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Bellwork : “Standards, Planning, or Assessment”

Bellwork : “Standards, Planning, or Assessment”. Which of the three topics is of primary importance? Rely on what you’ve encountered in your classes and what your “gut” tells you. Freewrite (your choice of mode) for 8 minutes. Be prepared to share your thoughts.

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Bellwork : “Standards, Planning, or Assessment”

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  1. Bellwork: “Standards, Planning, or Assessment” • Which of the three topics is of primary importance? Rely on what you’ve encountered in your classes and what your “gut” tells you. • Freewrite (your choice of mode) for 8 minutes. • Be prepared to share your thoughts. • Lucille and Cody—do you need to “set up”?

  2. Agenda for Today • Student AILY Presentations • Homework Quiz • Review Pre-Assessment Results • SIOP Chapter 3 • Standards • Entrypoints to Learning/MI • Planning • Assessments (if we have time!)

  3. Student Presentations

  4. Homework Quiz! • Any questions for the class or me before you get the quiz? • Time to take the quiz: 15 minutes (DON’T OBSESS!) • Online or hard copy?

  5. SIOP: pp. 66-70Instructional Strategies • With a friend, and using the CCSS Excel Spreadsheet, please align 3 strategies with an appropriate standard • (We will revisit this chapter when we talk about vocabulary instruction in Session 5…)

  6. Standards… • CCSS Resource! • Do they matter? • How can we use them without giving ourselves a pain in the brain? • When do we use the standards? • CCSS in Excel • NCTE Standards • CT LA Frameworks • VENN DIAGRAM between NCTE, Frameworks, CCSS?? (aargh!)

  7. Start Time: 11:47 • End Time: 12:47

  8. Entrypoints to Learning • General Strategies– Burke Chapter 16 “Strategies for Success…” pages (1999: 381-384); (2008: ) • MARK THIS PAGE for lesson planning reference!! • Re-read the strategies: mark them with the following key (5 minutes-individual reflection) • Automatic A (I’d do this without thinking) • Logical L (Makes sense, and I may or may not remember it) • Doh! D (I should have thought of that, but I might not!) • Let’s Share!

  9. How does YOUR brain work? • Take the “MI Self Assessment” • Discuss your results with a partner—any surprises? • Would you use this with students? To what end? • Individually peruse the RESOURCES at the end of the packet after the “quiz”… • “Star” what you might use • “X” what you think is unimportant • Share your thoughts with a NEW partner

  10. Multiple Intelligences: A CRASH Course • Roles: • Active Participant (everyone) • Extractor • Responsible to extract essential meaning from the text • Connector • Responsible to connect the info from the article to our future students • Sifter • Responsible to “sift” through the article to find the golden nuggets • Delegate • Responsible to accurately convey the group’s findings • Time: 15 minutes • Task • Group-read your assigned article, taking active notes • Respond to these prompts: • What is the theory behind MI? • Does your group agree with the theory behind MI? • How can this article help us understand our students? (ourselves?) • Choose 2-3 particularly illuminating quotations to consider

  11. Planning • Let’s look at the TCPCG Format… • TCPCG PDF • What’s good about it? • Is the second format easier to use? • TCPCG Revised

  12. Plans, Plans, Plans • WITH THE UNDERSTANDING THAT YOU HAVE TO USE THE TCPCG FORMAT FOR STUDENT TEACHING… you won’t always have to, so… • Over the course of 10 minutes, with a partner who will be student teaching at the same level as you, “rank” the lesson plan formats • Consider: • Viability • Usability • Pedagogical Soundness • Do you think you could improve upon them?! How? • www.learnercentereded.org/Newsletters/Newsletters/9.48.doc

  13. Burke Chapter 10 • 10.1 & 10.2—your thoughts? • “Designing Standards Based Instruction”—your thoughts? • Burke’s Initial Steps in Composing a Curriculum: • Begin with the End First • Establish a Clear Rationale • Make a Road Map • Create a Mental Time Line • Determine Needs • Decide on Assessments • Anticipate Obstacles • Hand-out: My “Antigone” Unit… • Challenge: Help a sista’ out…

  14. Overview of a Period • BASIC VERSION • Initiation • Content/Lesson/Activities • Closure • ALTERNATE VERSION / WORKSHOP MODEL • Mini-Lessons • How do you know how long things will take? • How much can you “cover”? • What if…?

  15. Start Time: • End Time:

  16. Exit Card • Answer the following: • Your name • A lingering question you have about today • Something that annoyed you about today or today’s material • Something that you think you might be able to incorporate into your teaching

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