NOT A GUIDE

A PROCESS

March 27, 2012 & April 10, 2012Stephen White Middle School

REFLECTIVE LESSON PLANNING In Progress 03-27-12gk

SINGLE PLAN FOR STUDENT ACHIEVEMENT

Professional development will include: RTIi model elements- problem solving method analysis of data differentiated instructional strategies progress monitoring increasing rigor across the curriculum for higher level thinking skills.

Teachers will attend professional development and/or common planning outside of the normal teaching basis in order to implement RTIi multi-tiered interventions in ELA and Mathematics.

Teachers will attend professional development during the regular six-hour work day for RTIi implementation and professional development for ELA/Math RTIi tier 1-3 interventions.

Standard (Instruction)

Standard 4: Planning Instruction and Designing Learning Experiences for All Students

Teachers use knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction. They establish and articulate goals for student learning. They develop and sequence long-term and short-term instructional plans to support student learning. Teachers plan instruction that incorporates appropriate strategies to meet the diverse learning needs of all students. They modify and adapt instructional plans to meet the assessed learning needs of all students. California Standard for The Teaching Profession (2009) locate handout IR

RTIi GRAPHIC

FOCUS ON 80% good first teaching

Adapt for 15%: recommend ASA, tutoring, After-School Programs

Seek assistance 5%: SST

Everyone involved

Exploring ICEL BY RIOT (Intervention)

  RReview

IInterview

OObserve

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InstructionInterviewInstruction

ObserveInstruction

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CurriculumInterviewCurriculum

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EEnvironment Review

EnvironmentInterviewEnvironment

ObserveEnvironment

TestEnvironment

LLearner Review

LearnerInterviewLearner

ObserveLearner

TestLearner

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InterviewInstructio

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Curriculum

ReviewCurriculu

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InterviewCurriculu

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ObserveCurriculu

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Environment

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LearnerReviewLearner

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LESSON PLANNINGSTANDARD:

GOALS: 

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TTest

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CCurriculum

      

     

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Figure One ICEL by RIOT (handout –IR)

Goal (Instruction-Curriculum- Learner)

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

As teachers develop, they may ask, “How do I…” or “Why do I…”

• interact with my colleagues to identify typically difficult concepts or skills for students in order to re-examine and strengthen plans for future lessons?

• proactively prepare for appropriate adjustments based on my assessment of student learning while teaching?

• strengthen existing plans for students at identified levels of English proficiency?

Goals (continued)

strengthen existing plans for students with special needs?• reflect on my successes and struggles and apply what I have learned about effective and ineffective strategies to existing plans for future lessons?

• reflect on my successes and struggles with the use of curriculum and apply what I have learned to existing plans for future lessons?

• capture what I have learned during a particular lesson so that I can revisit my plans in advance of teaching the lesson again?

Options-Lesson Planning Template Styles

Seven Step Lesson Plan- Dr. Madeline Hunter, UCLA SDAIE UNIVERSAL ACCESS LESSON TEMPLATE- Language

Acquisition Branch-LAUSD SDAIE Classroom Observation Tool Template Short Term Lesson Planning Academic English Mastery Program (AEMP) lesson organizer LAB-Instructional Strategies BASIC Plan Daily Lesson Plan Standards Based Lesson Plan Format Template Reviewing Lesson Plans- Handout

LOGISTICS of Lesson Planning

TIME Common Planning Time-included In School Plan Teacher Time (Part of Our Job is Planning) Department Time during PD (evidence by pre-arranged

schedule) Collaboration is seen in many departments

SGLC TPSC (Prep time provided for Parent Conferences and

Open House) IB / AVID Time- WILL BE INCLUDED IN EVERY

MEETING Instructional Rounds (Evidence of School Wide

Planning for Student Achievement)

Project Based Learning http://www.pbl-online.org/driving_question/dqoverview/dqoverview.html

Overview

Inquiry based learning

Good projects are based on inquiry-based learning that is guided by the teacher. The Driving Question is central to the inquiry process and must come before deciding on project activities. The natural outcome is a project that is driven by the question or problem statement.

Complexity A good Driving Question makes a project intriguing, complex, and problematic. Although standard classroom assignments, like story problems and essays, pose questions that students must answer, a Driving Question requires multiple activities and the synthesis of different types of information before it can be answered.

Coherence It brings coherence to disparate project activities and serves as a "lighthouse" that promotes student interest and directs students toward the project's goals and objectives.

Authenticity Also, the Driving Questions should address authentic concerns. For example, when creating the Driving Question it is useful to ask yourself: "Where is the content I am trying to teach used in the real world?" Although it is usually easier to focus students' attention on a single question, some topics will require multiple Driving Questions.

DEVELOP A DRIVING QUESTION (Instruction

Learner)

Driving Questions and Problem Statements are the same thing (in a way) just worded differently.

The DQ or PS asks what is the purpose of this project It is ENGAGING-PROVOCATIVE-CHALLENGING-OPEN

ENDED (no possible correct single y or n answer-or only the numbers---what? Yes no ONE Correct Answer)-goes directly to the HEART of the subject matter(HIGH BLOOM’S TAXONOMY)

Examples: Emerging---What is global warming? / Why did Truman decide to use

the atomic bomb? Stronger----Should we be worried about the affects of global warming

in Bogalusa? / Is the use of weapons of mass destruction ever justified?

SAMPLE DRIVING QUESTIONS:

Sample Question Comment or Suggestion

Sample Question :How Safe is Water?

Comment or Suggestion :

Sample Question Comment or Suggestion

PROVOCATIVE:

DO MUSIC VIDEOS PROMOTE AN

ACCURATE PICTURE OF THE UNITED STATES OF

AMERICA?

Learning Objectives: Stems and Samples

Credit to Education Oasis Staff- 5 page hand -out included

“Generally, learning objectives are written in terms of learning outcomes: What do you want students to learn as a result of the lesson? Follow the three-step process: Create Stems

swbat…. after this unit students will have… by completing this activity, the student will…. At the conclusion of the course /unit/ study the student will be able to

After Stem Is Created-add A Verb Bloom’s : analyze (high level), recognize (lower level), compare(low)

Once You Have A Stem And A Verb –Determine The Actual Product, Process Or Outcome After completing this lesson, the student will be able to recognize

foreshadowing in various works of literature

Offering a Useful curriculum is one important way to help students meet their needs for personal

power…

“However, even the most important curriculum will fail to increase student achievement unless the [instruction] instructional strategies are well designed.” p.121

-Jonathan C. Erwin, The Classroom of Choice

“Giving Students What They Need and Getting What You Want”Association of Curriculum and Development (ASCD)

RTI2 Domains aligned w/Reflective Lesson Planning [Planning time needed

for review]

INSTRUCTION CURRICULUMENVIRONMENTLEARNER (there is also Gardner’s-Multiple Intelligences)

SOMATIC, LEARNS BY DOING

AUDITORY, LEARNS BY TALKING AND LISTENING

VISUAL, LEARNS BY OBSERVING

INTELLECTUAL LEARNS BY THINKING

The Intellectual

By Intellectual we do not mean the emotionless, disconnected, rationalistic, academic, compartmentalized, and exclusively “left brain” approach to education learning so characteristic of Western Education. What the term intellectual means… is the exercise

of internal intelligence of the human mind/body as it reflects on its experience and creates connections, meanings, plans, and value of it. To be active, the intellectual mind requires no additional information from the senses, but it is able to create meaning out of what its senses have already presented to it. (Dave Meier, Center for Accelerated Learning; 1999)

THE VISUAL

The study by lead author Stephen Engel, a psychology professor in the College of Liberal Arts, is published in the Nov. 10 issue of the Journal of Neuroscience.

"We've basically shown that learning can happen in the earliest stages of visual processing in the brain," Engel said.

The Auditory

“…auditory learners: May be required to read silently when they would benefit

from sounding out words, Rely on hearing to process information. Sounding out words, spelling out loud and hearing patterns

of sound help them learn. Working in groups or giving oral reports allows them to talk

out their ideas and to listen to the ideas of others, engaging them in the learning process.

Williams reports that "Students may remember points made in connection with the songs that they would not retain from a textbook." Singing helps them to remember information, such as names and places, dates and vocabulary. “Read more: Audio Versus Visual Learning | eHow.com http://www.ehow.com/about_5263298_audio-versus-visual-learning.html#ixzz17MuM1zH9

The Somatic : Body/Kinesthetic Intelligence - Learning

Style

This intelligence/style is related to physical movement and the knowing/wisdom of the body. It is the ability to use the physical body skillfully and to take in knowledge through bodily sensation, as well as including the brain's motor context, which controls bodily motion, in the learning process. Body/kinesthetic learners learn through

moving, doing and touching - your intelligence is awakened through physical movement and the expression of yourself through the body. Students with this as a predominant learning style may become distracted and have a hard time sitting through lectures.

GALLERY WALKUSING POST-IT NOTES ANSWER THE

QUESTIONS ON THE WALL AS INDIVIDUALS…. SHARE YOUR BRILLIANCE (POST-IT)! 5 minutes at your 1st stop (where you begin)

STATION DEPARTMENT

ASSESSMENT / EVALUATION ELA AND ELL DEPTS.

LESSON PROCEDURES PHYSICAL EDUCATION

ACTIVITIES ELECTIVES-ALL

INTRODUCTION SOCIAL STUDIES

LESSON DESCRIPTION MATH

GOALS & OBJECTIVE SCIENCE

GALLERY WALK #2

PAY CLOSE ATTENTION, TOO IF YOU THINK THE METHOD IS “TRADITIONAL,” OR IS IT “STUDENT [“CENTERED”]-STANDARD-RESEARCH/PROJECT BASED.”

SO FAR

Overwhelming Commitment to provide a “world-class” Instruction-California Teaching Standard 4

Intervention RTIi- ICEL by RIOTStandard Identified+Goals set- Objectives and Scaffolds+Lesson Plan Templates- Options (not exhaustive)

for evidence of planningLogistics of PlanningTypes or Styles of Planning (project based etc.)Learning Objectives-writing for student

achievement

So Far +

Curriculum is useful based on instructional delivery

Knowing the Learner –Types of Learners- Gardner’s Multiple Intelligence

Assessments - Feedback

Providing feedback is Ongoing Helps learners confirm, refine and restructure various

kinds of knowledge, strategies and beliefs that are related to the learning objectives (slide 14)

Feedback should communicate information to help students better understand what they are to learn what high-quality performance looks like What changes are necessary to improve their learning

(Hattie & Timperely, 2007)

Creating the Environment for Learning

SAMPLE ENVIRONMENTS

photos of every child displayed with their writing, and other student work posted on every inch of available space.

Suffixes on the "Word Well"(left); the class "Carecrow" (right).