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Lesson Planning Clinic #9 Planning to Check Up On It!

Lesson Planning Clinic #9 Planning to Check Up On It!. Camden’s Pride: Sam Biddle July 15, 2013. Outcomes for today. Revise Tuesday and Wednesday LPs Begin planning for Thursday Insert CFUs in each step of your upcoming lessons. Agenda. Opening (2 min) Mini-Lesson (10 min)

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Lesson Planning Clinic #9 Planning to Check Up On It!

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  1. Lesson Planning Clinic #9Planning to Check Up On It! Camden’s Pride: Sam Biddle July 15, 2013

  2. Outcomes for today • Revise Tuesday and Wednesday LPs • Begin planning for Thursday • Insert CFUs in each step of your upcoming lessons.

  3. Agenda • Opening (2 min) • Mini-Lesson (10 min) • Work Time (10 min) • Return to Rooms

  4. Mini-Lesson:Planning to check for understanding. CFUs everywhere!

  5. Objectives: • CMWBAT write clear checks for understanding into their lesson plans. • CMWBAT target their CFUs for high level understanding, and plan to adjust accordingly.

  6. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  7. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  8. Consider the Purpose • Am I checking for procedural knowledge? • Am I checking for higher level understanding? • Am I making sure I can move on? • Am I making sure that the lower students in the class get it? • Am I making sure that the higher students are challenged?

  9. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample •  large and imprecise or small and targeted? • Write it into your plan • Write the question, and the expected response (add levels of response)

  10. The CFU Bank • Whole Class • Response Cards • Stop Sticks • Think-pair-share • Whiteboards • Last Word • Constant Monitoring • Individual • Ball toss • Group Rep. Assess • Random Popsicle Stick Pull • Random Notecard Pull • Targeted Cold Call

  11. Choose a Method • Whole Class • Large sample size • More engaging • Individual • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  12. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  13. Target Your Sample • Inform yourself with DATA! • Plan ahead • 3 students representative of lower, medium, and high? • One student who struggles with these concepts? • One student who needs to be challenged?

  14. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  15. Write it In! • CFU: Method • “CFU: Individual Cold Call” • Possible students to ask (if it’s individual) CFU: Individual Cold Call(Niesha, Zafir, Khadafi)

  16. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  17. Write it In! • CFU: Method • “CFU: Individual Cold Call” • Possible students to ask (if it’s individual) • Write the question, and exemplar response… • Consult Bloom’s! • Ask at different levels of rigor for different purposes.

  18. CFU: Individual Cold Call (Niesha, Zafir, Khadafi) • What is an example of a personality trait that I have? • An example of a personality trait that you have is that you are silly. • Why is that a personality trait? Why isn’t it a physical trait? • Because silly isn’t something about how you look. It’s about how you act most of the time.

  19. Checks for Understanding: You Do! • Go to your Tuesday INM • Insert a CFU at the end • Consider our steps…

  20. Checks for Understanding: How To • Consider the purpose. What do you want to check for in this CFU? • Choose a method: whole class or individual? • Target your sample • Write it into your plan • Write the question, and the expected response (add levels of response)

  21. The CFU Bank • Whole Class • Response Cards • Stop Sticks • Think-pair-share • Whiteboards • Last Word • Constant Monitoring • Individual • Ball toss • Group Rep. Assess • Random Popsicle Stick Pull • Random Notecard Pull • Targeted Cold Call

  22. Outcomes by Tomorrow • CFUs in every cycle of your Tuesday and Wednesday LPs • CFUs in your Thursday LPs • CFUs in yolyfe!

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