Planning for Instruction. Context for Learning (CFL) The Context for Learning template is available in “final” handbooks The Context for Learning template

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  • Planning for Instruction

  • Context for Learning (CFL)

    The Context for Learning template is available in final handbooks

    The Context for Learning template will be available once pre-released handbooks are finalized

    There may be minor variations among the templates dependant upon your content area

  • Content for Learning Information

    About the School Where You Are Teaching

    1. In what type of school do you teach? __ Elementary __Middle __High __Urban __ Suburban __Rural

    List any special features of your school or classroom setting (e.g., themed magnet, students who are tracked into the class, classroom aide, bilingual, team taught with a special education teacher) that will affect your teaching in this learning segment.

    Describe any district, school, or cooperating teacher requirements or expectations that might affect your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests.

  • CFL: About the Class Featured in this Assessment

    1. How much time is devoted each day to literacy instruction in your classroom?

    2. Identify any textbook or instructional program you primarily use for literacy instruction. If a textbook, please provide the title, publisher, and date of publication.

    3. List other resources (e.g., Smart Board, hands on materials, on-line technology resources) you use for literacy instruction in this class.

    4. About the Students in the Class Featured in this Assessment

  • CFL: About the Students in the Class Featured in this Assessment

    1. Percentage of students eligible for free/reduced lunch ___

    2. Grade level(s), ____

    3. Number of students in the class males ____ females ___English language learners__students identified as gifted and talented __students with Individualized Education Programs (IEPs) or 504 plans____

  • CFL: Students (contd)4. Complete the chart below to summarize required accommodations or modifications for students receiving special education services and/or students who are gifted and talented as they will affect your literacy instruction and assessment in this learning segment

    Special NeedsNumber of StudentsAccommodations, Modifications, and/or pertinent IEP goalsExample:Learning DisabilityExample:4Example:Close monitoring, follow up, andResource Room

  • CFL: Things to Remember

    CFL set the stage for assessment and instruction

    Consult with cooperating teacher as needed

    Chart is optional, but it clarifies students learning needs for the evaluator

    Complete the template and follow the prompts

    Accommodations/modifications from IEP that are applied consistently during instruction and assessment that listed on the chart should NOT be included on lesson plan

  • WHATS THE FIRST THING YOU NEED FOR GOOD BEHAVIOR MANAGEMENT?

    Something to TEACH

    That is MEANINGFUL to the students

    Learning Target (Big Idea)Based on

  • Unnecessary DetailORI DONT NEED DETAILED LESSON PLANS

    Experienced teachers dont write detailed lesson plans

    Teachers DO think through their lessons in detail

    I respond to my students as the lesson progresses

    Teachers anticipate student questions and potential learning problems

    But this will mean I am taking work home!

    Do you know a good teacher who doesnt?

  • Why Write Detailed Lesson Plans?What the research indicates

    To ensure that all students learn

    Reflective teachers are better teachers

    Practice helps to analyze student learning

    Practice helps to anticipate student questions and learning problems

    With experience, a shortened lesson plan is acceptable

    Its required for passing the TPA

    Its required for licensure

  • Lesson Plan Format 1

    Required until Supervisor and Cooperating Teacher agree to format 2 or format 3

    Required for TPA LESSONS

  • Name:Week ofDate of LessonSubject:Content:

    ------------------------------------------------------------------------------Content Standard(s)Learning Target (Big Idea):Learning and Academic Language Objectives:Assessment of Student Learning (formal and informal):Resources and Materials:Motivational Techniques:Instructional Strategies:Key Learning Activities Closure Activity:Reflection:

  • CONTENT STANDARDSOhio is in transition

    Depending upon grade level and contentMay use state standardsMay use national standards

    Verify with cooperating teacher

    Use grade level standards

  • Learning Target (Big Idea):

  • Learning and Academic Language Objectives:

  • Assessment of Student Learning (formal and informal)

    Pre, formative and summative

    Backward design

    Aligns withContent standardsBenchmarks or objectives

    If appropriate, describe alternative assessments

  • Alignment

    Content StandardsBenchmarks/objectivesAssessments# and textPrerequisites or Grade levelTied directly to standards and objectives#1 Science inquiry and applicationProperties of objects and materials can change. Objects can be moved in a variety of ways, such as straight, zigzag, circular and back and forth.

    An assessment question or procedure for each objective/benchmark

  • Resources and Materials:

    Teacher materials

    Student materials

    Technology

    Adapted materials not listed in the Context for Learning

  • Motivational Techniques

    Relates to knowledge of students backgroundCulturalPrior knowledgeInterests

    Why will your students want to learn this material

    Can you make learning this material fun

  • Instructional Strategies

    Organize Instructional Strategies

    What are YOU doing/using, specificallyInstructional strategiesPrompting strategiesCorrection techniquesScaffolding tasks

  • Key Learning ActivitiesWhat the student required to do?

    Both learning tasks and assessment focus on multiple dimensions of the content

    Progression of tasks and the assessments guides students to deep understandings of the content

    Align assessment and learning activities

  • What happened to PROCEDURES?Procedures usually focus on just student learning/activities

    When teachers focus on their own behavior and instructional strategies, student learning increases

    Suggestion (if not comfortable writing instructional strategies and key learning activitiesWrite your procedure sectionCreate a table with two columnsStep by step fill in instructional strategies and key activities

  • An Example

    Instructional Strategies Key ActivitiesTeacher begins lesson with whisper down the lane.

    Teacher introduces the concept of miscommunication and the need for clarification using examples of vague expressions

    Teacher

    Students take turns passing the sentence along until the last student repeats the sentence aloud

    Students respond by asking a clarifying question

    Students chart clarifying questions in response to sentences within

  • Closure Activity

    Reinforces and summarizes student learning goals

    Is often left outRun out of timeOh, I am finishing the lesson tomorrow

  • ReflectionIntegratesKnowledge of the studentsResearch, theory, effective practices

    Changes in teaching practiceSpecific and strategic to improve individual and collective understanding of standards and objectives

    Three levelsReflectionLevel 1 What? What happened?ReflectionLevel 2: So What? What does it mean?ReflectionLevel 3: Now what? What do I do now?Includes type of issue

  • QUESTIONS

  • Dont forget to ENJOY your student teaching experience

    Thank you

    Questions later, contact mlbriley@ysu.edu