The document provides guidance for student teachers on planning a lesson to be evaluated based on the TAP rubric indicators of Presenting Instructional Content and Thinking. It reviews the descriptors for each indicator and discusses key elements like modeling, using visuals, internal summaries, and teaching different types of thinking. The document emphasizes modeling expectations, engaging students in generating ideas and multiple perspectives, and using research. It stresses including these elements in the lesson plan to meet the requirements of the evaluation assignment.
Designing Teaching: Laurilliard's Learning TypesDamian T. Gordon
Designing Teaching: Laurilliard's Learning Types
Check out:
Laurillard, D., 2013. Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Make Training Count: An Intro to the ADDIE ModelHeidi Nagel
Make Training Count: An Introduction to the ADDIE Model, presented during the 2012 Michigan Library Association Annual Conference, by Heidi Nagel, Training Manager for the Kent District Library
Designing Teaching: Laurilliard's Learning TypesDamian T. Gordon
Designing Teaching: Laurilliard's Learning Types
Check out:
Laurillard, D., 2013. Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Make Training Count: An Intro to the ADDIE ModelHeidi Nagel
Make Training Count: An Introduction to the ADDIE Model, presented during the 2012 Michigan Library Association Annual Conference, by Heidi Nagel, Training Manager for the Kent District Library
Hello!I will be focusing on the alignment of your instruction an.docxsalmonpybus
Hello!
I will be focusing on the alignment of your instruction and assessment to the state standards and also looking at the rigor you have built into your lesson. Please read the information below about the different parts of a lesson to help you when writing your own lesson plan.
Focus Activity: The Focus Activity typically a 5-10 min activity, discussion, review, video, etc. that serves to focus student attention on the topic of your lesson. It may also include an Anticipatory Set used to “hook” students or create interest in the topic.
Objective Statement: This statement is written using the verbiage you will use with the students.
It should relate to the targeted standard and include a performance behavior to ensure it is measurable. What will you ask students to do or produce to prove they are learning?
Purpose for Learning: Be sure to explain why it is important for students to learn what you are teaching them. I will be looking for you to include real-world application for the skill or content you are teaching about.
Instructional Steps: While my focus is not entirely on the instructional strategies you use, I will be looking at these as a means to assess the rigor of your lesson. Please be
VERY DETAILED in the Instructional Steps section. The idea behind this section is that another teacher would be able to pick up your lesson plan and implement it relatively seamlessly. Include the following in your Instructional Steps:
· Focus Activity and how you will tie it to your standard(s) &/or prior knowledge.
· Direct Instruction/Input – how will you present content? What questions will you ask or how will you guide/scaffold discussion to ensure the standards are being addressed? Remember that the goal is to utilize the Gradual Release Model, i.e. moving from “I do” to “We do” to “You do”. Include your modeling strategy and how you will provide both guided and independent practice for your students as they work towards mastery of the objective. Start with simple questioning during initial instructional input and modeling and lead to more complex critical thinking questions. Questions and activities should always consider and support varying levels of Bloom’s Taxonomy. During Independent Practice, students should be working at higher Bloom’s levels and using higher order/critical thinking. To obtain the highest marks, questions and activities should be at the creative, evaluative and/or analysis levels that focus on the objective of the lesson and provoke thought and discussion. Again, be very detailed and include the exact questions you will ask, clarifications you will make to avoid common misconceptions and discussion topics you will introduce.
Questions for Understanding: This is where you will list some examples of the questions you will ask. Remember to include questions at the various levels of Bloom’s. I will be looking for the integration of .
Differentiated Instruction is a mandate in all schools across the country. But there is such much confusion by both teachers and administrators as to what it is and how to effectively differentiate for the different learners in your class. This presentation addresses DI and how to effectively encourage students to continue to develop their Higher Order Thinking in a differentiated classroom.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Basic phrases for greeting and assisting costumers
Presenting instructional content and thinking
1. PLANNING FOR THE
APPLY AND EVALUATE
LESSON
Understanding Indicators and Analyzing
Instruction
2. Objectives
I can review Presenting Instructional Content
descriptors
I can review Thinking descriptors
I can understand the expectations for the A
and E assignment
3. Materials Needed:
Please print a TAP rubric
Please print a PIC note sheet
Please print a Thinking note sheet
4. Presenting Instructional
Content:
Using the HO of the TAP that you have, look
under the category of 3. Starting at the
descriptor of “support the lesson objectives”,
highlight key words.
Paraphrase each descriptor on the note
sheet.
5. What Does TAP Say About
PIC?
5
Priority TAP
order
Descriptor for Presenting Instructional Content
1 Visuals that establish:
a) the purpose of the lesson,
b) preview of the organization of the lesson
c) include internal summaries of the lesson
2 Examples, illustrations, analogies, and labels for new
concepts
and ideas.
3 Modeling by the teacher to demonstrate his or her
performance expectations.
4 Concise communication
5 Logical sequencing and segmenting all essential
information
6 No irrelevant, confusing or non-essential information
6. YOUR TURN: Prioritize
There are 6 bullets and 3 sub-bullets listed
under Presenting Instructional Content.
Prioritize the bullets based on what you
think are most important.
Be ready to explain your choices.
6
7. MY ANSWERS:
Prioritize
7
Priority TAP
order
Descriptor for Presenting Instructional Content
3-2 1 Visuals that establish:
a) the purpose of the lesson,
b) preview of the organization of the lesson
c) include internal summaries of the lesson
4 2 Examples, illustrations, analogies, and labels for new
concepts and ideas.
2-3 3 Modeling by the teacher to demonstrate his or her
performance expectations.
sympto
m
4 Concise communication
1 5 Logical sequencing and segmenting all essential
information
sympto
m
6 No irrelevant, confusing or non-essential information
8. Modeling
Why is it important for the teacher to model
his/her expectations for students?
How do you plan for effective modeling during
a lesson?
How do students clearly know your
expectations for their assignments and for
what they are to learn?
9. SOME CRITICAL ATTRIBUTES
OF MODELING:
1. Break tasks to be learned into clearly defined
steps or processes that are visually organized
or ordered.
2. Make the steps easy to understand and easy
to see.
3. Align steps to actions and visuals.
9
10. INFORMAL ASSESSMENT: Find the example
that probably includes effective modeling and why
1. Teacher passes out worksheet and goes
over the first problem.
2. Teacher teaches the ‘3 steps’ needed to
solve problems while she solves the
problem.
3. Teacher solves a problem on the overhead
then asks students to solve the next
problem.
11. INFORMAL ASSESSMENT: Find the example
that probably includes effective modeling and why
1. Teacher passes out worksheet and goes
over the first problem.
2. Teacher teaches the ‘3 steps’ needed to
solve problems while she solves the
problem.
3. Teacher solves a problem on the overhead
then asks students to solve the next
problem.
12. Visuals
Visuals are anything seen by students as content:
on the board
on the walls
on the overhead
on the document camera
in a book
what you gesture
what you demonstrate
12
13. Regarding Instruction…..
Telling when used alone, results in 70% recall
three hours later and 10% recall three days
later.
Showing when used alone, results in 72%
recall three hours later, and 20% recall three
days later.
A blend of telling and showing results in 85%
recall three hours later and 65% recall three
days later.
15. What does TAP say about
Thinking?Thinking The teacher thoroughly
teaches two or more types of
thinking:
• analy cal thinking, where students
analyze, compare and contrast, and
evaluate and explain informa on;
• prac cal thinking, where students
use, apply, and implement what they
learn in real-life scenarios;
• crea ve thinking, where students
create, design, imagine, and
suppose; and
• research-based thinking, where
students explore and review a variety
of ideas, models, and solu ons to
problems.
The teacher provides opportuni es
where students:
• generate a variety of ideas and
alterna ves;
• analyze problems from mul ple
perspec ves and
viewpoints; and
• monitor their thinking to ensure
that they understand
what they are learning, are a ending
to cri cal
informa on, and are aware of the
learning strategies
The teacher thoroughly teaches one
type of thinking:
• analy cal thinking, where
students analyze, compare and
contrast, and evaluate and explain
informa on;
• prac cal thinking, where students
use, apply, and implement what
they learn in real-life scenarios;
• crea ve thinking, where students
create, design, imagine, and
suppose; and
• research-based thinking, where
students explore and review a
variety of ideas, models, and
solu ons to problems.
The teacher provides opportuni es
where students:
• generate a variety of ideas and
alterna ves; and
• analyze problems from mul ple
perspec ves and viewpoints.
The teacher implements no
learning experiences that
thoroughly teach any type of
thinking.
The teacher provides no
opportuni es where
students:
• generate a variety of ideas
and alterna ves; or
• analyze problems from
mul ple perspec ves and
viewpoints.
16. The teacher thoroughly teaches
one type of thinking:
Analytical
Practical
Creative
Research
17. What is practical thinking?
use and apply to real life situations
How can we use the ABC punctuation to apply
to real life?
By connecting this activity to REAL reading
and paying attention to punctuation to change
our voices.
18. What is creative thinking?
create, design, imagine and suppose
How can this Graphic Organizer be modified to encourage
creative thinking?
19. What is creative thinking?
create, design, imagine and suppose
Maybe the students will create the layers of the
rain forest through drawing? OR Imagine they
live in the RF. What layer would they live on and
why?
20. What is research based
thinking?
explore and review a variety of ideas, models
and solutions to problems
21. Thinking also says…
The teachers also provides opportunities where
students generate ideas and analyze problems
from multiple perspectives.
22. Modeling for your A and E
lesson:
TEK from Guided Reading lesson:
(B) identify important facts or details in text,
heard or read;
Objective from Guided Reading lesson:
The student will read and identify facts and
details found in their guided reading book.
23. In the guided reading portion, I will:
Question before and after the reading with
What if you had a pet lion? What would this
lion need to survive in Lubbock?
(generating ideas AND multiple perspectives!)
24. After guided reading, we would use our
objective of facts and details to determine:
Big 5/Vocabulary lesson:
Semantic Web of lions (what they look like, where they live, other)
Lives: Looks like:
Other interesting facts:
Here I would be MODELING. Also, I would go back to the objective
(internal summary). This would include a visual AND because we
are working on facts and details my thinking would be RESEARCH!
Finally, because this is together, we are GENERATING IDEAS.
Lions
25. After the vocabulary chart..
Writing:
Write one fact that you learned about
lions/tigers using one of the words from the
index of the book or from the web. Try to
include a detail with this fact.
I could model this first. And again, because I
want them to go to the index or web, we are
researching.
26. Remember:
1. 2 indicators for this A and E assignment.
2. One is Presenting Instructional Content and
the other is Thinking.
3. To get a 3 in PIC, you need to model, provide
internal summaries, and include visuals that
establish the purpose.
4. To get a 3 in Thinking, you need to teach one
type of thinking thoroughly AND analyze from
different perspectives AND generate a variety of
ideas.
27. Why are we doing this A and E
assignment?
“Learning deepens when students (and
teachers!) engage in reading, talking and writing
across many different instructional contexts.”
Fountas and Pinnell, 2007
For more information about the A
and E assignment, please reference
the attachments.
28. Objectives
I can review Presenting Instructional Content
descriptors
I can review Thinking descriptors
I can understand the expectations for the A
and E assignment
