Instructional Technology and Curriculum Development-Day Two

1. Instructional Technology and Curriculum Development-Day Two Collaboratively Developed for Project P.a.C.E. by Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Diane.Sidoroff@gmail.com and Dr. Dotti Shelton- Pedagogical Shift™ Pedagogy Expert and Curriculum & Instruction Specialist DrDotti.Shelton@gmail.com

2. Quotable Quotes Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

3. Read Personal Connection and/or Professional Connection Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

4. Workshop Objectives Participants will have opportunities to learn about electronic resources to use in their lessons. Participants will have opportunities to deepen their understanding of how to effectively implement technology into their lesson plans. Participants will have opportunities to demonstrate their understanding about the TEKS. Participants will have opportunities to demonstrate their understanding about the connections between curriculum and instruction. Participants will have opportunities to deepen their understanding about how to effectively plan meaningful & relevant lessons. Participants will present a model week-long lesson based on specific criteria. Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

5. Texas Essential Knowledge & Skills http://www.tea.state.tx.us/curriculum/teks/ Readiness, Supporting, Enduring, Leveraging Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

6. Bloom’s Revised Taxonomy Synthesis Evaluation Analysis Application Comprehension Knowledge

7. Type(s) of Thinking/Skills/Content compare/contrast: animal and plant cells define: linear equation predict: what will happen next? create: song and lyrics listen/speak categorize: types of conflicts Identify: parts of speech and their functions

8. Steps in planning a lesson Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

9. Link to videos • 5 minute video https://www.youtube.com/watch?v=HPPkwfLbzkM • Parts of Speech Rap https://www.youtube.com/watch?v=LGuDYHmc8_Y&feature=kp

10. The Lesson Cycle Planning Process During processing information Before getting them ready After retaining information Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

11. S T E P S I N P L A N N I N G 1) Determine Lesson Concept/Topic-TEKS/Resources Parts of Speech Non-linear equations Causes of the American Revolution Mitosis 2) Determine Formative/Summative Assessments Oral/Written Responses Homework Practice Group Work Weekly Quiz Final Individual Project 3) Determine Prerequisites to Learning/Tools How well do my students comprehend what is read and discussed? Can my students summarize information? Do my students know how to correctly use a flow map? 4) Prepare Students to Learn-Activities/Tools/Strategies Teach students how to take three column notes Teach students the “Key Word Notes” strategy Remind students how to use a flow map Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

12. S T E P S I N P L A N N I N G 5) Provide Opportunities to Process Information-Guided Practice How much class time…how much homework? What activities/tools/strategies will I have students use to practice demonstrating they understand and can correctly do what it is they are expected to do as a result of this lesson? 6) Provide Opportunities to Deepen Understanding What additional activities/tools/strategies can I use to help students build their capacity? What about my GT students…my ELLs…my SPED students? 7) Provide Opportunities for Retention What can I have my students do that will help them retain the information? Whole Class/Small Group/Pairs/Individual? 8) How well did my students learn the concept/topic/skill? Project? Complete an Exam? Respond to Questions? How do you know? Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

13. REMEMBER… Tie into STAAR Before-Priming During-Processing After-Retention ESL/LEP/ELL Differentiation of Activities SPED GT/Pre-AP/AP Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

14. Creating a Timeline Guided Practice Processing Day 2 Class Starts Getting them ready Before Day 1 Modeling Processing Day 2 Group Practice Processing Days 3 & 4 Group Practice Retention Day 4 Closure Day 5 Maximizing Instructional Time Formative/Summative Assessment TIMELINE USING TIMETOAST Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

15. Group Task=Final Product: A Week Long Lesson Plan Use the TEKS to decide on a lesson based upon thinking processes and skills Identify Grade Level and Content Area(s) Use the “Steps in the Planning Process” Create a realistic timeline Identify Bloom’s Levels of Thinking Identify your differentiation for the following: Auditory Learners Visual Learners Tactile Learners Kinesthetic Learners Special Needs Students ELL/ESL/LEP Students GT /PRE-AP/AP Effectively utilize two technological resources in the lesson Presentation in Jigsaw/Carousel

16. What does the state say students need to know and be able to do? §110.18. English Language Arts and Reading, Grade 6 READINESS STANDARD (19)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: SUPPORTING STANDARDS (A)  use and understand the function of the parts of speech in the context of reading, writing, and speaking: (C)  use a variety of complete sentences… Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

17. What does the state say students need to know and be able to do? §110.18. English Language Arts and Reading, Grade 6 (26)  Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: (A)follow…complex oral instructions to perform specific tasks… (B)  listen to and interpret a speaker's purpose by explaining the content… (C)  summarize formal and informal presentations… (27)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. (28)  Listening and Speaking/Teamwork. Students work productively with others in teams…participate productively in discussions…set time limits for speakers, take notes…

18. Task Master Time Manager Technology Wizard Materials Handler

19. Day One- 45 minutes-Priming Students for Learning: In heterogeneous cooperative groups, students will create a circle map that will help them to define the functions of parts of speech… P A R T S O F S P E E C H words • What teaching and learning activities/ resources will I use to help students learn those knowledge & skills? PARTS OF SPEECH make into sentences

20. What teaching and learning activities/ resources will I use to help students learn those knowledge & skills? Continue Day One-Priming Students for Learning: Students will watch and listen to rap on “parts of speech.” Afterwards, students will discuss in their groups what they saw and heard and add to/adjust their circle maps. Using this information, students will define the purpose for learning the parts of speech. Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

21. Days Two 45 minutes-Processing Information: In different groups, students will revisit what was learned yesterday, including revisiting the video clip about parts of speech, and use the information on their circle maps and create a tree map, sorting the parts of speech. In the frame, an original sentence will be created and each part of speech identified. Tree Map for Parts of Speech Nouns • What teaching and learning activities/ resources will I use to help students learn those knowledge & skills? Proper Pronoun Common Him He His They Them It Barack Obama Project P.a.C.E. U.S. flag President program flag Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

22. Days Three-45 minutes-Processing Information: In different groups, students will revisit what was learned on days one and two, including revisiting the video clip about parts of speech, and use the information on their circle maps and tree map, and create appropriate movements for each part of speech. Then students will share these movements with other groups. • What teaching and learning activities/ resources will I use to help students learn those knowledge & skills? Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

23. Day Four-45 minutes-Retention of Information/Assessment: In different groups, students will be assigned a specific part of speech from which they must build a “Museum Room” in “Virtual Museum.” Groups must define the part of speech, give examples of such, and be prepared to present their “Room” to other groups. Day Four-Alternate Assignment: In different groups, students will be assigned a specific part of speech from which they will create a “Defining Format.” Included in this template is the name of the part of speech, its category, and its characteristics. Groups must be prepared to present their information to other groups. Day Four-Alternate Assignment: In different groups, students will be assigned a specific part of speech from which they will create a “Frayer Model.” Included in this template is the name of the part of speech, examples and non-examples, characteristics and non-characteristics. Groups must be prepared to present their information to other groups. POST on EDMODO to SHARE Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

24. Day Five-45 minutes-Retention of Information/Assessment: In same groups with one speaker representing each group as the rest jigsaw carousel, students will articulate to each group of students their information on their assigned part of speech. Those who remain stationary will be informed by their teammates upon finishing the jigsaw carousel, each team member taking a turn to share the information. All students will complete an EXIT ticket that encompasses three elements: 1) One element they knew, or thought they knew, about parts of speech prior to the week long lesson; 2) One element they found most surprising about parts of speech; and 3) How knowing about parts of speech can help them along their academic journey. This can be written or oral. • What teaching and learning activities/ resources will I use to help students learn those knowledge & skills? Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

25. DEFINING FORMAT FOR PARTS OF SPEECH: NOUN Question Category Characteristics What is a noun? Names a person, place, thing, or idea; Is the subject of a sentence; Can be proper, common, or a pronoun; Is, perhaps, the most used part of speech A noun is… …a part of speech that… • What teaching and learning activities/ resources will I ue to help students learn those knowledge & skills? Day Four-45 minutes-Retention of Information: In same groups, students will revisit what was learned the past three days about parts of speech, including revisiting the “rap” video, and using the same information, using the tool “defining format,” create one for their assigned part of speech. Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

26. F R A Y E R M O D E L Characteristics Name persons, places, things, ideas Subjects of sentences Proper, Common, Pronoun End prepositional phrases Non-Characteristics Tell which, what kind, or how many Indicate when, where, how NOUNS Examples Non-Examples Carefully Beautiful Tomorrow Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

27. Differentiation is addressed for the following: Auditory – Listening to the video and team mates; EXIT ticket Visual – Watching the video and seeing others’ creations Tactile – Creation of circle map, tree map Kinesthetic – Movement during carousel Special Needs Students – Provide sentence stems, strategic placement in groups, demonstration of depth of understanding appropriate to IEP; oral demonstrations; non-linguistic representations ELL/ESL/LEP Students – Lots of oral practice, strategic placement in groups, sentence stems, non-linguistic representations (circle and tree maps), movements of parts of speech (TPR) GT/Pre-AP/AP Students – Can extend the defining format and Frayer Model to an essay, strategic placement in groups, explanations to team mates Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

28. Creating: Movement, Group Sentence, Paragraph/Essay, Virtual Museum Evaluating: Sorting of parts of speech, identifying parts of speech in sentence Analyzing: Known to Unknown, Video to Circle Map and Tree Map Applying: Circle Map and Tree Map Understanding: Listening, Discussing Remembering: Revisit each day Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

29. Reflecting on your Lesson • Were all students active participants? What is your evidence? • If so, why? • If not, why not? • Tweakings for next time? • Reason for tweakings? • Did all students “get it?” What is your evidence? • If so, why? • If not, why not? • Tweakings for next time? • Reason for tweakings?

30. C L O S U R E How will the past two days of professional development help you… …in your P.a.C.E. Program; …be a more effective 21st century teacher?