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Framework for Teaching Planning and Preparation Day 1 Summer 2012.

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Presentation on theme: "Framework for Teaching Planning and Preparation Day 1 Summer 2012."— Presentation transcript:

1 Framework for Teaching Planning and Preparation Day 1 Summer 2012

2 Outcomes  Become familiar with HCPSS resources that support planning and preparation  Develop awareness of central and school-based supports for students  Explore tools for collecting data on student learning preferences, interests and sources of motivation.

3 Agenda  Course Overview  Group Resume  Domain 2 Review  Student Supports  System Resources  Brain-Based Learning & Learning Preferences  Unit Design

4 Focuser  Create a group résumé.

5 Framework for Teaching HCPSS Interpersonal Skills Planning & Preparation Classroom Environment Delivery of Instruction Professional Responsibilities Danielson Planning & Preparation Classroom Environment Instruction Professional Responsibilities Student Learning

6 Domain 2  1. Using the Domain 2 document, assess where your current comfort level is for each element. Circle the boxes that represent your comfort level.  2. Looking only at the effective column, highlight words that appear to be important to Domain 2, Planning and Preparation.  3. Record 2- 3 words that you highlighted on one side of an index card. On the other side, create a personal learning goal for this course. Write your name on the card.

7 Student Resources Human supports:  Review the supports at your school.  Discuss those you’ve used or how you might use them for planning. Electronic Resources  Login/Password Handout  Exploration Indicator 2D: Knowledge of Resources, Elements 1 & 2

8 Wordle  What words were important to you in the Planning & Preparation rubric?

9 Knowing the Learner  Brain-based Classrooms  Multiple Intelligences Indicator 2B, Elements 1- 5

10 List the major components of a brain- friendly classroom.

11 Six Components of a Brain- friendly Classroom 1.Experiential, Inductive, Hands-on Learning 2.Absence of threat 3.Choice for students 4.Accurate, timely feedback 5.Helping students construct meaning 6.Rely on the familiar, look for the novel

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13 Video

14 Multiple Intelligences  “Then & Now” sort  Video  Discussion  Handouts Indicator 2B: Demonstrates Knowledge of Students, Elements 2 & 4

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16 Connecting the Resources

17 Lunch

18 Unit Planning  Significance  Templates  Homework application Indicator 2E: Designs Coherent Instruction, Element 1

19 Unit Plan Template 1 HCPSS Curriculum Framework* (using essential components identified by DOI and MSDE structure) Title.* Overview* This is a brief description of the unit. It explains the unit's focus and/or theme and provides a summary of what students will learn. This is a scholarly explanation of the highlights of the unit content illuminating the content challenges and connections for teaching the unit. Enduring Understandings These go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable–applicable to new situations within or beyond the subject. Essential Questions* (What is the walk away knowledge and understanding for students?) Linked to central topics Open-ended (wide variety of ways to answer/respond) Worth exploring (universality, relevance) Kid-friendly, age-appropriate, prompt intellectual exploration) Interdisciplinary Connections* This section can broadly list the content areas the unit covers and suggest opportunities for "making interdisciplinary connections.” This should be both inter and intra connections, for example the disciplines of social studies create intra connections and inter connections to ELA within almost every lesson.

20 Unit Plan Template 1 (cont.)

21 Unit Plan Template 2

22 Disciplinary Literacy  What have you heard about it?  What is the difference between content area reading strategies & disciplinary literacy?

23 Disciplinary Literacy  Read the excerpt.  Talk in table groups about the instructional implications of teaching/learning literacy actions.  As students read text in your content area(s), how can you help them learn and employ the literacy actions?

24 E-Resources  HCPSS Transition to the Common Core wiki  https://transitiontocommoncore.wikispaces.hcpss.org/ https://transitiontocommoncore.wikispaces.hcpss.org/  Identify Common Core goals that fit with your unit plan.  What alignment exists between the goal(s) and literacy actions?

25 Reflection  Complete the Reflection Grid

26 Homework 1  Revisit the electronic resource sheet.  Choose at least 2 resources, useful to your content area, to spend some time exploring. Be prepared to share what you found interesting or useful.  Create a draft of a unit plan for your subject area or a unit to use during the first 2 weeks of school.

27 Homework 2  Read the article “The Role of Emotion in Differentiated Instruction” at this link: leadership/nov2003/The-Role-of-Emotion-in-Differentiated- Instruction.aspx  Answer this question: Thinking of your own experience in the classroom, give an example of how you would implement the emotional awareness. Relate this to one of the eight dimensions stated in the article.


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