Respond to the quote below by relating it to your work ethic and your views on teaching.
"Give me six hours to chop down a tree and I will spend the first four sharpening the axe." Abe Lincoln
3 Person Groups
Each person is going to share their lesson plan. You are going to make meaningful comments and give constructive feedback to help your partners improve their lesson or make them aware of potential challenges.
After you finish discussing, you may take the rest of the time to ask questions and work on your lesson plan.
Wednesday, July 17, 2013
Monday, July 15, 2013
Making Lesson Planning Meaningful
We've discussed connecting to students through authentic purposes for learning. We've discussed involving students by engaging them in a meaningful way in the lesson.
As we continue to look at how teachers are taking these daunting tasks and accomplishing amazing things in their classrooms, we will continue to focus on how to make the observing of these teachers meaningful to us as classroom teachers.
The below video is another example of a teacher that has connections with her students that enable a meaningful learning environment.
Video #2
You are going to take detailed notes over her lesson in order to complete your Video Reflection #2 paper and have a discussion with your classmates about what you say in the video. Please be able to answer the below questions.
After viewing the video, we will continue to discuss strategies that will increase student learning and engagement.
Please see the below links to help you plan intentionally for increased engagement and rigor in your lesson planning.
4 Ways to Increase Engagement
Bloom's Taxonomy
Revised Bloom's Taxonomy Wheel
With the Bloom's Taxonomy Wheel you were given, write for 15 minutes about your lesson and where it falls on the wheel. Determine if your lesson is a higher level, how you've scaffolded to ensure your students are successful. Or if your lesson is lower, how will you increase the rigor of your lesson later on in your school year to challenge your students.
Finally, get with a partner and discuss your lesson planning process.
As we continue to look at how teachers are taking these daunting tasks and accomplishing amazing things in their classrooms, we will continue to focus on how to make the observing of these teachers meaningful to us as classroom teachers.
The below video is another example of a teacher that has connections with her students that enable a meaningful learning environment.
Video #2
You are going to take detailed notes over her lesson in order to complete your Video Reflection #2 paper and have a discussion with your classmates about what you say in the video. Please be able to answer the below questions.
- What was she doing to engage her students?
- How did her lesson connect to the 3 Class Domains?
- What are you taking away from this lesson that you can utilize in your own classroom?
After viewing the video, we will continue to discuss strategies that will increase student learning and engagement.
Please see the below links to help you plan intentionally for increased engagement and rigor in your lesson planning.
4 Ways to Increase Engagement
Bloom's Taxonomy
Revised Bloom's Taxonomy Wheel
With the Bloom's Taxonomy Wheel you were given, write for 15 minutes about your lesson and where it falls on the wheel. Determine if your lesson is a higher level, how you've scaffolded to ensure your students are successful. Or if your lesson is lower, how will you increase the rigor of your lesson later on in your school year to challenge your students.
Finally, get with a partner and discuss your lesson planning process.
- What steps have you taken to come up with your lesson?
- How will you know if your students have taken away from your lesson what you wanted them to?
- What checking for understanding techniques do you see yourself using most often in your classroom?
Represent visually your learning and understanding of the lesson planning process.
Wednesday, July 10, 2013
Connecting Lesson Planning to CLASS
Read through the CLASS Domain information.
"Tell me and I forget, show me and I remember, involve me and I understand."
Write for 10 minutes about how this quote relates to the different CLASS Domains and lesson planning using the CLASS Domain documents.
Below are links to these 3 strategies to help you better understand how to incorporate them in your classroom.
Inquiry-Based Learning
Multiple Intelligences
Project-Based Learning
Summarize your learning of these 3 techniques, CLASS domains and how all of these together can inform your lesson planning. Be prepared to respond during a class discussion to the essential questions:
"How has learning about CLASS informed your lesson planning?"
"What are the challenges you anticipate encountering while lesson planning?"
"What are the advantages of using IBL, MI and PBL?"
"Tell me and I forget, show me and I remember, involve me and I understand."
Write for 10 minutes about how this quote relates to the different CLASS Domains and lesson planning using the CLASS Domain documents.
3 ways to involve students in learning are Inquiry-Based Learning, Project-Based Learning and involving student choice by focusing on the Multiple Intelligences.
Below are links to these 3 strategies to help you better understand how to incorporate them in your classroom.
Inquiry-Based Learning
Multiple Intelligences
Project-Based Learning
Summarize your learning of these 3 techniques, CLASS domains and how all of these together can inform your lesson planning. Be prepared to respond during a class discussion to the essential questions:
"How has learning about CLASS informed your lesson planning?"
"What are the challenges you anticipate encountering while lesson planning?"
"What are the advantages of using IBL, MI and PBL?"
Monday, July 8, 2013
Analyzing Student Engagement
Student engagement can be achieved through intentional planning and consistent effort on the part of the teacher.
We are going to read the article, "The 8 C's of Engagement."
Before reading, make a prediction about what you think the 8 C's of Engagement are. Write these down.
While reading, complete the 3-2-1 activity.
3 Phrases/Ideas that you plan to use in your classroom
2 Phrases/Ideas that were new to you
1 Question you still have
After reading the article, get with your group and visually represent your understanding of your group's assigned section. Your group will present over your section.
Group 1 - What Do We Mean By Engagement?
Group 2 - The Value of Engagement
Group 3 - Four Human Drives
Group 4 - The 8 C's of Engagement
Group 5 - Designing for Engagement (Blueprint for a lesson)
Group 6 - Mr. Cogito's Lesson
Taking Standards and changing them into Objectives
Read the document about creating objectives. Then create your own objectives.
Example
Standard: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
Objective: Students will read a variety of poems in order to discuss and interpret the meaning of various forms of figurative language such as metaphors, similes, personification and hyperbole.
VIDEO ANALYSIS
Take notes over the three CLASS DOMAINS while watching the video in order to write your first Video Reflection.
Monday, July 1, 2013
Student Motivation
Motivating students takes time and effort on the part of the teacher. Students who enjoy choice, receive meaningful feedback and feel empowered demonstrate intrinsic motivation. Setting up your classroom so that it elicits intrinsic motivation can be intentional when well planned.
Read the article, "Motivating Students" in preparation to participate in the below Jigsaw Strategy.
Sections of the article:
1. General Strategies
2. Incorporating Instructional Behaviors that Motivate Students
3. Structuring the Course to Motivate Students
4. De-emphasizing Grades
5. Motivating Students by Responding to Their Work and Motivating students to do the Reading.
1. Read the article
2. Write a short summary (5-7 sentences) about your assigned section of the article.
3. Get with your expert group to write a collaborative summary that incorporates the ideas of the entire group.
4. Post your summary on your poster board.
5. Participate in the gallery walk and read the other summaries of the other sections of the article.
3 Take-aways
The world is ending and you can only take away 3 things from the text with you to the next planet to share your knowledge of "Helping Students to Construct Usable Knowledge." You can choose 3 things from your reading or your group's discussion. Write them down on your Exit Slip.
Read the article, "Motivating Students" in preparation to participate in the below Jigsaw Strategy.
Sections of the article:
1. General Strategies
2. Incorporating Instructional Behaviors that Motivate Students
3. Structuring the Course to Motivate Students
4. De-emphasizing Grades
5. Motivating Students by Responding to Their Work and Motivating students to do the Reading.
Jigsaw Strategy II
2. Write a short summary (5-7 sentences) about your assigned section of the article.
3. Get with your expert group to write a collaborative summary that incorporates the ideas of the entire group.
4. Post your summary on your poster board.
5. Participate in the gallery walk and read the other summaries of the other sections of the article.
3 Take-aways
The world is ending and you can only take away 3 things from the text with you to the next planet to share your knowledge of "Helping Students to Construct Usable Knowledge." You can choose 3 things from your reading or your group's discussion. Write them down on your Exit Slip.
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