=o&d=108677968 Introduce technology and non-technology based resources that assist in the modeling and use of HOTS.
- 7. What is the implementation plan? Provide ongoing time for the development, reflection, and communication of lesson design. Stages for Success Assessment Timeline Resources Communication with teachers, administrators, and students in both on and off-line forms. Analysis of completed lesson plans. Tracking of student progress through data. Ongoing throughout the year, with a debriefing session at the end of the year. Sample lesson plans and teaching tool
- 8. What are the anticipated results? Based on sound research, concrete data, and a detailed plan we feel the intervention will be successful. Was the intervention implemented with fidelity? They will be shared through an online communication form. We are anticipating that there will be an increase in scores in the open-ended area. How will the findings be shared within the district? Did the intervention result in improvements?
- 9. How did our new findings lay the groundwork for our next plan? Based on the end of the year data, new questions will be raised and discussions about progress will ensue.