Framework for Teaching Planning and PreparationDay 1 Summer 2012

OutcomesBecome familiar with HCPSS resources

that support planning and preparation Develop awareness of central and

school-based supports for studentsExplore tools for collecting data on

student learning preferences, interests and sources of motivation.

AgendaCourse OverviewGroup ResumeDomain 2 ReviewStudent SupportsSystem ResourcesBrain-Based Learning & Learning PreferencesUnit Design

FocuserCreate a group résumé.

Framework for Teaching

Domain 21. Using the Domain 2 document, assess where

your current comfort level is for each element. Circle the boxes that represent your comfort level.

2. Looking only at the effective column, highlight words that appear to be important to Domain 2, Planning and Preparation.

3. Record 2- 3 words that you highlighted on one side of an index card. On the other side, create a personal learning goal for this course. Write your name on the card.

Student ResourcesHuman supports:

Review the supports at your school.Discuss those you’ve used or how you might use them for

planning.

Electronic ResourcesLogin/Password HandoutExploration

Indicator 2D: Knowledge of Resources, Elements 1 & 2

WordleWhat words were important to

you in the Planning & Preparation rubric?

Knowing the Learner

Brain-based ClassroomsMultiple Intelligences

Indicator 2B, Elements 1- 5

Six Components of a Brain-friendly Classroom

1. Experiential, Inductive, Hands-on Learning

2. Absence of threat

3. Choice for students

4. Accurate, timely feedback

5. Helping students construct meaning

6. Rely on the familiar, look for the novel

VideoFrom PD360—available through your Teacher Development Liaison.

Title: “The Brain of Today.”Think About your lesson flops and successes.

What was the cause?

Multiple Intelligences

“Then & Now” sortVideoDiscussionHandouts

Indicator 2B: Demonstrates Knowledge of Students, Elements 2 & 4

Connecting the ResourcesBrain-friendly Classroom ComponentsMultiple IntelligencesUniversal Design for Learning

1. How are they related to each other?

2. What indicators and elements do they support?

Lunch

Unit Planning

SignificanceTemplatesHomework application

Indicator 2E: Designs Coherent Instruction, Element 1

Unit Plan Template 1HCPSS Curriculum Framework*

(using essential components identified by DOI and MSDE structure) Title.* Overview* This is a brief description of the unit. It explains the unit's focus and/or theme and provides a summary of what students will learn. This is a scholarly explanation of the highlights of the unit content illuminating the content challenges and connections for teaching the unit. Enduring Understandings These go beyond discrete facts or skills to focus on larger concepts, principles, or processes. They are transferable–applicable to new situations within or beyond the subject.  Essential Questions* (What is the walk away knowledge and understanding for students?)

Linked to central topicsOpen-ended (wide variety of ways to answer/respond)Worth exploring (universality, relevance)Kid-friendly, age-appropriate, prompt intellectual exploration)

 Interdisciplinary Connections* This section can broadly list the content areas the unit covers and suggest opportunities for "making interdisciplinary connections.” This should be both inter and intra connections, for example the disciplines of social studies create intra connections and inter connections to ELA within almost every lesson.

Unit Plan Template 1 (cont.)

Unit Plan Template 2

Disciplinary LiteracyWhat have you heard about it?What is the difference between

content area reading strategies & disciplinary literacy?

Disciplinary LiteracyRead the excerpt.Talk in table groups about the

instructional implications of teaching/learning literacy actions.

As students read text in your content area(s), how can you help them learn and employ the literacy actions?

E-Resources

HCPSS Transition to the Common Core wikihttps://transitiontocommoncore.wikispaces.hcpss.or

g/ Identify Common Core goals that fit with your unit

plan.What alignment exists between the goal(s) and

literacy actions?

ReflectionComplete the Reflection Grid

Homework 1Revisit the electronic resource sheet.Choose at least 2 resources, useful to

your content area, to spend some time exploring. Be prepared to share what you found interesting or useful.

Create a draft of a unit plan for your subject area or a unit to use during the first 2 weeks of school.  

Homework 2Read the article “The Role of Emotion in

Differentiated Instruction” at this link:http://www.ascd.org/publications/classroom-leadership/

nov2003/The-Role-of-Emotion-in-Differentiated-Instruction.aspx

Answer this question: Thinking of your own experience in the classroom, give an example of how you would implement the emotional awareness. Relate this to one of the eight dimensions stated in the article.