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TAP CLUSTER: LESSON STRUCTURE & PACING Cycle I. EVALUATION  What went well with questioning last week?  What areas of questioning did you struggle with?

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Presentation on theme: "TAP CLUSTER: LESSON STRUCTURE & PACING Cycle I. EVALUATION  What went well with questioning last week?  What areas of questioning did you struggle with?"— Presentation transcript:

1 TAP CLUSTER: LESSON STRUCTURE & PACING Cycle I

2 EVALUATION  What went well with questioning last week?  What areas of questioning did you struggle with?

3 Review Cycle Goal and Long Range Plan.

4 OBJECTIVE  By the end of the cluster meeting teachers will understand how the lesson structure and pacing rubric indicator is implemented in classrooms and how it connects to other TAP rubric indicators.

5 AGENDA Evaluation Identify Need Obtain New Learning Development Apply (Year Long)

6 IDENTIFY NEED  Looking at rubric areas as interconnected.  Teacher identified areas of need…  1 – Questioning (8/30/12)  2 – Lesson Structure & Pacing  3 – Thinking/Problem Solving  4 – Teacher Knowledge of Students  5 – Presenting Instructional Content

7 LESSON STRUCTURE & PACING  Most lessons start promptly.  The lesson's structure is coherent, with a beginning, middle, and end.  Pacing is appropriate, and sometimes provides opportunities for students who progress at different learning rates.  Routines for distributing materials are efficient.  Little instructional time is lost during transitions.

8 OBTAIN NEW LEARNING (I/WE DO)  List as many ideas as you can in 40 seconds.  I do: I ensure my lessons start promptly by…  We do: I make sure my lesson has a clear end by…

9 OBTAIN NEW LEARNING (YOU DO)  In partners, list as many ideas as you can in 40 seconds.  When time is up, rotate & start on next list.

10 OBTAIN NEW LEARNING (I/WE DO)  Connect areas of the rubric!  I do: Standards and objectives because the expectations for students must be clear for them to know to get started right away.  We do: _________________ because…

11 OBTAIN NEW LEARNING (YOU DO)  In partners, complete the connection sentences at the bottom of the paper.  Rotate and provide another connection and justification.

12 WHAT WAS MODELED?  Grouping – roles and responsibilities  Sentence Starters  Transitions  Providing opportunities for students who progress at different rates  Coherent beginning, middle, and end

13 DEVELOPMENT (15 MIN) How will you implement what was modeled?  Grouping – roles and responsibilities  Sentence Starters  Transitions  Providing opportunities for students who progress at different rates  Coherent beginning, middle, and end  As you work…when can I come in and see your lesson structure and pacing?

14 CLOSURE  Ball Toss  When you catch the ball, complete the following sentence:  Next week I’m going to try…


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