Slide 1 - Achievement Improvement Zones by yurtgc548

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									           Session 6:
A LESSON TEMPLATE FOR MAKING
            CHOICES




             Peter Sullivan
           Sue Gunningham
    Achievement           Northern Metropolitan
   Improvement Zones                    Region
     A critical incident



         Chris Hill




 Achievement          Northern Metropolitan
Improvement Zones                   Region
Session 7
  student motivation
  some pedagogic al strategies
  making group work work
Session 8
  leading teacher learning


         Achievement             Northern Metropolitan
        Improvement Zones                      Region
   The purpose of this session is for
           participants to:
• experience an illustrative lesson template
  which can be used to construct lessons that
  can increase opportunities for students to
  make choices about goals and pathways; and
• reflect on the experience and ways of
  incorporating such lesson templates into
  classroom routines.

        Achievement           Northern Metropolitan
       Improvement Zones                    Region
 Illustrating another lesson template
• You have a box that needs 1 m of string to tie
  it up like this. What might be the dimensions
  of the box?
  – Assume that 30cm is needed to make the bow.




         Achievement             Northern Metropolitan
        Improvement Zones                      Region
              Using the rubric
• Read the rubric for making choices

• Discuss where you feel that this lesson should
  be scored on each of the dimensions




         Achievement            Northern Metropolitan
        Improvement Zones                     Region
          The dimensions of the rubric
• GOALS FOR LEARNING EXPLICIT‘
    – Today we are going to….‘The goal is for you to….
• TASKS SET BEYOND CURRENT LEVELS of THINKING ‘
    – By building on what you know, …‘How might you…..
• HIGH EXPECTATIONS COMMUNICATED
    – ‘Persistence, effort ,…
•   NORMS for WORKING REINFORCED
•   OPENNESS
•   ‘  Try by yourself first …’
•   PROBLEM SOLVING & OPENNESS
    – ‘Tasks have multiple possible responses and/or multiple pathways to
      solutions …
• SUMMARY PHASE of LESSON
    – ‘What did we learn …?
              Achievement                           Northern Metropolitan
             Improvement Zones                                    Region
The steps of this template




  Achievement        Northern Metropolitan
 Improvement Zones                 Region
                      Step 1
• The teacher might pose the problem,
  clarifying terms and meanings. The students
  might be invited to record their answers
  systematically. The teacher might pose a
  preliminary problem such as “how might you
  calculate the length of the string on this box
  without untying it?”


         Achievement            Northern Metropolitan
        Improvement Zones                     Region
                       Step 2
• The teacher monitors the work of the students. For
  students who have difficulty answering the initial
  question, the teacher might prepare some boxes and
  loose string for students who might need to tie up a
  box, or a box covered in a streamer that could be cut
  into sections.
• For students who produce one or more correct
  responses, the teacher might ask them to find as
  many answers as possible, the smallest box, the
  nicest box, etc.


          Achievement               Northern Metropolitan
         Improvement Zones                        Region
                      Step 3
• Some students with simple strategies might be
  invited to demonstrate those to the class.
  Next, the teacher might choose a student who
  had produced an organised response to
  summarise their answers to the whole group.
  Students who have different responses can be
  invited to contribute their answers.


         Achievement           Northern Metropolitan
        Improvement Zones                    Region
                      Step 4
• Finally, the teacher can summarise the
  successful strategies and the collective
  responses. Again this is the key part of the
  lesson for drawing out the patterns,
  commonalities, and generalisations.




         Achievement             Northern Metropolitan
        Improvement Zones                      Region
   Planning a school or classroom
           investigation
• Plan a lesson that aims to increase student
  choices
• If possible, plan with another teacher, and then
  one of you watch the other while teaching. Then
  you can re-plan
• In any case, discuss the experience with another
  teacher after the teaching. In particular, consider
  what you have learned from the experience
          Achievement             Northern Metropolitan
         Improvement Zones                      Region

								
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