Transcript Lesson Planning Documentation PowerPoint

Instructional Planning
Documentation
Outcomes
• Develop an understanding of Instructional
Planning Documentation rubric
• Understand the process of lesson planning
• Be able to develop measurable objectives
• Use the lesson plan check list to analyze
current lesson plans
Fact or Fib
•
Objectives come from1st page of text book
Fib
•
Objectives are driven by the standards
Fact
•
Objectives and activities are the same thing
Fib
•
Objectives state the learning outcome
Fact
Fact or Fib
•
Objectives are not necessary when lesson planning
Fib
•
Daily objectives are not necessary
Fib
•
Standards and objectives are not the same thing
Fact
•
Assessment data is not used in daily lesson plans
Fib
The teacher designs and plans
instruction that develops students’
abilities to meet Arizona’s
Academic Standards and District
Assessments.
TIIES: Instructional Planning
Documentation
• Based on alignment to state standards and
effective use of assessment data, daily written
lesson plans are sequential, easy to follow and
includes:
–
–
–
–
Measureable objectives with aligned assessments
Essential sub-objectives
Modifications and Accommodations
Materials/ Resources Needed
• Long Range Plans or Pacing Guides include:
– Notations of standards that have been taught
– Sequenced timeline of standard that remain to be
taught.
Know Your Target!!!
Whole to Parts
Rubicon Essential map
Standards
Pacing Guides
and curriculum
maps
Diary Map
Daily Lesson Plans
(IEPs, 504s,
ELP standards)
Assess
Consensus Map
Long Range
Plans
TIIES: Instructional Planning
Documentation
• Based on state standards assessment data and
sequential objectives:
– Measureable objectives with aligned assessments
– Essential sub-objectives
– Modifications and Accommodations
– Materials/ Resources Needed
• Long Range Plans or Pacing Guides
– Notations of standards learned
– Sequenced timeline of standard that remain to be
taught.
Where Do My Objectives Come From?
• Standards-Common Core, English
Language Acquisition Standards
• Pacing Guide/Curriculum Map
• Assessment Data
Whole Objectives
W
WHAT: CONTENT/ STANDARDS
H
HOW: PROCESS/ ACTIVITY
O
OBSERVABLE VERB (s)
L
LEARNING OUTCOME
E
EVALUATION
W + H + O = L + E = WHOLE OBJECTIVE
WHOLE Objective Essential Questions
Component
Essential questions
W
1.
2.
What content/ standards need to be taught?
What is the essential idea for the PO? What is the time frame
and level of understanding of my students ?
H
1.
2.
What PO am I teaching?
What will the students need to able to do to reach the
planned level of understanding?
What learning multisensory modalities can I use?
3.
O
What overt verb best describes what I want students to do with
the ‘what’ and “how’ of the lesson?
L
When I combine the what and how of the lesson does it provide a
full picture of what students will be able to do by the end of the
class?
E
What assessment, evidence or final product will demonstrate
individual levels of proficiency of the objective?
Where do the four PLC questions fit
within the WHOLE Objective?
• What do we expect students to learn?
• How will we know what students have
learned?
• How will we respond to students who aren’t
learning?
• What will they do if they already know it?
Activity vs. Objective
•
Tables group will sort the strips into
two categories: activities and
objectives.
•
When finished be prepared to share
the differences between the two
categories.
Activities
Objectives
TSW complete problems 1-10
page 24 with w 80% accuracy.
TSW demonstrate proficiency
in multiplying 2 digit by 2 digit
numbers with 80% accuracy
by completing pg 24, 1-10.
TSW Read the story and
answer the questions at the
end with 100% accuracy.
TSW recall important events
and make inferences from a
story by answering the
questions at the end of the
selection with 100% accuracy.
TSW do a word sort
categorizing words into 2
groups 8 out of 10 times
correctly.
TSW distinguish the difference
between nouns and verbs by
doing a word sort with 8 out
of 10 correct.
TSW work in small groups to
compare and contrast
characters from a story.
Accuracy will be measured by
a 4 point rubric.
TSW compare and contrast
the main characters from a
story by creating a Venn
Diagram. Accuracy will be
measured by a 4 point rubric.
Activities
Objectives
TSW complete problems 1-10
page 24 with w 80% accuracy.
TSW demonstrate proficiency
in multiplying 2 digit by 2 digit
numbers with 80% accuracy
by completing pg 24, 1-10.
WHAT
TSW Read the story and
answer the questions at the
end with 100% accuracy.
WHAT
TSW recall important events
and make inferences from a
story by answering the
questions at the end of the
selection with 100% accuracy.
TSW do a word sort
categorizing words into 2
groups 8 out of 10 times
correctly. WHAT
TSW distinguish the difference
between nouns and verbs by
doing a word sort with 8 out
of 10 correct.
TSW work in small groups to
compare and contrast
characters from a story.
Accuracy will be measured by
a 4 point rubric. HOW
TSW compare and contrast
the main characters from a
story by creating a Venn
Diagram. Accuracy will be
measured by a 4 point rubric.
Identify Verbs that are difficult to use
in WHOLE objectives
1.
2.
3.
4.
5.
6.
7.
8.
discuss
create
match
understand
summarize in writing
review
brainstorm
talk about
Identify verbs that are difficult to use
in WHOLE objectives
1.
2.
3.
4.
5.
6.
7.
8.
discuss
create
match
understand
summarize in writing
review
brainstorm
talk about
Why are they difficult?
They are not MEASURABLE!
Now what
am I supposed
to do?
Identify WHOLE Obj. Components
By the end of the lesson, students will
demonstrate distributive property of
multiplication by building arrays using color
tiles. Evidence of proficiency will be
measured by a Problem Solving Rubric.
WHOLE Obj. Components
• By the end of the lesson, students will
demonstrate the Distributive Property of
Multiplication by (W) building (O) arrays using
color tiles. (H) Evidence of proficiency will be
measured by a Problem Solving Rubric. (E)
• L) - students will demonstrate the Distributive
Property of Multiplication (W) by building (O)
arrays using color tiles. (H)
Let’s look at your lesson plans!
•
•
•
•
Individually choose an objective from your
lesson plans.
Determine whether it is an activity or an
objective
Revise if your objective if needed
Share your revisions with your table partners.
Sub-Objectives
•
–
–
Data driven!
Summative and formative assessments
Task analyze
•
Prerequisite knowledge to be successful
•
Stepping stones to reaching your WHOLE
objective
Essential
Learning
Outcome
• Math Standard (Gr. 4)
– 4.NBT.5 Students will be able to multiply a whole number up to 4 digit by 1
digit and multiply two, 2 digit numbers using strategies based on place value
and properties of operations. Illustrate and explain the calculation by using
equations, rectangular arrays and/or area models.
• Rubicon Skill D:
– Solve multiplication equations based on the Multiplication Principle of
Counting and justify reasoning using arrays, charts, systematic lists such as
tree diagrams.
• Daily Objectives:
– By the end of the lesson, students will demonstrate the Distributive Property
of Multiplication by building arrays using color tiles. Evidence of proficiency
will be measured by a Problem Solving Rubric.
• Possible Sub-Objectives:
– Properties of multiplication
– Arrays
Let’s Practice
• As a group choose one objective from your
lesson plans that you brought and identify the
appropriate sub-objectives for that lesson.
Objective
Sub objectives
TIIES: Instructional Planning
Documentation
• Based on state standards assessment data and
sequential objectives:
– Measureable objectives with aligned assessments
– Essential sub-objectives
– Modifications and Accommodations
– Materials/ Resources Needed
• Long Range Plans or Pacing Guides
– Notations of standards learned
– Sequenced timeline of standard that remain to be
taught.
Modifications and Accommodations
• ALL kids are capable of success NO
EXCEPTIONS!
• How do I do this?
– Modifications- Changing the content or materials
for an individual or small group of students
– Accommodations- Adjustment made to student
participation or teacher actions to enable learning
to occur
Modifications (What)
Accommodation (How)
•Moving up or down on Bloom’s
Taxonomy based on student need
• Adjust material to instructional
level (lower level reading material
on same topic)
Example 1: Students working on 23 digit multiplication and an LD
student may need to be working on
a single digit multiplication in order
to be successful.
•Extended time
•Frequent breaks
•Read, reread, clarify directions
•Read out loud the math, writing,
science portion of assessments
•Take assessments in a small group
setting
•Enlarge print
•Script
•Allow verbal responses
Example 2: Eighth grade student
who reads at a 4th grade level needs
content material at a 4th grade
reading level.
Lesson Plan Checklist
What are my objectives for this lesson? (WHOLE
and sub-obj.)
What assessment data drives this lesson?
What materials and resources will I use? (Do I
need supplemental materials?)
How will I meet the needs of all of my students?
(Modifications and Accommodations)
What measureable evidence will I use for student
learning documentation?
Mentor Support
My Big Campus- Application Points
Use the lesson plan checklist to develop a
lesson that you will upload into My Big
Campus.
Post a question to the group that you
would like feedback on in regards to
your lesson.