REFLECTIVE LESSON PLANNING In Progress 03-27-12gk

1. REFLECTIVE LESSON PLANNING In Progress 03-27-12gk NOT A GUIDE A PROCESS March 27, 2012 & April 10, 2012 Stephen White Middle School

2. SINGLE PLAN FOR STUDENT ACHIEVEMENT Professional development will include: RTIi model elements- problem solving method analysis of data differentiated instructional strategies progress monitoring increasing rigor across the curriculum for higher level thinking skills. Teachers will attend professional development and/or common planning outside of the normal teaching basis in order to implement RTIi multi-tiered interventions in ELA and Mathematics. Teachers will attend professional development during the regular six-hour work day for RTIi implementation and professional development for ELA/Math RTIi tier 1-3 interventions.

3. Standard (Instruction) Standard 4: Planning Instruction and Designing Learning Experiences for All Students Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction.They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students. California Standard for The Teaching Profession (2009) locate handout IR

4. RTIi GRAPHIC Seek assistance 5%: SST Adapt for 15%: recommend ASA, tutoring, After-School Programs FOCUS ON 80% good first teaching Everyone involved

5. Exploring ICEL BY RIOT (Intervention)

6. Figure One ICEL by RIOT (handout –IR)

7. Goal (Instruction-Curriculum- Learner) 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students As teachers develop, they may ask, “How do I…” or “Why do I…” • interact with my colleagues to identify typically difficult concepts or skills for students in order to re-examine and strengthen plans for future lessons? • proactively prepare for appropriate adjustments based on my assessment of student learning while teaching? • strengthen existing plans for students at identified levels of English proficiency?

8. Goals (continued) • strengthen existing plans for students with special needs? • reflect on my successes and struggles and apply what I have learned about effective and ineffective strategies to existing plans for future lessons? • reflect on my successes and struggles with the use of curriculum and apply what I have learned to existing plans for future lessons? • capture what I have learned during a particular lesson so that I can revisit my plans in advance of teaching the lesson again?

9. Options-Lesson Planning Template Styles • Seven Step Lesson Plan- Dr. Madeline Hunter, UCLA • SDAIE UNIVERSAL ACCESS LESSON TEMPLATE- Language Acquisition Branch-LAUSD • SDAIE Classroom Observation Tool Template • Short Term Lesson Planning • Academic English Mastery Program (AEMP) lesson organizer • LAB-Instructional Strategies • BASIC Plan • Daily Lesson Plan • Standards Based Lesson Plan Format Template • Reviewing Lesson Plans- Handout

10. LOGISTICS of Lesson Planning • TIME • Common Planning Time-included In School Plan • Teacher Time (Part of Our Job is Planning) • Department Time during PD (evidence by pre-arranged schedule) • Collaboration is seen in many departments • SGLC • TPSC (Prep time provided for Parent Conferences and Open House) • IB / AVID Time- WILL BE INCLUDED IN EVERY MEETING • Instructional Rounds (Evidence of School Wide Planning for Student Achievement)

11. Project Based Learning http://www.pbl-online.org/driving_question/dqoverview/dqoverview.html

12. DEVELOP A DRIVING QUESTION (Instruction Learner) • Driving Questions and Problem Statements are the same thing (in a way) just worded differently. • The DQ or PS asks what is the purpose of this project • It is ENGAGING-PROVOCATIVE-CHALLENGING-OPEN ENDED (no possible correct single y or n answer-or only the numbers---what? Yes no ONE Correct Answer)-goes directly to the HEART of the subject matter(HIGH BLOOM’S TAXONOMY) • Examples: • Emerging---What is global warming? / Why did Truman decide to use the atomic bomb? • Stronger----Should we be worried about the affects of global warming in Bogalusa? / Is the use of weapons of mass destruction ever justified?

13. SAMPLE DRIVING QUESTIONS:

14. Learning Objectives: Stems and Samples • Credit to Education Oasis Staff- 5 page hand -out included • “Generally, learning objectives are written in terms of learning outcomes: What do you want students to learn as a result of the lesson? Follow the three-step process: • Create Stems • swbat…. • after this unit students will have… • by completing this activity, the student will…. • At the conclusion of the course /unit/ study the student will be able to • After Stem Is Created-add A Verb • Bloom’s : analyze (high level), recognize (lower level), compare(low) • Once You Have A Stem And A Verb –Determine The Actual Product, Process Or Outcome • After completing this lesson, the student will be able to recognize foreshadowing in various works of literature

15. Offering a Useful curriculum is one important way to help students meet their needs for personal power… “However, even the most important curriculum will fail to increase student achievement unless the [instruction] instructional strategies are well designed.” p.121 -Jonathan C. Erwin, The Classroom of Choice “Giving Students What They Need and Getting What You Want” Association of Curriculum and Development (ASCD)

16. RTI2 Domains aligned w/Reflective Lesson Planning [Planning time needed for review] • INSTRUCTION • CURRICULUM • ENVIRONMENT • LEARNER (there is also Gardner’s-Multiple Intelligences) • SOMATIC, • LEARNS BY DOING • AUDITORY, • LEARNS BY TALKING AND LISTENING • VISUAL, • LEARNS BY OBSERVING • INTELLECTUAL • LEARNS BY THINKING

17. The Intellectual • By Intellectual we do not mean the emotionless, disconnected, rationalistic, academic, compartmentalized, and exclusively “left brain” approach to education learning so characteristic of Western Education. • What the term intellectual means… is the exercise of internal intelligence of the human mind/body as it reflects on its experience and creates connections, meanings, plans, and value of it. To be active, the intellectual mind requires no additional information from the senses, but it is able to create meaning out of what its senses have already presented to it. (Dave Meier, Center for Accelerated Learning; 1999)

18. THE VISUAL • The study by lead author Stephen Engel, a psychology professor in the College of Liberal Arts, is published in the Nov. 10 issue of the Journal of Neuroscience. "We've basically shown that learning can happen in the earliest stages of visual processing in the brain," Engel said.

19. The Auditory • “…auditory learners: • May be required to read silently when they would benefit from sounding out words, • Rely on hearing to process information. • Sounding out words, spelling out loud and hearing patterns of sound help them learn. • Working in groups or giving oral reports allows them to talk out their ideas and to listen to the ideas of others, engaging them in the learning process. • Williams reports that "Students may remember points made in connection with the songs that they would not retain from a textbook." Singing helps them to remember information, such as names and places, dates and vocabulary. “Read more: Audio Versus Visual Learning | eHow.comhttp://www.ehow.com/about_5263298_audio-versus-visual-learning.html#ixzz17MuM1zH9

20. The Somatic : Body/Kinesthetic Intelligence - Learning Style • This intelligence/style is related to physical movement and the knowing/wisdom of the body. It is the ability to use the physical body skillfully and to take in knowledge through bodily sensation, as well as including the brain's motor context, which controls bodily motion, in the learning process. • Body/kinesthetic learners learn through moving, doing and touching - your intelligence is awakened through physical movement and the expression of yourself through the body. Students with this as a predominant learning style may become distracted and have a hard time sitting through lectures.

21. GALLERY WALK • USING POST-IT NOTES ANSWER THE QUESTIONS ON THE WALL AS INDIVIDUALS…. SHARE YOUR BRILLIANCE (POST-IT)! • 5 minutes at your 1st stop (where you begin)

22. GALLERY WALK #2 • PAY CLOSE ATTENTION, TOO IF YOU THINK THE METHOD IS “TRADITIONAL,” OR IS IT “STUDENT [“CENTERED”]-STANDARD-RESEARCH/PROJECT BASED.”

23. SO FAR • Overwhelming Commitment to provide a “world-class” Instruction-California Teaching Standard 4 • Intervention RTIi- ICEL by RIOT • Standard Identified+ • Goals set- Objectives and Scaffolds+ • Lesson Plan Templates- Options (not exhaustive) for evidence of planning • Logistics of Planning • Types or Styles of Planning (project based etc.) • Learning Objectives-writing for student achievement

24. So Far + • Curriculum is useful based on instructional delivery • Knowing the Learner –Types of Learners- Gardner’s Multiple Intelligence

25. Assessments - Feedback • Providing feedback is • Ongoing • Helps learners confirm, refine and restructure various kinds of knowledge, strategies and beliefs that are related to the learning objectives (slide 14) • Feedback should communicate information to help students better understand • what they are to learn • what high-quality performance looks like • What changes are necessary to improve their learning (Hattie & Timperely, 2007)

26. Creating the Environment for Learning

27. SAMPLE ENVIRONMENTS • photos of every child displayed with their writing, and other student work posted on every inch of available space. • Suffixes on the "Word Well"(left); the class "Carecrow" (right).