week 4 lesson pacing (final)

CYCLE 1WEEK 4, YEAR 2

EFFECTIVE LESSON PACING

WELCOME TO CLUSTER

BELL RINGER

On your post it, write the two best reasons for getting to know your students.

Discuss the question, “If the real world does not care what a person is interested in, or how or why a person learns, why should we care?”

TEACHER FEATURE: LINDA AND KENTEDMODO WITH THEIR STUDENTS

Student Interests

Relevan

ce

SCHOOL-WIDE GOAL 2012-13

• By May 2013, student achievement will increase on the English 10 ECA as follows:• Pass from 73% - 76% • Pass + from 3.3% to 6% • Progress will be monitored by periodic STI formative

assessments.

YEARLY CLUSTER GOAL

• By May, 2013, all students will improve performance on the English 10 ECA state test by at least 5% on reading comprehension.

CLUSTER CYCLE GOAL

• By the end of Cluster Cycle 1, teachers will improve on specific indicators which were identified as "less than proficient" on the TAP Rubric during the 2011-12 school year and will make connections among the domains measured by observation, IGP's, and the teacher's instructional plan.

IDENTIFY

Knowing your students may be the most important part of differentiated instruction...if you don't know the important aspects of their learning needs and abilities, then determining effective instructional strategies is nearly impossible. Teachers should take into account characteristics of their students when determining strategies to use, such a various learning styles; ways in which students process information; and use of multiple intelligence theory

Howard Gardner

IDENTIFY

• Gardner’s research has shown that human cognitive ability is pluralistic rather than unitary and that learners of any subject will make greater progress if they have the opportunity to use their areas of strength to master the necessary material.

• There are a multitude of ways to determine your students “learning style” or “type of intelligence”

• Here are some examples….

LEARN/OBTAIN I DO

There are many ways to address differentiation. Let’s focus on two: 1. Within the lesson itself, addressing: • Learning Styles: Visual, Auditory, and Kinesthetic• Multiple Intelligences, MI

2. Through the things that I ask the students to do: ANCHOR ACTIVITIES

I Do

We Do

You Do

Teach, Model

Guided Practice

Product

Non-Differentiated Lesson

Evaluation

We all do the same thing!

I Do

We Do

You Do

Teach, Model

Guided Practice

Product

Differentiated Evaluation

Evaluation Evaluation Evaluation

Differentiated Evaluation based on

preferred learning style

Ex. Student A takes a written test.

Student B completes an Oral Test

Student C completes a project

I Do

We Do

Sports Music Art

Teach, Model

Guided Practice

ProductProduct

Differentiated Product

Differentiated by Interest

Role Play

ProductProduct

Evaluation

I Do

We Do

You Do

Teach, Model

Differentiated Group

Practice

We Do

We Do

Differentiated Group

Practice

Differentiated Group

Practice

Differentiated Process and

Product

Differentiated by Learning Difficulties

You DoYou Do

Evaluation Evaluation Evaluation

I Do

We Do

You Do You Do You Do

Teach

Auditory

poster, written instructions, puzzle,

concept map

game, skit, simulation, lab, manipulatives,

geoboards

teaching partner, oral presentation, group discussion

KinestheticVisual

Differentiated Process and

Product

Differentiated by Learning

Style

Evaluation

We Do

We Do

I Do

We Do

You Do You Do You Do

Teach, Model

Guided Practice

Product ProductProduct

We Do

We Do

Guided Practice

Guided Practice

I Do

Teach, Model

I Do

Teach, Model

Differentiated Content, Process, Product

Identify Objective

I Do

We Do You Do

Evaluate

BMIT. C.A. 3.2.2. Apply Word Processing Formatting SkillsBMIT. C.A. 3.2.1. Apply Word-Processing Skills by creating a variety of business and technical documents

Bell-Ringer: What kinds of things might you expect to find in a typical announcement?

Review terms: Font, bold, italic, clipart

Model using spell as you go spell checker and saving to the proper location

Complete each I Do on your own practice announcement after I model each one

Model entering text, changing fonts, bold, italic, underling, center, capitalize

Some will not get to ITL#2 today. Provide assistance tomorrow to those students.

Choose from any of the options on the Choice Board so I am choosing to differentiate for my students through evaluation like we described on slide 12.

(You can work with a neighbor if you need more help I will also help after Model is finished)

Model inserting and formatting clipart, using undo and redo.

5

30

*** 10

5

Begin In the Lab #1 on their own.

Some will finish it today, they will begin ITL#2

LEARN/OBTAIN I DO

Second Focus:1.Through the things that I ask the students to do (anchor activities)

• My Sample Choice Board for Computer Apps.

WE DO

• Develop a lesson plan that addresses auditory, kinesthetic, and visual learners; use any of the formats described.

OR• Create a lesson or unit choice board with

activities tailored to the various intelligences and learning styles.

YOU DO

Implement the lesson or choice board when appropriate in you class.

EVALUATE

• Submit a copy of the lesson or choice board.Share your material with others who might find it useful.