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How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25,

How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25, 2011. Objective. We will identify and discuss some fundamental practices for effective instruction during the 90 minute class period. Classroom Management. Seating Chart

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How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25,

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  1. How to Teach a 90 Minute Class PeriodPresented by Cristina Bennett, David Boatright, and Antoinette HowardJuly 25, 2011

  2. Objective • We will identify and discuss some fundamental practices for effective instruction during the 90 minute class period.

  3. Classroom Management Seating Chart Classroom rules Maintain teacher/student relationship at all times. Student expectation must be clear. They must maintain YOUR rules.

  4. Structure • Variety of Activities • Bell Ringers • Warm up exercises • Tardy Quiz • Note taking • Guided Practice • Independent Practice • Closing

  5. Sample 90 minute class period 8:15 – 8:30 Bell ringer/Quiz/TAKS questions (musical cues) 8:30 – 8:40 Assess, go over TAKS questions 8:40 – 8:50 Copy notes (musical cues) 8:50 – 9:05 Go over lesson 9:05 – 9:20 Student led guided practice 9:20 – 9:40 Independent practice (musical cues) 9:40 – 9:45 Closing/Lesson summary

  6. The Notebook Lesson is summarized by you, not by textbook writers. Include several examples of homework problems. Allow students to use notebook on quiz or test as a tool. Prepares for college.

  7. Grading Procedure • Homework – make sure it is relevant because it can become busy work • Quizzes are a better indicator of understanding • Reasonable homework assignment • Test what you have taught • Review sheet for Major Tests and Finals • Extra credit on quiz – TAKS questions • Extra credit on Homework – Pre/AP, AP questions

  8. 90 minute break down 20-60-10 • 20 minute whole group instruction • 60 instruction or learning station rotation • 10 minute wrap up or summary

  9. The Formula for Quality Instruction

  10. The Fundamental 5 • The Fundamental Five are the five critical practices that are at the core of highly effective instruction. • These practices are: • Frame the Lesson • Work in the Power Zone • Frequent, small group, purposeful talk about the learning • Recognize and Reinforce • Write Critically

  11. Frame the Lesson • Allows you to look at material you want to teach. • Helps you plan better. • Tells the learner what you are going to teach. • Share the closing product or task. • Improves the quality of feedback from observer.

  12. Working in the Power Zone • A teacher occupying the power zone is simply teaching or monitoring in close proximity to one student, a small group of students or the entire classroom full of students. • When teachers conduct their practice in the power zone a number of significant changes occur in the classroom dynamic. • On task behaviors increase • Discipline issues decrease • Student retention of content increases • Student achievement increases

  13. Power Zone, cont. Make a conscious commitment to the practice. Purposefully arrange the classroom to facilitate teacher movement. Limit or remove common teacher distractions(i.e. turning computer off, keeping desk clean and organized). Proximity instruction=position yourself in the action. • Move about the room checking on everyone. • Reinforce positive behaviors. • Perform frequent and ongoing formative assessment. • Continually micro-adjustments the instruction.

  14. Frequent, Small –Group Purposeful Talk about the Learning • After 10-15 minutes of teacher talk, then students talk (groups of 2-3). Seed Question: Practice of using pre-planned questions that guide student conversations toward the desired learning outcome. • Why should we stop & talk purposefully? *It can stretch the rigor & relevance of the lesson. *Allows for differentiated instruction. *Cements the learning for some. *Peer tutoring for those who didn’t get it. More time in Power Zone=better learning, better classroom management, and strategy enhancement.

  15. Recognize and Reinforce • Make a big deal of the small things. • A low performing student scores a passing grade on a test. • A student who never turns in homework, turns in an assignment. • Start reinforcing the work it takes to be successful. • Personalization and specificity allows you to shape the behavior. • Look for the positive, good things going on and be specific. • Benefits • Recognition provides students with motivation to continue pursuing academic success. • Reinforcing the work builds habits which allows for improvement in student performance.

  16. Writing Critically • Critical writing defined as writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts. • Most natural and authentic way to increase the rigor. • Give the students time to do it (5-10 mins) • It can consist of a simple list, a short comparison paragraph, a quick summary, a mind map, purposeful note taking (i.e. Cornell notes), a written exit ticket, or a formal essay or term paper. • It is not copying neither is it a fill in the blank activity or free writing. Write more=remember more=reading improves=better understanding=own the learning

  17. A Vision for K-12 Students Today • http://youtu.be/_A-ZVCjfWf8

  18. Team/Department Expectation for Lesson Planning

  19. Lesson Plan Framework • Depts. must submit a team lesson plan to include all team member’s names. • SPED CWC teachers are expected to collaborate with their co-teacher and submit a lesson plan indicating modifications made to the lesson for their monitoring students. • Lesson plans must be submitted via email to your supervisor and ICC/ Dept. chair. • Lesson plans must be submitted every two weeks beginning August 1st by 8:00 a.m. Lesson Plan Due Dates (By 8:00 a.m.) August 1, 15 & 29 November 14 February 13, & 27 September 12 & 26 December 5 March 12 & 26 October 17 & 31 January 5, 17 & 30 April 16 & 30 May 14

  20. Lesson Plan Format Each dept. must have the following information on their lesson plan. TEKS Objective Student Expectation Activities • Bell Ringer • Activity • Activity • Activity Assessment Formative Summative Key Vocabulary Resources **Differentiated instruction must show throughout the lesson plan

  21. Team Planning • Core departments/teams will meet the first 45 minutes of the designated team plan period on each day it occurs. • Refer to team planning schedule for designated periods and exact dates. • Teams will notify ICC/Dept. chair of the location of the meeting to be added to planning schedule.

  22. The game has changed; we must change the way we plan to win.

  23. Reference Cain, S. and M. Laird. 2011.The Fundamental 5: The Formula for Quality Instruction. Nesbitt, B. A Vision for K-12 Students Today.

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