The Planning Kiosk: Helping Teachers With Differentiated Planning and Student Assessment Created by Julius Zuke for the PBS Course, The Computer for Personal

The Planning Kiosk: Helping Teachers With Differentiated Planning and Student Assessment

Created by Julius Zuke for the PBS Course, The Computer for Personal ProductivityAdapted to support the initiatives of the

Instructional Framework inBaltimore City Public Schools

March, 2012

[email protected] live internet connection is needed when reading this document. In order for the links to work, you must be in slide view.

Table of ContentsThe Planning KioskProject DescriptionRationaleProcedures and Utilization OptionsArtifacts and EvidenceNext StepsPositive FeedbackChallengesProbable Future Revisions to The Planning KioskOther Aspects of Technology-Based Tools for Further ExplorationSupporting Documentation

Instructional Framework RubricEmails and Lesson PlansUsage LogTeacher Feedback Form

Project DescriptionThis final project, hereafter known as The Planning Kiosk, is a hybrid of my

plan for learning and instruction and my plan for multiple student assessments.

Rationale

The Planning Kiosk combines instruction and assessment. For all practical purposes, the two cannot be isolated; they depend upon each other.

In our school system, a rubric-based process known as Instructional Framework has been implemented to drive student achievement. A summary of that process is attached. Systemic data and feedback from our school’s Instructional Leadership Team (composed of administrators and department heads) is charged with bringing classroom instruction up to the standards for this rubric in all classrooms. The Planning Rubric was designed as a reference tool for teachers, and is freely available on the school’s web site at http://www.baltimorecityschools.org/425 under the Resources tab.

GO BACK

http://www.baltimorecityschools.org/425

Procedures and Utilization Options

The Planning Kiosk can be used at the point of need to meet the differentiated needs of the school’s fifty-plus teachers, whose experience ranges from zero years to thirty-eight years. Teacher preparation backgrounds range from traditional teacher-preparation institutions to fast-track alternative programs such as Teach for America and The Baltimore Teaching Residency. Students in grades Pre K, 9, 10, 11, and 12 are being taught by the teachers. The student population includes autistic and special-needs children.

Therefore, one or more of the following procedures will be activated when using The Planning Kiosk:

• Teachers will voluntarily and independently apply the resources of The Planning Kiosk to their instructional practice.

• Teachers will voluntarily and jointly apply the resources of The Planning Kiosk to their instructional practice by co-planning and co-teaching lessons with the campus librarian.

(continued on next slide)

GO BACK

Procedures and Utilization Options(continued from previous slide)

• As a result of peer observations, teachers will voluntarily and independently apply the resources of The Planning Kiosk to their instructional practice.

• As a result of administrative observations, teachers will be mandated to independently apply the resources of The Planning Kiosk to their instructional practice.

• As a result of administrative observations, teachers will be mandated to apply the resources of The Planning Kiosk to their instructional practice with the support and monitoring of administrators, department heads, or mentors.

• As a result of administrative observations, teachers will be mandated to apply the resources of The Planning Kiosk to their instructional practice with the support and co-teaching sessions with the librarian/mentor in the campus library.

GO BACK

Artifacts and Evidence

A variety of emails and lesson plans are attached to this plan to illustrate how teachers have actually used The Planning Kiosk to improve instruction.

A log of how The Planning Kiosk was actually used during the first few weeks of implementation is attached.

GO BACK

Next Steps• Following the teaching of each lesson that was planned with the assistance of The

Planning Kiosk, teachers will submit feedback designed to tweak and augment this planning tool.

• Suggestions for additional resources (as recommended and discovered will be logged in a central place—myPortaPortal site. Every three to four weeks, the resources slides and the assessment index to The Planning Kiosk will be updated, and the revisions posted on the school web site. Mrs. Leneski asked that the CIA World Factbook and Everyculture.com be added to her lesson.

GO BACK

Positive Feedback

Feedback from teachers shows the following positive effects of using The Planning Kiosk:

• Mrs. Leneski liked the web site http://www.nationsonline.org and wants to use it for other countries that she will be exposing students to between now and June.

• Mrs. Hunter is looking forward to using http://innerbody.com and http://www.nlm.nih.gov/changingthefaceofmedicine/activities/circulatory.html, and plans to continue using the site as she goes through the different systems of the human body.

• Mrs. White, the physical education teacher who will be teaching health next quarter, wants me to teach the lessons I am co-planning with Mrs. Hunter with her students.

GO BACK

http://www.nationsonline.org/

http://innerbody.com/

http://www.nlm.nih.gov/changingthefaceofmedicine/activities/circulatory.html

ChallengesTeachers responded negatively to:• The exit slip. One teacher felt that the varied student projects were the “exit slip,”

and that an exit slip was a redundancy.• Filling out the feedback form, for reasons of time constraints.As the point person advocating and monitoring the use of The Planning Kiosk, I noticed

that:• Some department heads were slow to adopt The Planning Kiosk, preferring to stick

with their own, tried-and-true strategies• Spring is a bad time to roll out The Planning Kiosk because all classes are either

testing or getting ready to test. Teachers are not interested so much in teaching deeply and creatively as they are raising test scores.

GO BACK

Probable Future Revisions to The Planning Kiosk• As new assessment tools are discovered, web links and the index to assessment

tools will be appropriately modified.• As new resources are discovered, revised versions of The Planning Kiosk will be

uploaded to the school’s web site.• As Common Core standards and strategies evolve, these revisions will be reflected

in The Planning Kiosk.

GO BACK

Other Aspects of Technology-Based Tools for Further Exploration

•I need to explore the blog function in Blackboard and include it as an assessment option in The Planning Kiosk. I also need to create clear, step-by-step directions for this tool.•I need to explore the wiki function in Blackboard and include it as an assessment option in The Planning Kiosk. I also need to create clear, step-by-step directions for this tool.•I need to explore the discussion board function in Blackboard and include it as an assessment option in The Planning Kiosk. I also need to create clear, step-by-step directions for this tool.•I need to do research on promoting blogs. My current blog for developing librarians is not be visited all that much.

GO BACK

Supporting Documentation

Instructional Framework Rubrichttp://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/5808/Instructional_Rubric.FINAL.Feb2012.pdf

GO BACK

http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/5808/Instructional_Rubric.FINAL.Feb2012.pdf

http://www.baltimorecityschools.org/cms/lib/MD01001351/Centricity/Domain/5808/Instructional_Rubric.FINAL.Feb2012.pdf


Emails and Lesson Plans

GO BACK


GO BACK


Teacher Feedback Form

GO BACK

THE PLANNING KIOSK

GO BACK

A Step-by Step Journey forCreating Comprehensive Lesson Plans

Julius ZukeFebruary, 2012

This PowerPoint presentation, when viewed in Slide Show mode, is designed to walk the teacher through a sequence of steps and resources that will result in a lesson plan that is rigorous, engaging, and mindful of the unique needs of every child in the class.

What has the teacher already taught to the students?

What are the reading levels of the students?

What accommodations do the diverse learners among the students need?

What are the teacher’s objectives for the students? What will the final product be? How will the teacher know if the students achieved the objective?

What alternative student products will be accepted as proof of mastery?

During which dates and times will the students be engaged in this lesson?

How will the teacher prepare the class for the lesson?

Will this lesson require outside resources such as a library, a computer lab, or a co-teacher?

Ready?

Step #1: Determine Common Core alignments, then create your learning target or “know and do” objective.

What is it?AASL Standards for the 21st Century Learner. Although Common Core standards for school library programs are not fully developed yet, the AASL standards correlate to the Common Core standards.

For all other subjectshttp://mdk12.org/instruction/commoncore/index.html

For Library Activitieshttp://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards

http://mdk12.org/instruction/commoncore/index.html

http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards









Step #2: Create an original rubric or adapt an online rubric from Kathy Schrock’s Guide for Educators .

Where is it?http://school.discoveryeducation.com/schrockguide/index.html

What is it? Kathy Schrock’s Guide for Educators .Although Kathy Schrock’s Guide for Educators has lesson plans aplenty, this treasure trove of lesson plans takes things quite a bit further. There are large banks of web sites (grouped by subject matter), rubrics, slide shows, and articles on how to operate and utilize some of the newer educational technologies. Kathy Schrock’s site offers an ala carte capability that most other lesson plan sites do not.

http://school.discoveryeducation.com/schrockguide/index.html


Step #3: Search for lesson plans or portions of lesson plans that would allow the students to meet the Common Core standards and the mandates of the rubric.

Where is it?http://streaming.discoveryeducation.com/

What is it? Discovery Education StreamingWhile known primarily as a subscription resource with a great wealth of closed-captioned video segments with lesson plans, searchable by grade level, topics, and media types, Discovery Education Streaming is a valuable resource for teachers even if not one video were viewed. Click under TEACHER CENTER to search for lesson plans.

http://streaming.discoveryeducation.com/



Where is it?

http://www.readwritethink.org/search/

What is it? ReadWriteThink. This is a highly searchable archive of lesson plans, student interactives, and printouts. The filtering tool for this site allows you to limit search results by grade level, topic, objective, and theme.

Continuation of…




Where is it?

http://www.nationalgeographic.com/xpeditions/lessons/

What is it?National Geographic Xpedition ArchiveThis is a lesson plan archive. These lessons were written and tested by educators, and address the national geography education standards. They are grouped by grade level bands and cover many parts of the world, as well as environmental and cultural issues. Detailed lesson plans, hundreds of excellent links to resources, and opportunities for extended activities make this an outstanding web site.

Continuation of…




Where is it?http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans.htm

What is it? CDC Science Ambassador ProgramThe lessons were designed by science educators and CDC scientists for use with middle school and high school students. The lesson plans are extremely detailed, include many reproducible handouts that go with the lesson plans, and include many links to reputable web pages related to each lesson. Lesson plans are aligned to national science standards, but not Common Core standards. Rubrics are not present.

Continuation of…

http://www.cdc.gov/excite/ScienceAmbassador/ambassador_pgm/lessonplans.htm



Step #4 Make a draft of your lesson plan, combining what you have seen and liked. Remember the needs of your particular students, and be mindful of any time constraints that may cause you to edit the online lessons you liked.

Step #5: Revisit the resources in step 3 to add video clips, handouts, web sites, and other aids for locating and recording information.

Where are they, again?














Step #6: Check what you have so far to be sure that the activities you have chosen accommodate all of the students with their disabilities and learning preferences

Where is it?http://www.cast.org/udl/index.html

What is it?CAST LDL Lesson BuilderCAST is the foremost organization with the mission of making learning accessible to all students regardless of their learning preferences or disabilities. They promote universal design for learning. This site is great for planning lessons because it suggests accommodations in lesson plans to account for presenting information in different ways, differentiating how students express what they have learned, and motivating students to learn. With a free membership to this site, you can actually create and print lesson plans with embedded accommodations.

http://www.cast.org/udl/index.html

Step #7: Look for assessments that will allow your unique learners to demonstrate that they have mastered the task you have given them. Remember that different students may need different assessments.

Start searching for assessments by using the following slides.

31

Click here to browse the index.

This portion of thePowerPoint presentation is, when viewed in slide show mode, a clickable index leading instructional planners to web sites which have specific strategies for assessing student progress. To use this index:

• Browse the index to get ideas for multiple assessments appropriate for your lesson objectives.

• Click the link adjoining the resource number.• Explore the site.• Save/ adapt strategies and materials as needed.

Click here to browse the resources.

32

#2: Natural Reader at http://www.naturalreaders.com/index.htm

Why This Resource is a Top Pick for Lesson DevelopmentOnce downloaded to a computer’s desktop via an icon, students can copy and paste text into this utility and hear the text read back to them as it is highlighted.

How This Resource Positively Impacts Student AchievementThis resource will be used to:•Provide an accommodation for students whose reading level is not high enough to read a specified portion of text•Provide an accommodation for students whose learning preference is aural•Develop listening skills, either as a class or individually

http://www.naturalreaders.com/index.htm

33

#3: SMART Exchange at http://exchange.smarttech.com

Why This Resource is a Top Pick for Lesson DevelopmentThis is a multidisciplinary, multi-grade highly searchable library of teacher-created lessons and activities for the Smart Board. Smart Board software is required to use the activities, but many items can be viewed without the software.

How This Resource Positively Impacts Student Achievement

SmartBoard activities actively engage students, utilizing the senses of sight, hearing, and touch. They provide opportunities for assessment that traditional methods may not provide.

http://exchange.smarttech.com/

34

#4: Interactive Websites for Grades PreK to 12 at http://jc-schools.net/tutorials/interactive.htm#Science

Why This Resource is a Top Pick for Lesson DevelopmentMaintained by Jefferson County Public Schools in Dandridge, TN, this site has a mammoth list of links to interactive web sites in the areas of reading, language arts, mathematics, science, social studies and assessments. Many are aligned specifically for use with Smart Boards and Promethian boards, and many other sites are easily adaptable to the Smart/Promethian board.

How This Resource Positively Impacts Student AchievementThis site provides students with the means to demonstrate their mastery of skills and concepts through games, skill-based activities, and project-based activities.

http://jc-schools.net/tutorials/interactive.htm

35

#5: Quizstar at http://quizstar.4teachers.org/

Why This Resource is a Top Pick for Lesson DevelopmentQuizstar is an online quiz generator sponsored by the University of Kansas. Once teachers and students have accounts set up, teachers can go online to create quizzes. After that, teachers can go online to take those

quizzes.

How This Resource Positively Impacts Student AchievementQuizzes can be customized to the child’s strengths and weaknesses. In the case of ELL students, quizzes can be composed in the child’s native language.

http://quizstar.4teachers.org/

36

#6: Rubistar at http://rubistar.4teachers.org/

Why This Resource is a Top Pick for Lesson DevelopmentRubistar is a collection of pre-made student rubrics, organized by skill and subject areas. Each rubric is customizable and printable. With a free membership, rubrics you make can be saved online.

How This Resource Positively Impacts Student AchievementThe rubrics in this site assess a wide range of student skills, such as projects, writing, work habits, performances, and independent reading; they are customizable to meet each child’s needs.

http://rubistar.4teachers.org/

37

#7: Timeline Tool at http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-tool-30246.html

Why This Resource is a Top Pick for Lesson DevelopmentThis user-friendly tool from ReadWriteThink prompts students to construct entries for a timeline, formats the timeline, and allows the student to print out the timeline.

How This Resource Positively Impacts Student AchievementThis tool helps students to organize a variety of information such as historical events, scientific experiments, mathematical operations, and other content involving sequence.

http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-tool-30246.html


38

#8: Discovery Education Puzzle Maker at http://www.discoveryeducation.com/free-puzzlemaker/?CFID=544050&CFTOKEN=63219154

Why This Resource is a Top Pick for Lesson DevelopmentThis web site allows for easy creation of custom crossword puzzles, mazes, cryptograms, jumbles, word searches

and math squares.

How This Resource Positively Impacts Student AchievementThis site allows students to practice with manipulatives, review vocabulary, reinforce spelling words, and teach patterns.

http://www.discoveryeducation.com/free-puzzlemaker/?CFID=544050&CFTOKEN=63219154


39

#9: Kids’ Zone Create at Graph at http://nces.ed.gov/nceskids/createAgraph/default.aspx?ID=0f2ae2da7ae54a34a3d2d12b78073c36

Why This Resource is a Top Pick for Lesson DevelopmentIn six amazingly easy steps, this tool allows adults and students to input data and construct a variety of graphs which may be saved and emailed.

How This Resource Positively Impacts Student AchievementThis site can help visual learners see data, manipulate date, and chart their own progress.

http://nces.ed.gov/nceskids/createAgraph/default.aspx?ID=0f2ae2da7ae54a34a3d2d12b78073c36


40

#10: Inner Body at http://www.innerbody.com/

Why This Resource is a Top Pick for Lesson DevelopmentThis site consists of ten clickable virtual human bodies, each one representing a system of the human body. Clicking on specific organs or other objects on each map brings up informative text about that organ or object. Information about career opportunities in the health arena is also offered. The site is appropriate for middle and high school students.

How This Resource Positively Impacts Student AchievementThis web site visually teaches students the parts of the human body, the function of each part, and the relationship between the various parts. It can be used as a self-check to understanding human anatomy and systems. Additionally, it provides students with information about careers in health.

http://www.innerbody.com/

41

#11: NIEHS Kids’ Pages at http://kids.niehs.nih.gov/index.htm

Why This Resource is a Top Pick for Lesson DevelopmentSponsored by the National Institute of Environmental Health Sciences, this site provides resources for teaching environmental science to elementary school and middle school children.

How This Resource Positively Impacts Student AchievementThis web site allows students to express their understanding about environment issues through tactile and kinesthetic activities such as songs, games, riddles, jokes, puzzles, games, activities, and coloring pages.

http://kids.niehs.nih.gov/index.htm

42

#12: Certificate Creator at http://www.certificatecreator.com/

Why This Resource is a Top Pick for Lesson DevelopmentThis utility allows teachers to customize award templates. In the free version, certificates can be printed but not saved. In the membership version, a wider variety of templates is available, and the certificates can be saved.

How This Resource Positively Impacts Student AchievementThis site provides students with positive reinforcement for a job well done in both social and academic areas.

http://www.certificatecreator.com/

43

#13: iM Translator at http://translation.paralink.com/

Why This Resource is a Top Pick for Lesson DevelopmentiM Translator allows a student to translate and hear words from various languages.

How This Resource Positively Impacts Student AchievementThis resource may help ELL learners to understand unfamiliar words; it may also help native English speakers to understand foreign words they encounter through speech and text.

http://translation.paralink.com/

44

#14: Technology in the Classroom—Microsoft Corporation at http://www.microsoft.com/education/en-us/teachers/Pages/index.aspx

Why This Resource is a Top Pick for Lesson DevelopmentThis resource contains free templates and programs downloadable from the Microsoft Corporation.

How This Resource Positively Impacts Student AchievementThis website allows students with limited technology proficiency to create Jeopardy review games, flash cards, worksheets, themed PowerPoint presentations, and PowerPoint presentations enhanced by music and motion.

http://www.microsoft.com/education/en-us/teachers/Pages/index.aspx

45

#15: Internet for Classrooms at http://www.internet4classrooms.com/teachertools.htm

Why This Resource is a Top Pick for Lesson DevelopmentThis dizzying site provides links to many student assessment activities.

How This Resource Positively Impacts Student AchievementStudents have tools available that help them to create quizzes, bulletin boards, bookmarks, calendars, worksheets, games, and puzzles which demonstrate ,mastery of a concept or skill.

http://www.internet4classrooms.com/teachertools.htm

46

#16: Kathy Shrock’s Guide for Educators at: http://school.discoveryeducation.com/schrockguide/assess.html

Why This Resource is a Top Pick for Lesson DevelopmentKathy Schrock is one of the oldest, largest, most extensive resources of educational materials on the web.

How This Resource Positively Impacts Student AchievementThis site allows students to create graphic organizers, design individualized rubrics, and assemble portfolio artifacts.

GO BACK

http://school.discoveryeducation.com/schrockguide/assess.html

47

Index to Assessment Types and Purposes

# URL

2 http://www.naturalreaders.com/index.htm

3 http://exchange.smarttech.com

4 http://jc-schools.net/tutorials/interactive.htm#Science

5 http://quizstar.4teachers.org/

6 http://rubistar.4teachers.org/

7 http://www.readwritethink.org/parent-afterschool-resources/games-tools/timeline-tool-30246.html

8 http://www.discoveryeducation.com/free-puzzlemaker/?CFID=544050&CFTOKEN=63219154

9 http://nces.ed.gov/nceskids/createAgraph/default.aspx?ID=0f2ae2da7ae54a34a3d2d12b78073c36

10 http://www.innerbody.com/

11 http://kids.niehs.nih.gov/index.htm

12 http://www.certificatecreator.com/

13 http://translation.paralink.com/

14 http://www.microsoft.com/education/en-us/teachers/Pages/index.aspx

15 http://www.internet4classrooms.com/teachertools.htm

16 http://school.discoveryeducation.com/schrockguide/assess.html

For easier visibility, right-click on the link you want to explore.

Continued on next slide
























48


# URL









































49


# URL









































50


# URL









































51


# URL









































52


# URL

















GO BACK
























Step #8: Write a second draft of your lesson plan, using the format prescribed by your work location. Be sure that all required components are present.

I use a PowerPoint template that I have created to write my lesson plans. It contains all the components required by my employer. In slide show view, I can use it to present to my students. I can also load it to the school web page so that absentees have the benefit of the directions and resources for a given project, anytime, anywhere.

Printed out in handout view, two slides to a page, it becomes a hard-copy lesson plan for observers.

Ready to see my template?

Lesson Snapshot Julius ZukeCo-Teacher:SubjectDate:Periods:

Objective/Learning Target:

Helpful Hint—This study guide is available online atwww.baltimorecityschools.org/425

1

2

3

4

5

Assignment Name

6

The Lesson

Word Wall

Highway

Paved Road

Gravel Road

Dirt Trail

Rubric

Alignment to National Standards--Information Literacy Indicators (AASL): 1. Inquire, Think Critically, and Gain Knowledge.2. Draw conclusions, make informed decisions, apply

knowledge to new situations, and create new knowledge.

3. Share Knowledge and Participate Ethically and Productively as Members of Our Democratic Society.

4. Pursue Personal and Aesthetic Growth.

Standards Focus for This Lesson

Type AASL/Common Core standard(s) here.

Materials and Resources

Graphic Organizer

Essay Map

Introduction:

Idea #1 Idea #2 Idea #3

Details for Idea #1 Details for Idea #2 Details for Idea #3

Conclusion:

Alternate Assessments

Citations—Page 1• A citation is just a fancy word that means “note.”• Citations tell where you got your information from. If you don’t include

citations in your research, it is easy for people to assume that you didn’t do much research. Citations proved that you really looked around for a good answer.

• The easiest (and sloppiest) way to cite your work is to just give the title of the book or the URL (web address) for where the information came from.

• The most professional way to cite your work is to plug the title or URL (web address) into www.bibme.org and create a citation that is respected worldwide by the Modern Language Association (MLA).

• Cite everything you take notes from. If you used two books and three web sites, you need five citations. If you used six web sites and three books, you need nine citations.

• Directions for making citations are on the back of this sheet.

http://www.bibme.org/

Citations—Page Two

1. Go to www.bibme.org.2. Click “book” or”website,” whichever applies.3. Make sure the search box is empty.4. If you are using a web site, skip to step #8.5. If you are using a book, type in the title of the book, and click “find book.”6. Click the green check next the book you used.7. Skip to step #10.8. Paste the URL (web address) into the search box. Make sure the URL

begins with http://9. Click “load information.”10. Click “add to my bibliography.”11. Scroll to the top of the page and copy your citation. Paste it into your

project. Citations should be in alphabetical order.

My information came from health.nih.gov.

"NIH - Health Information." NIH - Health Information. N.p., n.d. Web. 24 Feb. 2011. <http://health.nih.gov/>.

http://www.bibme.org/

1. Go to www.bibme.org

2. Tell the computer what kind of resource you are using.

3. Type in the book title or http://ww address, then click the FIND or LOAD button.

4. Scroll down to the bottom of the page.

http://ww/

5. Click here.

6. Scroll back to the top of the page.

7. Copy the citation exactly as it appears.

Fill in what you can, then click OK.

Click Bibliography, then Insert Bibliography. Copy the citation exactly.

Clearly defined limitsFrequent breaksSeating to reduce distractions Tutoring assistance (peer, pal, teacher, etc.)

Proofreading to refine grammatical conventions.Proofreading to refine spelling conventions.Proofreading to refine writing structure.

Proofreading to refine citations.Using technology to enhance the finished product.Using technology to submit the finished product.Using technology to publish the finished product within the local learning community.Using technology to communicate with the instructor.Researching to investigate a sidebar to the main topic.Researching to find alternate viewpoints.Reflecting and relating current knowledge to new situations or applications.

Review

Additional time for reading assignments

Adjustment of time allotmentAmount of work the student is expected to complete

EXIT TICKETName__________Date________Starting Time_______Ending Time_________I worked within the time frame allotted and completed the task. True_____False_____I lost focus during library research and needed direction. True_____False_____I was unable to work independently in the library. I accomplished little.

True_____False_____ I found most of the answers I was looking for. True_____False_____ I did not find very much useful information. True_____False_____ The materials I used were very helpful. True_____False_____ The materials I used did not help me very much. True_____False_____ I asked for help from the teachers in the room. True_____False_____ I used the help from the teachers in the room. True_____False_____

Here are some resources that I know not to use again:

Here’s the new information I gained today:

Based on the answers I just gave, here is what I need to do next time:

Use of this form complies with the following AASL standards: 1.4.1 1.4.2 1.4.3 1.4.4 2.4.1 2.4.2 2.4.3 2.4.4

OF MY PLANNING TEMPLATE

Step #9: Look at the second draft. Think about it. Make revisions. Collaborate. Keep an open mind.

Step #10: Publish your plan on your web site so that absentees can get to it.

TIP: Save all your lessons in a secure, online location so that you can access them in the future. If it’s worth doing well, it’s worth doing again—or sharing.

Step #11: After field-testing your lesson plan, reflect upon lessons learn and revise accordingly. Remember to re-load this revised plan in your safe, central location.

Good planning has a great impact upon students. Results include:

• Reading levels appropriate to all learners in the class because of the variety of materials chosen.

• Student products which demonstrate mastery of the objective in a method most comfortable or appropriate for each individual student.

• Clear understandings of what is expected because of a user-friendly rubric.

[email protected]

for using the planning kiosk. GO BACK

Welcome to the mail room. Feel free to browse emails which document how teachers have interacted with The Planning Kiosk and the co-planning process in my library.

GO BACK

Emailed to me from Mrs.

Leneski 2/23

Mrs. Hunter emailed me her questions for a library

lesson on the systems of the human body.

Mrs. Hunter’s original request for a library lesson

Detailed email from Mrs. Leneski re: her Africa library lesson

Mrs. Leneski agrees with my choice of resources I found for her on The Planning Kiosk.

Mr. Diehl emails me his specific vision about a library lesson linking poets’ perceptions of history with historians’ perceptions of history.

My email to campus administrators, alerting them that The Planning Kiosk was on the school web site, and that I was able to assist in its use, and in helping teachers to plan more efficiently.

Mrs. Leneski’s feedback for the African Nations lesson

This slide was intentionally left blank to

provide space for future emails.

Mrs. Hunter’s feedback form for her circulatory system lesson











GO BACK

Welcome to the lesson plan archives. Currently, not a lot of lesson plans are here right now, because the plan has only been in its implementation stage for a few weeks.

Mr. Diehl’s lesson on history as seen through the eyes of poetsMrs. Leneski’s lesson on individual African nationsMrs. Hunter’s lesson on the human circulatory systemMs. Naeem’s lesson on the Roaring Twenties

All of these lesson are at http://www.baltimorecityschools.org/Page/10461

Please click on the title of the lesson plan you wish to view. When prompted to “click here,” click on the word here.

http://www.baltimorecityschools.org/Page/10461

Documents

The Planning Kiosk: Helping Teachers With Differentiated Planning and Student Assessment Created by Julius Zuke for the PBS Course, The Computer for Personal