week 4 lesson pacing (final)
TRANSCRIPT
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.