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Working on the Work…

Working on the Work…. BASIC BELIEF… A + B = C. (A) Teacher Planning and Instructional Decision Making + (B) Sustained Student Engagement __________________________________________________________________________________________ (C) Deep Student Understanding

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Working on the Work…

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  1. Working on the Work…

  2. BASIC BELIEF… A + B = C (A) Teacher Planning and Instructional Decision Making + (B) Sustained Student Engagement __________________________________________________________________________________________ (C) Deep Student Understanding Manipulating A or B significantly impacts C

  3. NUTRITION chapter…Objectives LWDAT: • Define / explain nutrition terms • Identify the types of food in each food group and explain their nutritional value • Explain the USDA food Pyramid guidelines • Explain the variables influencing nutritional needs • Identify at least two health problems caused by poor nutrition • Read and interpret nutrition information on food labels • Analyze diets for nutritional value

  4. But what do I REALLY want my students to know and be able to do??? • Plan a balanced diet for themselves and others • Develop a personal plan for healthful eating

  5. First Things First… THE most important questions: • WHAT am I teaching? • WHY am I teaching this? • WHAT do my students already know? • What specific learning outcome(s)do I want? • How does this fit with what I’ve already taught or what lies ahead?

  6. The second most crucial question… What will I accept as “evidence” of student learning? You may also wish to ask… Is my assessment congruent with my teaching?

  7. Then… How do I implement this lesson? How will I engage my students? • What High-Yield teaching strategy will be used to promote student learning? • How will student diversity be accommodated? Instructional and/or Assessment Components which may be differentiated: ~ Modality ~ Amount ~ Format ~ Time ~ Length ~ Degree of Independence

  8. Next…How will I assess learning?… • What evidence will I accept that my students have learned the necessary content? • Is my assessment tool congruent with my teaching? • What will I do with / about the results? Instructional and/or Assessment Components which may be differentiated: ~ Modality ~ Amount ~ Format ~ Time ~ Length ~ Degree of Independence

  9. Bloom’s New Taxonomy

  10. A positive environment Visual Aids Music (calming or energizing) Relevant lessons Rituals taught Students talking about content Students moving to learn content Positive expectations High challenge / Low stress Content taught in chunks (with activities) Top 10 Characteristics of a Brain-Friendly Classroom

  11. http://pdesas.org/

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