UTeach Step 1- Class 7 (& 8)

Please sign in Pick up your folders (No computers yet) Be sure that I have given you a card Initially, we will sit at table indicated by the number on your card Later, please sit with your teaching group.

AGENDA Administrative Comments & LP2 Teach 2: Identify Improvements for Teach

2 Activity 1 (Few weeks ago) Activity 2

Administrative Comments Administrative Comments & Additional Questions

T2R CO2R SAO MT_FF #1 & 2 (upload)

Teach 2: Rough Draft due Tuesday (3/29/2011) 11:59 PM

(M_H1_T3) FortneyB LP3 rough draft.doc Identify Improvements for Teach 3 (From Teach 2) Goals and Objectives-To be checked off today in class

Activity 1

Think Back to Activity 1(Imagine you are having a practical exam)

You will complete an independent, timed activity for a grade.

Once you receive the written instructions, you may not ask any questions of the instructor or peers.

Each person is to complete the assignment according to instructions SILENTLY and individually.

You will have TEN minutes to complete the activity. Are you ready to open your instructions?

Activity 1: Reflections

What was frustrating about this activity?

What modified needs might teachers encounter in the students that they instruct?

Activity 1: Reflections

What was frustrating about this activity?

What modified needs might teachers encounter in the students that they instruct?

Good Teaching for ALL students:

1. Context: Have MT help with translations and management (She knows her students best!)

1. Speak slowly, distinctly, & write down key terms2. [Pre-make these] Use Graphic Organizers, Visuals, Charts, Graphs3. Think-Pair-Share activities (Individual & Group work)4. Word Walls (Key terms in multiple languages)5. Pairing students

Activity 2

• What points did we learn from Activity 1?

• What do you suspect the picture on your card designates?

Activity 2: Instructions (Your job card will determine your role during the entire activity)

Ear-wear headphones and listen to music loud enough to seriously inhibit hearing conversation, but not so loud as to damage your own hearing

Hand-wear large gloves Eye-Wear blindfold

Book- Reader1) You may guide the blindfolded person’s hand but may not help them build,

make, or complete anything.2) Monitor the materials that replicate the modifications to make sure they stay

intact during entire activity.3) Read instructions in a normal voice-Do NOT repeat the instructions, speak

loudly, or give visual clues.

Activity 2: Reflections (Group discussion)o What specific parts of the activity were most hindered by the modified needs you simulated?

o How were those specific parts of the activity affected?

(If you were the reader in the group activity, use the modified needs for reading as the basis of your answer)

o At what point in the activity (as the reader or student) was your personal frustration level at its highest?

o If you were a reader, how could you have adapted the activity to reduce the frustration level at that point? (What might your group members have done to help?)

o If you were a student with modified needs, how could the activity have been adapted to reduce your frustration level?

Activity 2, Part 2 Now that you have initially experienced a lesson with

simulated modified needs, continue with the lesson, and incorporate your modifications. Think to yourself: How can I modify my lesson, yet keep true to

the goals? (Do not simplify your goals.) Suggestions for modified needs:

Visual Muscular Hearing No modified needs

LP3 Rough Draft Begin working on objectives of LP3

Rough Draft The rest of the time is yours.

Recall: Objectives are… Connected to TEKS. Connected to the theme that ties your 3

lessons together. Very specific. Objectives are tied to evaluation

questions/activities.

Objectives What makes a good performance objective? SWBAT

This is what the students will DO to build the concept Use “Power” verbs. Avoid using terms that are not measurable.

HO - Performance Objectives / Power Verbs

Ex. 1: SWBAT measure the diameter of a circular object within an accuracy of 2 millimeters using a metric ruler.

Ex. 2: SWBAT demonstrate their understanding of a simple circuit.

Performance ObjectivesThe Student Will Be Able To: (SWBAT)

1. Discover two ways that a battery, bulb, and, wire can be connected that results in the bulb lighting.

2. Use symbols to diagram two ways that the system works, and two ways that the system does not work.

3. Define closed circuit and open circuit based on results of arrangements of the battery, bulb, and wire

4. Formulate two questions that could be answered by using additional battery, bulbs, and wires.

Performance ObjectivesThe Student Will Be Able To: (SWBAT)

1. Discover two ways that a battery, bulb, and, wire can be connected that results in the bulb lighting.

2. Use symbols to diagram two ways that the system works, and two ways that the system does not work.

3. Define closed circuit and open circuit based on results of arrangements of the battery, bulb, and wire

4. Formulate two questions that could be answered by using additional battery, bulbs, and wires.

Question #1

Performance ObjectivesThe Student Will Be Able To: (SWBAT)1. Discover two ways that a battery,

bulb, and, wire can be connected that results in the bulb lighting.

2. Use symbols to diagram two ways that the system works, and two ways that the system does not work.

3. Define closed circuit and open circuit based on results of arrangements of the battery, bulb, and wire

4. Formulate two questions that could be answered by using additional battery, bulbs, and wires.

Question #2

Performance ObjectivesThe Student Will Be Able To: (SWBAT)1. Discover two ways that a battery,

bulb, and, wire can be connected that results in the bulb lighting.

2. Use symbols to diagram two ways that the system works, and two ways that the system does not work.

3. Define closed circuit and open circuit based on results of arrangements of the battery, bulb, and wire

4. Formulate two questions that could be answered by using additional battery, bulbs, and wires.

Question #3

3. When you create a circuit with a batter, a bulb and two wires, if the circuit allows electricity to flow through the bulb and the bulb lights we call this a(n) ___________________ circuit.

Performance ObjectivesThe Student Will Be Able To: (SWBAT)1. Discover two ways that a battery,

bulb, and, wire can be connected that results in the bulb lighting.

2. Use symbols to diagram two ways that the system works, and two ways that the system does not work.

3. Define closed circuit and open circuit based on results of arrangements of the battery, bulb, and wire

4. Formulate two questions that could be answered by using additional battery, bulbs, and wires.

Question #4

4. Which of the following is a question that can be answered using only the materials used in class (Assume that groups can cooperate by sharing their materials)?

 

A. How does a flashlight work?

B. How many bulbs can be lit with only one battery?

C. What is a switch?

D. Who discovered that lightning is a form of electricity?

The 5 E’s(Based On Learning Cycles)

5 E Lesson Cycle

5 E Lesson Plan

Engage; Explore; Explain; Elaborate; Evaluate

Engagement

• Students mentally focus on:• An object, problem, situation, or event.• (What is the content they are engaging with?)

• Students make connections to past (& future) activities, and activate prior knowledge of the topic

• Techniques: Ask a question, draw picture, pose BRIEF challenge, define problem, show discrepant event, acting out problematic situation.

Engage 57737

Engage (57750)

Engage (57760)

Exploration

• Gives all students common, concrete experiences to build concepts, processes, and skills.

• This provides something for students to talk about, and helps students make sense of information presented in the next section

• Key features: Creative solutions sought to a problem

• What concepts are students exploring?

Explore (57737)

Explore (57750)

Explore (57760)

Explanation Ask students to give their explanations. [Part A]

Students connect explanations to experiences in engagement & exploration. [Part A]

Give opportunities for students to use terms in context [Parts A & B]

Present concepts, processes, or skills briefly, simply, clearly, & directly. [Part B]

Teacher pins new terms to student words [Part B]

Teacher teaches new content & makes connections students did not make. [Part B]

Explain (57737)

Explain (57750)

Explain (57760)

Elaboration Teacher crafts new

experiences that apply or extend the concepts, processes, or skills.

STUDENTS apply what they just learned to a new situation or in a new context.

Key question: WHO is elaborating on the topic?

Elaborate (57737)

Elaborate (57750)

Elaborate (57760)

Evaluation Check for understanding.

Must be graded and handed to Mentor Teacher before you leave that day.

“Here is a group of students who understood “x”.

“Here is a group of students who need more work with “y”.

Teaching is PROACTIVE, not reactive.

Evaluate (57737)

Evaluate (57750)

Evaluate (57760)

The 5E “inquiry cycle”:Are these representations the same?Whose perspectives do they represent?

Evaluate

Science is Engaging Elementary Science involves all students in exploring their natural world. Students

think critically, inquire fully, and communicate effectively.

Teachers engage students in various modalities using the 5-E lesson cycle:

Engage students with a discrepant event, guiding question, soliciting prior knowledge, etc.;

Explore with hands-on experiences through inquiry;

Explain through processing and communicating their thinking orally, in writing, and through reading;

Elaborate/Extend by applying the concept to relevant, real world experiences;

Evaluate by informal or formal, formative or summative questioning and assessments, or by student products such as the Interactive Notebooks.

Mathematics We [AISD] believe:

Our curriculum supports learning through exploration and solving real-world problems across all grade levels and allows students to construct meaning and make sense of learning mathematics.

Our students are challenged to explain their solutions and make connections that allow them to own and value learning mathematics.

Our classrooms are safe and engage students in learning mathematics through discussion and sharing ideas.

As teachers, we engage students using resources, tools, and technology to solve mathematically rich, real-world problems that meet the needs of a diverse population of learners.