Structured Lesson Protocols Powerpoint
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Transcript of Structured Lesson Protocols Powerpoint
- 1. Leading Innovation 2011: Sanding the Edges - Tuning a
Lesson
STRUCTURED LESSON REVIEW
BEGIN
2. STRUCTURED LESSONREVIEW: WHAT IS IT?
The Structured Lesson Review Groupsare an easy and effective way to
make teaching practices not
only explicit but also public through collaboration and reflection
through critique.
Structured Lesson Review Groups are designed to:
- Make teaching practice explicit and public by "talking about teaching"
3. Help people/educators involved to work collaboratively in
democratic, reflective communities 4. Establish a foundation for
sustained professional development based on a spirit of inquiry 5.
Provide a context to understand educators work with students,
relationships with peers,and educators thoughts, assumptions, and
beliefs about teaching and learning
- Help educators help each other turn theories into practice and standards into actual student learning
6. Create a professional learning
communityhttp://www.creativechange.net/images/shared/program_icons/teachers_collaborating.jpg
7. STRUCTURED LESSONREVIEW: LOOK AND FEEL
This module is designed to demonstrate the 4 steps of the
Structured Lesson Review though
modeling an actual lesson so that you will get an idea of what this
structure looks like.
Structured Lesson Review Group:
A group of 4-8 is an ideal size. The whole process takes about 45
to 50 minutes total. It is important that you watch your time for
each portion. A "coach" or mediator is suggested to be in charge of
watching the clock and keeping the group within the Tuning Protocol
structure.
PRESENTATION
CRITIQUE
RESPONSE
QUESTIONS
The lesson we will be demonstrating within this module is a Social
Studies lesson on Civil Rights. The Red screens explain the process
while the blue screens depict the example.
http://www.skillsconverged.com/Portals/5/CourseMaterial/Team_people.jpg
8. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Educator or Presenting Groupdescribes their product, lesson/unit,
standards, phases, etc.Meanwhile,Peer Group will remain silent.
They are not allowed to ask clarifying or follow up
questions.
They should, however, be taking notes (using Six A rubric, for
example) to evaluate the lesson as it is presented.
STEP ONE - PRESENTATION
Introduction (1 min): Presenter briefly introduces protocol goals,
norms, and agenda.
Teacher(s) present the project (8 min): Discuss/present topics such
as...
- What is the current title?
9. Describes the project :(What will the students learn, what
will students do, how long will it take? Etc.) 10. Describes the
process of the project :(What kinds of support and feedback will
the student receive, what are the criteria for success? How will
the students exhibit & present their project?)
- Provide any models or work samples (if available)
Focus Question (1 min)
Presenter poses question(s) to the participants they would like to
be answered or discussed.
Mediator : Watches the time and prompts presenter with the list
above if necessary.
11. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Example Module
Educator or Presenting Group describes their product, lesson/unit,
standards, phases, etc.Meanwhile,Peer Group will remain
silent.
LESSON TITLE: Virtual Civil Rights Museum
Learning Goal: 11.02
Trace major events of the Civil Rights Movement and evaluate its
impact.
Task 1: Introduction
Students will create a Civil Rights Movement virtual museum.
In small groups participants will research an event as represented
by a physical item (artifact) in
the Civil Rights Movement and determine what people, places, and
outcomes are important of the artifact.
Groups will then create an exhibit that may include oral, visual,
and written information conveying the significance
of the item/event. Once the exhibits are complete, they will be
posted on a collaborative workspace ( a
Civil Rights Virtual Museum wiki).
Task 2: Introduction Video (Day 1)
Students will watch short videos about the Civil Rights Movement.
This is meant to activate their knowledge about
this time period and to prepare them for the upcoming activity. I
have a Dream Speech by Martin Luther King, Jr.
Images and music from the US civil rights struggle
12. STRUCTURED LESSONREVIEW: STEP ONE - PRESENTATION
Example Module
Educator or Presenting Group describes their product, lesson/unit,
standards, phases, etc.Meanwhile,Peer Group will remain
silent.
LESSON TITLE: Virtual Civil Rights Museum cont.
Task 3: Getting Started (Day 1 and Day 2)
Student s will choose a partner, select an artifact, and
collaborate.
A list of artifacts will be provided to students. Once an artifact
is selected,
students will complete a Google form document to add their
selection to a timeline. Individual group members
can compile their research results by talking with one another and
collaborating to enter the information they find.
Task 4: Creating the Exhibit (Day 2 and Day 3)
Students will go to wiki and locate their artifact page. They will
begin their research and assemble the exhibit.
Example Exhibit Page
Task 5: Presentation and Assessment (Day 4)
Students will present their exhibit as part of the Civil Rights
Museum to the class.
Focus Questions:
What other elements could I add to the Exhibit page?
What are some ways I could more effectively asses the students on
the entire
Civil Rights Museum creation made by the class?
Presenter will ask Focus Question:
Presenter poses question(s) to the participants they would like to
be answered or discussed.
13. STRUCTURED LESSONREVIEW: STEP TWO - QUESTIONS
Educator or Presenting Grouphas the chance to answer questions
withbrief, factual answers.
Peer Group will ask any clarifying questions raised after initial
presentation.
STEP TWO - QUESTIONS
Clarifying questions (5 min)
Clarifying questions are asked of presenter . Example: How were the
groups chosen for this activity?, etc.
Probing questions
Peer Group asks questions in an effort to understand better the
presenters thinking, decisions, and purposes. Probing questions
should not be advice in disguise, such as Have you considered?
Examples: How did each student demonstrate their understanding by
the end of the class? or What evidence did you gather to determine
if goals of your lesson were met?
Mediator prompts Peer Group to ask questions.
http://www.theaccidentalsuccessfulcio.com/wp-content/uploads/2009/03/question-mark.jpg
14. STRUCTURED LESSONREVIEW: STEP TWO - QUESTIONS
Example Module
Peer Group will ask any clarifying questions raised after initial
presentation.
LESSON TITLE: Virtual Civil Rights Museum
CLARIFYING QUESTIONS
Q:What are the size groups of students you plan on having?
Q: Will the teacher be providing all artifacts for this project, or
will students have the option to research and choose their
own?
Q:Is the timeline you will be using in class digital or on paper
version?
PRESENTER ANSWERS
A: I plan on having 2 students per group.
A: I will be providing the list of artifacts for the project for
students to choose from.
A: The timeline is in a digital format using Capzles, a Web 2.0
timeline creator.
Peer Group asks questions in an effort to understand better the
presenters thinking, decisions, and purposes. Probing questions
should not be advice in disguise.
15. STRUCTURED LESSONREVIEW: STEP THREE - CRITIQUE
Educator or Presenting Groupwill remain silent and are not allowed
to respond to the comments but are encouraged to take notes.Peer
Group will talk amongst themselves about the project as if the
presenters were not in the room .
STEP THREE - CRITIQUE
Discussion (10-25 min)
The Peer group begins with warm feedback (What is good about this
project? )+
Then the discussion moves to cool feedback. (What could be
improved?)
Lastly the discussion touches on next steps for the educator or
presenter and/or the lesson/unit.
The discussion structure of Peer Groups Discussion is as follows,
each prompted by Mediator:
I like that/the fact thatI wonder ifA next step might be
16. STRUCTURED LESSONREVIEW: STEP THREE - CRITIQUE
Example Module
The Peer group begins with warm feedback and next steps for the
educator or presenter. The Presenter must remain silent.
LESSON TITLE: Virtual Civil Rights Museum
CRITIQUE
I like that/the fact that
- Students will be collaborating in teams
17. Students will be creating something with a real world
application a museum installation 18. A presentation is the
culmination of this projectI wonder if
- students could conduct an original interview of someone in the community, or an expert, to expand upon their research
19. students present their finished museum installation to not
only the class, but members of the community and guest experts 20.
there is a way to share students work on a community level 21.
Students could create a video blog of voice thread to talk about
their 22. Own personal feelings about the project/the artifact/the
Civil Rights MovementThe discussion structure ofDiscussion is as
follows:I like that/the fact thatI wonder ifA next step might
be
A next step might be
- to investigate/contact local experts and community leaders
23. create interview questions for students 24. create database of individuals in the community to use as resources 25. investigate voice thread and blogging applications