NYC Teaching Fellows Demonstration Lesson Guide June 2011

1.  NYC Teaching Fellows Demonstration Lesson Guide June 2011

2. NYC Teaching Fellows Demo Lesson Guide • Why Demonstration Lessons Are Important • Preparing for Your Lesson • During Your Lesson • After Your Lesson

3. Why Demonstration Lessons are important As part of the interview process (usually after an initial conversation or interview) a hiring representative will likely ask you to conduct a demonstration lesson in front of a group of students or administrators. Tip #1: Always come to an interview prepared with a demo lesson, even if it is your first interview or you have not been asked to conduct one. • The purpose of the Demo Lesson is to see: • How well prepared you are to teach a lesson • How you present yourself • How you engage students Tip #2: Even if you have no or limited teaching experience, remember that you have already taught a short lesson during the NYCTF interview event and will be participating in a rigorous training process.

4. NYC Teaching Fellows Demo Lesson Guide • Why Demonstration Lessons Are Important • Preparing for Your Lesson • During Your Lesson • After Your Lesson

5. ASK CLARIFYING QUESTIONS Be sure to clarify what you are being asked to do. You may want to ask the principal or school representative the following questions:  • Is there a specific subject or topic you would like for me to teach? (If there is no specific topic, what are the students currently learning so that I can tailor my lesson to the current lesson.) • What grade level am I being asked to teach? • How many students are in the class? • How much time will I have? Will my lesson be part of a larger lesson (e.g., ten minutes of a class period), or will it fill the entire class period? • What curriculum have the teachers been using this year? • What have students learned in the last week on this subject? • Is there anything that I should know about the class as I prepare the lesson? • (For example, what percentage of the class is achieving at/above/below grade level? What percentage are English language learners? Have special learning needs? etc.) • What materials or technology is available in the classroom? • Having the answers to these questions will: • Help you gain insight into the class and allow you to build your lesson around what the students are already learning. • Give you a sense of what they are expected to know.

6. Preparing for your Lesson 3-Step Process for Creating a Lesson • 1. Start with an Objective. • Make sure that you have clear, measurable objectives. What should the students know by the end of the lesson? • 2. Select a delivery method that best fits your objective. • See Slide 7 for different types of lesson approaches. • 3. Structure your lesson within the traditional lesson plan structure. • See pages 237-242 of the Special Education Guidebook or pages 113-118 of the General Education Guidebook for information on the lesson plan structure. 

7.     LESSON PLAN BASICS • Beginning: How will you check for current knowledge? How will you introduce the topic? What is your purpose? • Engage the Students! How will you capture the students’ attention right from the start? • Middle: How will you introduce new material? What activities will you facilitateto help the students learn the concept you are presenting? How will you assess that students are learning? What adjustments are you prepared to make to ensure that you are meeting your objectives? • End: How will you end the lesson? What will you do to assess your students’ understanding? • Timing: Is the lesson you have planned appropriate for the given time frame? • The Structure of the Lesson Plan (for a 40-60 minutes lesson): • Lesson Opening (5-10 minutes) • Introduction of New Material (10-15 minutes) • Student Practice of New Material (20-25 minutes) • Closing (5-10 minutes)

8. USEFUL RESOURCES • For more information on creating a lesson plan, refer to pages: • 226-242 in the Special Education Guidebook • OR • 102-118 in the General Education Guidebook • You can find sample lesson plans on Fellow Sharethrough My NYCTF. • You can also find a few suggestions for finding lesson plans on page: • 25 of the Special Education Independent Study Guide • OR • 24in the General Education Independent Study Guide • Additional Guidebook Tips: • For examples of Lesson Plans, see pages: • 239 and 240 in the Special Education Guidebook • OR • 115 and 116 in the General Education Guidebook • For a Lesson Design Checklist, see page: • 241 in the Special Education Guidebook • OR • 117 in the General Education Guidebook

9.   THINGS TO CONSIDER Assessment/Check for Understanding:How will you determine whether the students understood the purpose of the lesson? How will you assess that the objective has been achieved (thumbs up/thumbs down, exit slips, etc.)? Adjustments: What adjustments will you make if there are students who do not understand? Materials: What materials will you need to support your instruction? What materials, if any, do you need to prepare for students in advance that will help them understand and engage in the lesson?

10.  PRACTICING SETS YOU UP TO SUCCEED Make sure to review the lesson basics described below and prepare a written plan for how you will conduct your lesson. • Carefully review any lesson you prepare, so thatyou are familiar with the content and sequence. • In order to teach effectively, make the lesson your ownby using your own language and ideas. • Time yourself. • Practice in front of a few people; even if they are not teachers, they could be good resources in terms of language, engagement, flow, speed, etc. • Try to anticipate situationsthat might occur (e.g., you end up with less time than you thought you would have or the lesson goes much faster than you anticipated.).

11. NYC Teaching Fellows Demo Lesson Guide • Why Demonstration Lessons Are Important • Preparing for Your Lesson • During Your Lesson • After Your Lesson

12.   During your Lesson: Things to Keep in Mind • Remain composed and confident. • Speak clearly and remember to project your voice, so all students can hear you. • It is often helpful to get a sense of what students already know about a topic you are introducing. Asking for a show of hands in response to a few questions is an easy way to engage students and check for prior knowledge (e.g., How many people have ever heard of __? What does __ mean or do? etc.). • Follow the lesson plan that you have prepared, but try to be flexible and remember that you may need to make adjustments. • Remember to check for understanding throughout the lesson, not just at the end. • Remain positive! Tell the students when they are doing well. Point out the good behavior and practices that are going on in the classroom, and appropriately deal with off-task behavior. • Tips for Presenting • Your Lesson: • It is important to have energy when you are in front of a class. • Be sure to dress professionally. • Remain calm and poised. • Be confident. • Stay positive. • You can do it. Good luck! 

13. During your Lesson: Classroom Management Strategies It is important that you be prepared to implement effective classroom management strategies during your lesson. Some useful strategies you might consider: • Introduce yourself as Ms./Mr. ___. • Create name tags for the students (if you get their names prior to the lesson) so that you can call on them by name. You could also use names written on popsicle sticks (or a similar method) to enable you to randomly call on students who don’t volunteer. • Use physical proximity to help keep students on track – always circulate around the classroom during group and/or individual activities. • Use positive reinforcement to encourage students. • Keep students engaged by enlisting their help in passing out materials, writing on the board, etc. • Use non-verbal cuesto redirect students if they lose focus (pointing to a book or notes, direct eye-contact, using your hand to gesture lowering their sound level).

14. NYC Teaching Fellows Demo Lesson Guide • Why Demonstration Lessons Are Important • Preparing for Your Lesson • During Your Lesson • After Your Lesson

15. After your Lesson Reflecton what worked and what could have been done differently. The principal/school representative may ask you to share your thoughts on how you thought the lesson went. Be prepared to explain your choices and assumptions driving the lesson. It is important to have a rationale behind what you do. Follow up with the Job Search Support Office after your demo lesson by entering your interview information into the Job Search Action Plan. It will ask you to include information on the school, the date of the interview, the hiring representative you interviewed with, and how you think it went. Doing this is a great way to stay organized and helps us know how your job search is going! You can also reach our office at FellowsJobSearch@schools.nyc.govor 718.935.4147. We can also help provide you with thoughts on next steps.