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TAP Cluster: Lesson Structure & Pacing

TAP Cluster: Lesson Structure & Pacing. Cycle I. Evaluation. What went well with questioning last week? What areas of questioning did you struggle with? . Review Cycle Goal and Long Range Plan. . Objective.

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TAP Cluster: Lesson Structure & Pacing

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  1. TAP Cluster: Lesson Structure & Pacing Cycle I

  2. Evaluation • What went well with questioning last week? • What areas of questioning did you struggle with?

  3. Review Cycle Goal and Long Range Plan.

  4. Objective • By the end of the cluster meeting teachers will understand how the lesson structure and pacing rubric indicator is implemented in classrooms and how it connects to other TAP rubric indicators.

  5. Agenda Evaluation Identify Need Obtain New Learning Development Apply (Year Long)

  6. Identify Need • Looking at rubric areas as interconnected. • Teacher identified areas of need… • 1 – Questioning (8/30/12) • 2 – Lesson Structure & Pacing • 3 – Thinking/Problem Solving • 4 – Teacher Knowledge of Students • 5 – Presenting Instructional Content

  7. Lesson structure & pacing • Most lessons start promptly. • The lesson's structure is coherent, with a beginning, middle, and end. • Pacing is appropriate, and sometimes provides opportunities for students who progress at different learning rates. • Routines for distributing materials are efficient. • Little instructional time is lost during transitions.

  8. Obtain new learning (I/we do) • List as many ideas as you can in 40 seconds. • I do: I ensure my lessons start promptly by… • We do: I make sure my lesson has a clear end by…

  9. Obtain New learning (you do) • In partners, list as many ideas as you can in 40 seconds. • When time is up, rotate & start on next list.

  10. Obtain New learning (I/we do) • Connect areas of the rubric! • I do: Standards and objectives because the expectations for students must be clear for them to know to get started right away. • We do: _________________ because…

  11. Obtain new learning (you do) • In partners, complete the connection sentences at the bottom of the paper. • Rotate and provide another connection and justification.

  12. What was modeled? • Grouping – roles and responsibilities • Sentence Starters • Transitions • Providing opportunities for students who progress at different rates • Coherent beginning, middle, and end

  13. Development (15 min) How will you implement what was modeled? • Grouping – roles and responsibilities • Sentence Starters • Transitions • Providing opportunities for students who progress at different rates • Coherent beginning, middle, and end • As you work…when can I come in and see your lesson structure and pacing?

  14. Closure • Ball Toss • When you catch the ball, complete the following sentence: • Next week I’m going to try…

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