LESSON DESIGN by Wk87dH9l

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									Lesson Design
Day 3 Induction


    Maureen Gradel
    Staff Developer
Pennsbury School District
Welcome!
Please…
 Sign-in for either Act 48 hours or Stipend
 Find your assigned seat
 Help yourself to refreshments
 Catch up with your table group
 Peruse the provided sponge activities
 Review pages 1-3 in the Day 3 Workshop
  booklet on Lesson Design
Sponge Activities
   Better Teaching Tip
    Calendar
   Better Teaching
    articles
   Print and wiki
    resources
   Spring Needs
    Assessment
Reminders…
   The video lesson is due by March 24, 2011.
   Lessons should be taped and submitted via dvd,
    flash drive, or email. NO VHS TAPES!!!
   Demonstration teacher observations are due by
    April 29, 2011.
   If necessary, sign-up on MLP for the April 25th
    Trade Day.
   Complete and turn-in the Spring Assessment.
Agenda
   Welcome/Reminders/Objectives
   Lesson Design Review/Share
   Active Participation
   Checking for Understanding
   Cooperative Structures
   Questioning
   Assignment
   Closure
Objectives
Participants will be able to…
 Review lesson design topics
 Brainstorm ways to check for understanding
 Create various levels of questioning for
  upcoming lessons
 Examine ways to encourage active
  participation
 Review Cooperative Learning structures
LESSON DESIGN




                  CLOSUR
                  E

  INPUT
                GUIDED
                PRACTICE
Lesson Design Review
      FAT Questions            Skinny Questions

   HOTS                     LOTS
   Lengthier responses      Brief responses
T-Chart
           Write the name of the
            skill to be practiced
            and draw a large T
            underneath.
           Title the left side of
            the T and the right
            side of the T.
           Have students
            generate and list ideas
            on each side of the T-
            Chart.
Send-A-Problem
   Refer to the Cooperative
    Learning job aid provided.
   Use the index cards and
    markers at each table to
    create FAT and skinny
    questions about your
    assigned topic.
   2 questions per index card
    (1 of each kind –
    fat/skinny) per person.
   Be sure to include a
    verified response to each
    (once a consensus has
    been reached).
Table Share
               Discuss with your
                table group the lesson
                you prepared that
                focused on Input and
                Modeling; and
                incorporated a
                Graphic Organizer.
               How did the students
                respond to the lesson?
LESSON DESIGN FORMAT
•Anticipatory Set
•Objective
•Purpose
•Input
•Modeling

•Check For
Understanding
3 Minute Pause
   Find a partner. Assign A to one person and
    B to the other person.
   While watching the video clip,
    • Person A should list some examples of fat
      questions and skinny questions
    • Person B should identify/list some examples of
      ways that this teacher checks for understanding
Formative Assessment Clip –
PDE SAS Mathematics
Assignment   Bring these results to
               Session B for
               discussion:
             Using the provided
               Reflection Sheet, you
               are to keep a record of
               the ways you are…
                • checking for
                  understanding
                • 10 questions asked and
                  the type (fat/skinny)
                  for each
Check for Understanding
   Active Participation
    •   Critical attributes
    •   Covert vs. overt
    •   Abuses
    •   Wait time
   Questioning
    • Bloom’s Taxonomy
    • Dignifying responses
   Cooperative Structures
   Monitoring and Adjusting
Come on, you’re the action
word………move a little.
Critical Attribute is
“Mental Involvement”
                        CRITERIA
                1. Consistent involvement

                2. Minds of all of the learners

                3. Behavior must be on the
                   learning

                4. Ultimately must be overt
Think-Pair-Share
                  Think of and script
                   out (pg. 10) an
                   example of how
                   you use active
                   participation in
                   your classroom.
                  Share your
                   example/statement
                   with a partner.
Wikispace Assignment #1
               Before Session B, go
                to our wikispace
                Day 3 page to
                complete the at-
                home assignment
                on Active
                Participation.

                http://pennsburyinductionyear1.wikispaces.com
        COVERT / OVERT
        COMBINATIONS
1. Overt from ONE…….
                   ……covert from ALL.

2. Overt from ALL……..
                  ……..covert from ONE.

3. Overt from ALL……..
                  ……….covert from ALL.
         Overt from ONE…..
         …..covert from ALL
Teacher statement:
        “Will you all please think
   of the answer to the question,
               {pause}
and John you answer the question.”
        Overt from ALL…..
        …..covert from ONE
Teacher statement:
        “John, step over here
        with me, and listen to
      the song as the rest of the
         class sings it to us.”
         Overt from ALL…..
         …..covert from ALL
Teacher statement:
        “Will all of you please
         think of the words to
      the preamble, and now in
          unison, let’s say it
              together.”
           ABUSES OF ACTIVE
            PARTICIPATION
 Using respondent’s name before asking the question (Jim,
  name the capital of Minnesota.)
 Using a patterned student selection. (Ex: going up and down
  the rows for answers.)
 Prompting the better student, not prompting the poor student
  with the answer.
 Inappropriate wait time (research shows the average to be
  about one second).
 Calling only on volunteers.
 Calling on the same students regularly.
 Lack of variety of participation techniques used.
 Active responses which are irrelevant to the purpose of the
  lesson.
    WAIT TIME Teacher Statistics
   Wait time #1 = 1 second
   Wait time #2 = .9 seconds
   On average, 3-10 questions are asked in a
    minute
   Up to 400 questions can be asked in a short
    class session
   Repeats (mimics) every student response
   25 % of praise words are very good and
    wonderful
   Rewards indiscriminately
   Looks for the answer
          How to Use Wait Time
   Wait at least three seconds after asking a question
    to let the student begin a response.
   Wait at least three seconds after any response
    before continuing the question or asking a new
    one.
   Avoid verbal signals (positive or negative) when
    asking questions. Most common…Isn’t it true
    that…? and Think!
   Eliminate mimicry (repeating the response the
    student just made).
   Eliminate verbal rewards (Okay, Good, Correct)
    and negative sanctions (Yes, but…).
Roundtable Strategy
 Refer to the
  Cooperative Learning
  job aid.
 Materials: one paper,
  one pen.
 Pass the paper around
  the table, allowing for
  each group member to
  list a contribution.
    Benefits of Wait Time - Student
   The length of the students’ responses are increased.
   The number of freely offered and appropriate student responses,
    unsolicited by the teacher, are increased.
   Failure to respond - I don’t know or no answer are decreased.
   Inflected responses are decreased, thus students appear more confident
    in their answers.
   The number of speculative responses are increased, thus students
    appear to be more willing to think about alternatives explanations.
   Children work together more at comparing data.
   Children make more inferences from evidence.
   The frequency of questions raised by students are increased.
   The frequency of responses by students who were rated “slow” are
    increased.
  Benefits of Wait Time - Teacher
• Teachers become more flexible in their
  responses; more willing to listen to
  diverse answers and to examine their
  plausibility.
• Teachers’ questioning patterns become
  more manageable; questions decreased in
  number, but showed greater variety and
  quality.
• There is some evidence that teachers
  raise their expectations of students who
  had been rated as relatively “slow.”
Wikispace Assignment #2
               Before Session B, go
                to our wikispace
                Day 3 page to
                complete the at-
                home assignment.
               http://pennsburyinductionyear1.wikispaces.com/Day+3+Workshop
4 Steps to Monitor and Adjust
     1.   Elicit overt behavior.
     2.   Check overt behavior.
     3.   Interpret response.
     4.   Act on interpretation.
                a. continue
                b. practice
                c. reteach
                d. quit
 Questioning is the heart of
teaching. Asking questions
 is one of the most effective
     means of stimulating
    thinking and learning.
     Therefore, the art of
questioning should become
      a prime goal for all
           educators.
         “Think of this as a TV talk show.
    The band and the audience are off-camera,
and you are my guests who’ll answer my questions.”
“He’s at that age
 where he asks
   TOO many
   questions
      and
  he questions
  TOO many
   answers.”
                 QUESTIONING
   Motivates students.
   Keeps students on task.
   Alerts students to the important information in a
    lesson/activity/textbook.
   Involves students actively in their learning.
   Provides practice on curriculum content.
   Gives feedback to students on how well they are
    learning and what they have to study further.
   Provides positive reinforcement to students who
    answer correctly.
   Provides diagnostic information about students’
    progress.
Student-Generated Questions
   How do you
    encourage student-
    generated questions
    in your classroom?
   Random Response
    with Grouping
    Pencils
Bloom’s Taxonomy
   Knowledge          Recall
   Comprehension      Explain
   Application        Use
   Analysis           Relationships
   Synthesis          Create
   Evaluation         Judgements
     DIGNIFYING ERRORS




WELL, IT’S NOT EXACTLY WHAT WE ARE LOOKING FOR IN
FIRST GRADE…………………BUT IT SHOWS GOOD WORK.
“There is no such thing as a wrong answer.
   However, if there were such a thing,
            that certainly would have been it.”
STEPS IN DIGNIFYING
    A RESPONSE
                  Success
    Held Accountable
       Redirect
    Prompt

Dignify
Welcome Back - Session B!
Please…
 Sign-in for either Act 48 or Stipend
 Find your seat assignment
 Help yourself to refreshments
 Discuss the wikispace assignments with
  your table
 Share and discuss your Reflection Sheet
  information with your table
Agenda
   Welcome/Reminders/Objectives
   Lesson Design Review/Share
   Active Participation
   Checking for Understanding
   Cooperative Structures
   Questioning
   Assignment
   Closure
Objectives
Participants will be able to…
 Review lesson design topics
 Brainstorm ways to check for understanding
 Create various levels of questioning for
  upcoming lessons
 Examine ways to encourage active
  participation
 Review Cooperative Learning structures
       Don Little

Teaching Chess Step by Step
Dignifying Errors
                   Find a partner
                   Sit back-to-back
                   Partner A asks Partner B
                    questions 2-5 and employs
                    any necessary steps to
                    dignifying a response.
                   Partner B asks Partner A
                    questions 6-9 and employs
                    any necessary steps to
                    dignifying a response.
Questioning Activities

                  Think Trix
                  Question
                   Matrix
3 Step Interview
   Refer to the Cooperative
    Learning job aid.
   Interview a partner about
    the Think Trix.
   Reverse and now
    interview about the
    Question Matrix.
   Share as a group,
    roundrobin style.
What is Cooperative Learning?
       5 Elements
   Positive
    Interdependence
   Face to Face
    Interaction
   Individual
    Accountability
   Social Skills
   Group Processing
Numbered Heads
   Refer to the Cooperative
    Learning job aid.
   Each student in the group
    should receive a number.
   Once the problem is
    presented, put heads
    together to come up with
    the response.
   The person whose number
    is called, responds for the
    group.
Cooperative Learning Video Clip
Middle School Asteroid Speed Lab
Cooperative Structures
                       Talk Walk
                Take a Talk Walk with a
                  partner. Discuss the
                  various options in the
                  Cooperative Learning
                  job aid. Do you use
                  these already? If so,
                  how?
Assignment
   Prepare a full lesson plan using the provided
    Lesson Planning Template (also found on
    our Day 3 page of the wikispace).
   I will be in to observe this lesson, followed
    by a conference.
   Special focus will be on the use of
    •   Checking for Understanding
    •   Active Participation
    •   Questioning
    •   Cooperative Learning Structures
Inside/Outside Circle
                    Refer to the Cooperative
                     Learning job aid.
                    Each student will be
                     handed an index card with
                     a question on one side and
                     a response on the other.
                    Each student will be
                     assigned to either the
                     inside or the outside
                     circle.
Closure Assignment
               Before leaving
                tonight, go to the
                Day 3 page of our
                wikispace and
                complete the
                Closure
                assignment.
               www.pennsburyinductionyear1.wikispaces.com

								
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