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This document provides an agenda and resources for a three-day teacher learning and development center workshop focused on lesson planning. Day 1 covers components of effective lesson design, Common Core and essential standards, instructional strategies, and total instructional alignment. Teachers engage in discussion, online activities, and begin developing a lesson plan. Day 2 continues lesson planning guidance with topics like input and modeling, guided and independent practice, assessment, and using data. Day 3 is dedicated for teachers to work on developing their lesson plans with support resources identified.

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Learning Development Center 2012-13 host-d.oddcast.com//photofacev2/?mId=48247
Housekeeping Sign in (TACS and sheet) Expectations (refrain from going to your classes, one designee can get lunch for the group, attentiveness, participation, and honor breaks) Mutual understandings
Cornell Notes for Day 1A LDC pt 1 INPUT: Outp take ut:Gene notes rate open- ended questions during presentat ion The answers to the questions you generate
ESSENTIAL QUESTION How can we align our instruction with the CCES and NCES within a common lesson planning template to meet individual student needs?
Learning Outcomes Provide participants with an awareness and understanding of the components of an effective lesson design using Common Core and Essential Standards. Learn multiple ways to identify appropriate instructional strategies in lesson design. Identify and implement district resources that aid in lesson plan development. Use Common Core/Essential Standards curriculum with assessment results to adjust and facilitate appropriate instruction. Develop an effective lesson plan driven by Common Core/Essential Standards and assessment results.
Remember-Identify (the Performance components of an effective lesson plan) Objectives Understand- Research(interpret the components of effective lesson design) Analyze-Distinguish (the various components through guided practice) (associate the mission of Anson County Schools with the research explored)
(anticipatory set) Access http:// www.todaysmeet.com/ACSLDC Discuss what question(s) you have based on the learning outcomes that we just discussed.
Annual Cycle of Improvement
Common Core Essential Standards http://voicethread.com/share/39856 You will need to sign up for voicethread.com and edmodo.com for this interactive activity
dmodo.com/home#/join/b0f4f26faf0dfc0889f4d2 group code
ELA shifts Informational texts Citing evidence Complex text
ELA strategies and support www.AVIDWEEKLY.ORG (informational texts) Socratic Seminars help with the citing evidence component www.lexile.com helps give a good understanding of text complexity
http://www.createdebate
QuickTime™ and a decompressor are needed to see this picture.
QuickTime™ and a decompressor are needed to see this picture.
EDMODO QUIZ TIME
Math shifts Focus strongly on the major work of the grade level Coherence : think across grade levels, link to major topics Rigor: require conceptual understanding, procedural skill and fluency, and application with intensity
http://norwoodfloydfan.wordpress.com/
Real world applications and connections CTE blueprints of mathematical concepts Various strands of literacy are essential for career success History, demographics, geography, and economics are essential components of understanding the global economic issues Biology, chemistry, and earth and environmental science are relevant to multiple CTE clusters agriculture(animal science and horticulture) health occupations family consumer science (domestic and commercial safety and culinary arts) trade and industry ( domestic and commercial safety, emphasis on OSHA-
Nine Ways the Common Core Will Change ClassroomPractice (handout) Use the mark in text strategy (handout) Use the writing in the margins strategy Discuss open-ended questions from the writing in the margins 25 minutes http://www.online-stopwatch.com/
http://www.xtranormal.com/watch/13983 http://www.online-stopwatch.com/
Total Instructional Alignment Meaning of TIA Components of TIA and connection Alignment of curriculum, instruction, and assessment Designing lessons and using TIA documents
Thinkgate http://www.onli Locate resources / (15 Data alignment minutes) Assessment (view results) Navigation around Thinkgate Support and “Thinkgate University” can help with any FAQs
edmodo poll time
http://www.youtube.com
Documents and DPI ACRE (http:// their Location www.ncpublicschools.org/acre/) information and technology *add as CCES *add as bookmark Wiki ( www.ncdpi.wikispaces.net) *make note of any strategies that can achieve the CCES or technology standards http://www.online-stopwatch.com /(browse for 30 minutes)
youtube clips https://vialogues.com/vialogues/pla
Returnquestions on the left Generate to Cornell side Notes us or even Discussion (amongst on todaysmeet) Summary *time permitting if we are ahead of schedule, go to www.edmodo.com to set up your profile (there will be a lot of time in the afternoon to look at web resources too) LUNCH!!!!!! (30 minutes)
Cornell Notes Day 1B
http://www.polleverywhere.com/free_text_polls/LTIxMz
Unit Plans Components of the Unit Plans Locate Unit Plans in Thinkgate Determine which unit you will use to develop a lesson
Lesson Plan Design
://www.thinglink.com/scene/366732995526131
Lesson Plan Design:Anticipatory Set Motivate instruction by focusing the learning task, its importance, or the prior knowledge/experience of the learners.
Incorporate appropriate sites (www.todaysmeet.com or www.wallwisher.com) Anticipatory Set Relevant cartoons (www.cagle.com) Childhood stories (i.e. “The Three Little Pigs”) Quickwrites or “Entrance Tickets” Suggestions Edmodo Fakebook or Twister updates Vokis/Oddcasts www.goanimate.com www.polleverywhere.com (it would be best to keep it open-ended in this spot) meme creator your turn! Fakebook http:// www.classtools.net/fb/home/page Your turn? (In your group,
Input and Modeling • The concept is clarified through teacher input and modeling. • The teacher scaffolds as they model to help students grasp the concept. • Show/demonstrate the skill so that all students can acquire the essential skills. • Use clear and frequent examples that directly tie to the objectives of your lesson. • Use “think aloud” to help students make connections.
http://www.youtube.com what not to do!
Input and Modeling scaffolding examples vocabulary words (model the meaning of essential vocabulary such as exaggerate, sleepy, bored, etc) Model the progression through Revised Bloom’s Taxonomy or Costa’s Levels of Inquiry Think Alouds
“Flipped Classroom” Google “flipped classroom” Read an article Use your Diigo bookmarklet to highlight the site Use your pink highlighter for the pros of this model Use your blue highlighter for the cons of this model
Input/Modeling via “Flipped Classroom” Screencast O Matic Voicethreads Vialogue My Brainshark Zentation or Present Me Tiny Chat/ Ustream/Twiddla (to help them at home) Voxopop
Soundcloud up using a yahoo,gmail, hotmail, or so p an account upload (you will have to go back to your email to ss your comments on the “flipped classroom”
http://www.online-stopwatch.com/ 10 min break
How will you check that the students have understood/learned the objective? Important Points to Remember gauge what students are getting Checking for understanding allows instructors to and what they need to work on more. For this to take place, teachers need to: 1. Avoid Yes/No Questions ( Concentrate on Open-Ended Questions such as “why,””how,””do you think?”) 2. Ask Students to Paraphrase Learnings 3. Integrate Bloom’s Taxonomy Revised 4. Avoid choral responses. *try this instead www.classtools.net/education-games-php/fruit_machine 5. Use online polls/flashcards/games
Review and Discuss Handouts *Daniel Webb- your turn! www.polleverywhere.com Matt Burleson- annotated timelines David Parrish- Stump the chump Danny Norwood- jeopardylab andhttp://www.classtools.net/mob /quiz_70/Civil_War_GFR34.htm http://www.quia.com/web www.quizlet.com www.voicethread.com www.brainflips.com
http://www.polleverywhere.com/multiple_choice
Guided Practice Guided practice is how your students will Guided practices demonstrate includes small that they have group activities grasped the under teacher skills, supervision. concepts, and Practice is short modeling that and meaningful. you have presented.
5 Principles of Guided students of the lesson Remind Practice objectives Immediately and frequently monitor and check for understanding Give non-evaluative feedback Make tasks interactive Scaffold class activities
http://suite101.com/article/guided-pra explore 5 minutes http://www.online-stopwatch.com/
Guided Practice Examples Jigsaw Think Pair Share I have/Who has? Small Group Student Stations *keep them timed Web 2.0 tool www.gliffy.com Graphic Organizers
Independent Practice Independent Practice allows students to work independently while still maintaining the safety net of the classroom setting. This is important for mastery of new skills and integration of new knowledge. Teachers can pose new scenarios and variations of the new skills to see how students are able to apply their knowledge. Most of all the practice should be authentic and real- world relevant.
Independent Practice Examples Read and summarize text Interact with the reading(sticky notes,marking the text,writing in the margins) Find a solution to a problem or conflict using the skills taught (problem solution journals) “If/then” statements Real world applications from the lesson Synthesis Journal Your turn!
Summary and How will I wrap the lesson in a manner that reinforces the Closure intended student learning required for mastery? The lesson is summarized through the use of an appropriate strategy that ties to essential learnings. Students are able to answer the essential questions when an effective lesson plan is delivered.
Summary and Closure Examples Cornell Note summaries “Exit tickets” MYD points (What did you learn?) Todaysmeet (debriefing) Parking Lot ( virtual or poster) Learning Logs DLIQ Reflective Solution Journals
http://cel.ly/c/AHSLDC
Edmodo poll and posts
http://screencast-o-matic
Ideas, education Discovery Resources, and Strategies Diigo Smartboards/macbooks WICOR strategies (Writing, Inquiry, Organization, Collaboration, and Reading) Howard Gardner’s multiple intelligences WWW.AVIDWEEKLY.ORG
Ideas, Resources, and SMARTboard Strategies cont. keepvid Macbooks Fodey Fakebook/Twister Voki Todays Meet/Wall Wisher Epals Discovery Education http://www.scoop.it/t/good-sites-for-effective-lesson-planning (bookmark my scoop it)
Return to Cornell Notes Generate questions on the left side Discuss questions Summary Conclude Day !
Cornell Notes Day 2A (only)
W I C O R
Article on Technology in the class 1) Marking the text (number paragraphs, circle essential vocabulary, underline author’s claims that support the title) 2) Summarizing an Argument
Explore google cool tools for schools
tinychat.com/8am6 9
http://www.twiddla.com/
http://voicethread.com/?#u34362
Assessment Purpose Types of Assessment Formative Summative http://answergarden.ch/view/52058
Formative Diagnostic Assessment Battelle Benchmarks DFAs PSAT/PLAN/EXPLORE Fast ForWord Gates-MacGinitie Reading 3D Nonverbal clues and cues Quickwrites/Exit tickets Quizlet and Brainflips Your turn!
Summative Assessments EOGs EOCs ACT/SAT MSL’s Elementary and Middle School(NC Common Exam Science 4,6,7 and Social Studies 4-8 ) MSL’s High School (NC Common Exam All Core Courses except EOCs) K-2 Assessment Graduation Project
Current Relevant Data Quiz on Data on Edmodo
Data Interpretation What is it telling you? Are there trends? Can you identify standards to be targeted?
ww.michigan.gov/documents/mde/4-3_383795_ Upload an inspirational video, audio, or picture about AHS to www.historypin.com
Revisit Essential Question http://www.polleverywhere.com/free_text_po
Reflect and Review http://jeopardylabs.com/play/learn
http://animoto.com/play/
join stumbleupon
https://vialogues.com/vialogues/play/8064 *Go to Edmodo
Return to Cornell Notes (last time) Generate questions on the left side Discuss the questions Summary 15 minute break http://www.online-stopwatch.com/
http://poll.pollcode.com/
http://www.yodio.com/yo
screencast-o-matic.com/watc Lets get it started!!! www.scoop.it/t/good-sites-for-effecti http://www.youtube.com/watch?v=Nr1SkktyDcw&noredir
Reflections As a group, use your Unit Plans to reflect on next steps Begin development of Lesson Design Begin work on lessons to be used next week Reminder of available resources (Discovery, Web 2.0 tools, AVID strategies, TIA resources, Word Walls, DPI documents, wikis, etc)
Determine the focus of instruction Target unit and sequence Target specific standards Target student groups Target various learning styles
END OF DAY 2
Day 3- Plan!!!! - final Edmodo interactions