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Video Interlude Redneck Bonfire Key Takeaways from today’s sessions: “People who fail don’t plan to fail, they fail to plan.”

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Presentation on theme: "Video Interlude Redneck Bonfire Key Takeaways from today’s sessions: “People who fail don’t plan to fail, they fail to plan.”"— Presentation transcript:

1 Video Interlude Redneck Bonfire Key Takeaways from today’s sessions: “People who fail don’t plan to fail, they fail to plan.”

2 Curricular Expectations Lesson Plan Structure and Feedback

3 Core Ideas Every day teachers make choices about what students learn and how they learn it. Good instructional leadership is about making these choices explicit, and making teachers choose intentionally. Autonomy in lesson planning for all teachers only guarantees one thing: that some teachers will have the “freedom” to fail to plan effectively.

4 Opening Reflection 1.How has reviewing lesson plans benefitted you? Your school? Your teachers? Your scholars? 2.Besides time constraints, what factors of reviewing lesson plans have been difficult? 3.What is the most essential part of a lesson plan?

5 Session Overview By the end of this session, you will: Identify components of a quality lesson plan Evaluate a sample lesson plan Model effective lesson plan feedback

6 Structure of a Quality Lesson Plan Objective Assessment Do Now/Hook Introduction to New Material (I do) Guided Practice (We do) Independent Practice (You Do)

7 Objectives Refer to frameworks: Student-Centered Measureable Rigorous, yet feasible Criteria for Success (when appropriate)

8 Objectives Examples Successfully respond to a short answer question by using the RAGE method. Find the probability of opposite, mutually exclusive, and overlapping events. Conjugate the verb ir in the present tense and use it to describe where one is going. Describe the motion of the planets in the solar system. Perform at least 3 different types of jumps (on a jump rope) for at least 15 consecutive seconds. Mix and create new colors through pointillism.

9 Objectives Non-Examples- What’s wrong with the following: Work on ISTEP-type questions. Understand probability. Demonstrate comprehension of both authentic and non- authentic written and spoken language through developmentally appropriate tasks. Understand the motion of the planets in the solar system. Participate in a volleyball game. Learn to use the principle of design - movement - in an art series. What is a potential problem with a teacher writing objectives like these?

10 Key Takeaway “If you don’t know where you are going, you might wind up someplace else.” -Yogi Berra

11 Assessment Refer to frameworks: Independently Completed Aligned Contains multiple “at-bats” Exemplar 7 th Grade Pre-Algebra – How does it qualify as a quality lesson assessment? Types of Lesson Assessments: Refer to handout

12 Discuss What are reasons some teachers may not include a lesson assessment? What is a potential problem with omitting an assessment?

13 I do – Direct Instruction Refer to frameworks: Relevant and explicit Includes modeling with examples Brief and aligned *Note on content vs. skill* Exemplar 7 th Grade Humanities – Find the “I do” and discuss how it fits the criteria.

14 We do – Guided Practice Refer to frameworks: Aligned and scaffolded Delivery includes directions, CFUs, and differentiation Ratio can move between 75/ / /75 Exemplar 7 th Grade Humanities – Find the “We do” and discuss what is observable and what’s not. What implications does this have for reviewing lesson plans?

15 You do – Independent Practice Refer to frameworks: Aligned and includes multiple opportunities Delivery includes directions, CFUs, and differentiation Ratio must start at 0/100 Extension work Exemplar 7 th Grade Humanities – Find the “You do” and discuss how it fits the criteria.

16 Discussion What is one circumstance where a teacher might not plan a clear I do, we do, and you do? – Are any of these instances acceptable?

17 Do Now – Brief Overview Refer to frameworks: Brief Hooks Review Brain Boosters What’s at stake if a teacher plans a poor Do Now?

18 Application Part 1 Review the sample lesson plans from a Biology and Algebra course. – Using a scale of 0-2, rate each component of the plan 0 = not present 1 = developing; ineffective 2 = effective if delivered well

19 Feedback Factors to Consider: Time Quantity Differentiation Priority Pyramid Instructional Strategies Activity Alignment Objectives and Assessment

20 Application Part 2 Review the sample lesson plans from a Biology and Algebra course. What feedback would you provide to these teachers?

21 Application Part 3 Review the sample lesson plans from an English and World History course. What feedback would you provide to these teachers?

22 Wrap-up Objectives and assessments drive instructional planning. An aligned lesson is a happy lesson. For time, feasibility, and sanity, you must focus on key levers when providing feedback


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