Year One Induction

Day One

Lesson Design

Maureen Gradel

Welcome!

•Please find your seat according to the name tag placements.

•Be sure to sign-in on the appropriate form at the front table (Act 48 or Stipend).

•Help yourself to refreshments.

•Peruse the What Do You Do When… cards at each table. Use the post-it notes to attach your name to any card(s) to which you would like a response.

Who am I?

Maureen Gradel Is a “Jersey Girl” at heart Currently resides in Bristol Borough Is from a close, large family Graduated from Haddon Township Jr./Sr. High

School in 1989 Earned a B.A. degree in German/Secondary

Education from LaSalle University in 1993 Has been employed by Pennsbury School

District since 1993 Earned a M.A. degree in Bilingual/Bicultural

Studies from LaSalle University in 1998 Has taught as an adjunct in the Education

Department at LaSalle University since 1999 Earned a M.S. degree in Education

Administration from Gwynedd-Mercy College in 2004

Enjoys TIVO, reading, home decorating, consignment shopping, traveling, and spending time with nephews

Warming-Up Activity

Scavenger Hunt

Locate the Appointment

Calendar

Locate the CURRENT and

PAST cruise information/locations

Locate the FREEBIES available

to all

Locate the Staff Development STANDARDS

Locate the coat rack available to all

Tell us about Trade Days

Tell us the name of my secretary

Locate the classroom supply

materials and Sponge activities

available to all

Tell us where to find the printed resources

available to you

Act 48 Requirements

http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=11&Q=32371&teachingNav=|93|2565|

Educators must maintain their certificates as active by earning six collegiate credits or six PDE-approved in-service credits or 180 continuing education hours or any combination of the above every five calendar years.

For all educators issued certificates prior to July 2000, the five-year period began on July 1, 2000.

For those issued certificates after July 1, 2000, the five-year period begins the effective date of issuance of the initial certificate. The requirements will be renewed at the end of each five-year period.

Trade Day Requirements

All contracted teachers are to work three Trade Days each school year.

2010-2011 Trade Days were completed during the summer of 2010 or are to be completed during 2010/2011 on the following dates:– Monday, November 29, 2010

– Tuesday, February 22, 2011

– Monday, April 25, 2011 You are to sign-up for all Trade Days using My Learning Plan (

www.mylearningplan.com) Contact Mandy Gancarz (x70918) with any questions involving

My Learning Plan.

Demonstration Teacher Observations Process Feedback Completion Chart

“The most powerful form of learning,the most sophisticated form of staffdevelopment, comes not from listeningto the good words of others, but from sharing what we know with others.

Learning comes more from giving thanfrom receiving. By reflecting on whatwe do, by giving it coherence, and by sharing and articulating our craft - ourknowledge, we make meaning, we learn.”

Roland Barth

Agenda

Welcome/Introductions Base Group Activity Workshop Objectives Learning Styles Essential Elements of Instruction (EEI) Lesson Design Observation/Conference/Assignment Closure

Remember…

Facilitating effective groupwork begins with students learning to appreciate one another on a personal level.

Time spent on warm-ups and teambuilding reaps rewards as students begin to value one another as unique individuals.

BASE GROUP ACTIVITY

SPEND ABOUT 3 MINUTES EACH SHARING:

• Classroom Rules/Consequences• Back-to-School Night Experiences• Organizational Tips (record)• Positive Experiences• Present Concerns

JOBS Recorder Reporter Time Keeper Encourager

WORKSHOP OBJECTIVES

The participants will explain how the Essential Elements of Instruction form the basis for the decision making process.

The participants will recognize, diagnose, and analyze those effective practices which they presently use while designing lessons to refine or add appropriate skills to their repertoires.

Workshop objectives continued

The participants will explain the components of lesson design in order to consciously include or exclude those elements in a classroom lesson.

Using the specified components of lesson design, the participants will plan and practice teaching lessons which will be utilized in a classroom.

INDIVIDUALIZED LEARNINGThree Major Research Assumptions

A) Everyone has the potential to learn the next thing past what he/she already knows.

B) Everyone needs different assistance and stimulus.

C) People learn with different modes and different strategies.

Learning Style Delineator

Who has completed this document previously?

Compare your findings to the descriptions in your packet.

Use a colored dot on your name tent to indicate your findings (according to the color coding slide).

In what ways could you determine your students’ learning styles?

How could you use them in your planning?

COLOR CODE YOUR NAME TAGCOLOR CODE YOUR NAME TAG

CS = green dot CS = green dot

AS = yellow dotAS = yellow dot

AR = redAR = red dotdot

CR = blue dotCR = blue dot

Teaching is now defined as:

“ A constant stream of professional decisions made before, during, and after interaction with the student, decisions which, when implemented, increase the probability of learning.”

Discuss in your base groups:

How do you personally define teaching? What does your lesson planning

process look like? How far in advance are you able to

plan? What might be your decision making

model?

SELECT THE OBJECTIVE AT THE CORRECTLEVEL OF DIFFICULTY

1

2

3

4

5

SEQUENTIAL

CYCLICAL

INCREMENTAL

USE THE PRINCIPLES OF LEARNING

FOCUSRATE AND DEGREERETENTIONTRANSFER

1

2

3

4

5

6

7

MMOOTTIIVVAATTIIOONN

MMOOTTIIVVAATTIIOONN

EEI, Frameworks, and Lesson Design

How does it fit in with Lesson Design?

Frameworks: What is it?

It is a framework that contains aspects of a teacher’s responsibility that are documented by research that promote improved student learning.

It is a road map for novice teachers. It is a structure for improving instruction. It outlines 22 critical components of

successful teaching practices committed to equity, developmental appropriateness, inclusion, and high expectations.

Frameworks: Features

Applicable to all teaching situations Comprehensive, public, general NOTNOT a checklist of teaching behaviors NOTNOT an endorsement of a particular

teaching style or organizational style Dependent on context Allows for diversity in demonstration

Frameworks: Assumptions

Derived from research Reflects a new paradigm for learning and

teaching that is grounded in a constructive approach to learning

Focuses on a purposeful nature of teaching Creates a community of learners Recognizes the role of appropriateness in

making decisions Asserts that teaching is a profession

Frameworks: Uses in Pennsbury

Self-assessment Supervision –

means to improve instruction

Observation Evaluation

Before leaving tonight…

Work together in your base group to correctly match the parts of lesson design with the appropriate descriptors.

Submit your matches as your Ticket-Out-the-Door. Be sure to leave your name tents on the table. Be sure to add the scheduled observation/conference

to your personal calendar (this is your only reminder). Sign the Demonstration Teacher chart if you have

already completed your observation/conference. Be sure to clean up your area. Remember to bring your binder back next session!! Bring a lesson plan for a recently taught lesson to the

next session.

Welcome Back…Session B!

Get yourself situated in your base groups (as per the provided name tags).

Help yourself to refreshments. Be sure to verify the appointment calendar

and alert me to any necessary changes from last session.

Review the Lesson Design graphic. Take out the lesson plan you chose to bring

today.

How was your week?

Catch up with your base group members…– How was your week?– How were you mindful of

learning styles?– Did you use base groups

at all?– Any new good news or

areas of concern to report/share?

– Any new organizational tips to share?

Class Meetings

Why? Gets kids involved in

constructive decision-making in their classrooms/schools

Builds a climate of trust and respect between teachers and students, as well as among students.

Helps to build self-esteem by getting kids involved in decisions that impact their world.

Class MeetingsRationale

Students often develop a better sense of responsibility when given a chance to make meaningful contributions to the world around them.

When children believe they are contributing to the school environment, they feel a more positive attachment to school and are more motivated to learn.

Students who are allowed to problem solve are likely to buy into the solutions.

Benefits Class meetings can achieve

similar results as family meetings.

Class meetings provide children with opportunities for assuming responsibilities.

Class meetings may help children to take ownership for their actions by involving them in the process of understanding and questioning rules, guidelines, limits, and consequences.

Class meetings provide students opportunities to reason/reflect.

Class Meetings: Boundaries

Allow students an active voice:

If students believe their ideas are respected and valued, they will more likely be productive participants.

Follow rules of brainstorming.

Use mirroring techniques to help hone students’ ideas.

Establish a regular schedule.

Remember the teacher’s role:

The teacher holds “veto” power; use it sparingly for best results.

Help students to think through the logic of their proposals.

Allow students to learn from their mistakes. Let them try out harmless ideas, even if you think they won’t work.

Lesson Design

Closure Input

Guided Practice

Independent PracticeAnticipatory Set

ObjectivePurpose Modeling

Check for Understanding

1.________________________ Provides retention opportunity with delayed feedback.

2._____________________ Provides meaning which aids in retention. (Why we are working with this lesson or objective.)

3._____________________ Provides information (content) to match the objective.

4._____________________ Provides the opportunity for the learner to summarize the learning.

5._____________________ Helps to focus the learner and transfer any prior learning.

Independent Practice

Purpose

Input

Closure

Set

7._____________________Checks the learning and adjusts the teaching accordingly.

6.___________________Works with the learners and provides quick and frequentfeedback (retention is strengthened).

8.___________________Delineates the learning and the behavior (selected at thecorrect level)

9.__________________Provides examples and demonstrations (information isclarified and retention is improved)

Check for Understanding

Guided Practice

Objective

Modeling

GOALS

�To respect space and property of others

OBJECTIVES - LONG RANGE

�To select an appropriate work space

OBJECTIVES - SHORT RANGE

�The learner will select an appropriate space for a group game and will work

productively in that space for at least 15 minutes.

An OBJECTIVE…

is a statement describing what it is that is to be learned and what the learner will do todemonstrate that he/she has acquired the learning.

(Learning and Behavior)

GUIDELINES FOR FORMULATING BEHAVIORAL OBJECTIVES

1. The content must be specific.

2. The behavior must be observable.

3. The content and behavior must match.

4. Sometimes with very specific skills, the content and behavior are identical.

5. Conditions and performance levels may or may not be included.

ObjectivesPoorly-stated Well-stated

1. The students will understand the events leading up to the

Civil War.

2. 2. Given descriptions of ten disciplinary incidents, the students will be able to correctly identify 80% of the incidents

3. of positive reinforcement, extinction, and punishment.

1. The students will list in writing three major differences between the North and the South which led to the Civil War.

2. The students will know how to do social learning analysis of discipline situations.

1. Objectives give direction and purpose to both

the teacher and the student.

2. Objectives help to save time.

3. Objectives help you to evaluate.

4. Objectives give you the basis for the selectionof materials and teaching methods.

5. Objectives, when precisely written, identify theskills which precede and follow.

6. Specifying precisely what it is that we wantto teach (objective) can help us to stay on target.

DIRECTIONS: In the objectives given below, underline the learning (content) and circle the behavior (actions).

1. Given a list of ten words, the learner will write the root word correctly.

2. When provided with a copy of the first ten measures of Hayden’s “Surprise Symphony”, the student will play that music on the Casio with no more than three errors.

3. After listening to three speeches, the learner will label each presentation as informative, one-point argument, or actuation.

5. Given the information, the students will orally state the nine principles of static charge.

6. The students will prepare a dessert using a recipe in their booklets.7. When a volleyball is hit to him, the learner will demonstrate how to set-up the ball using two hands and a proper follow- through.

4. When given five statements and five types of economic philosophies, the student will match correctly each of the statements with one of the economic labels.

Your turn…

Select an objective from one of your lessons today.

Think about the elements of a decent objective.

Rewrite today’s objective keeping the above bullets in mind.

Share the before and after with your base group.

Ways toStart aLesson

Inspiration Program

ANTICIPATORY SET

A mental process where the mind sneeks in its past information it already has about a subject.

A hook into the student’s past knowledgeto trigger a memory or practice whichfacilitates the learnings of today.

WHEN TO USE SET:

1. At beginning of a lesson

2. When you change objectives

3. After any interruption

4. When someone gets off target

SET

ROLE PLAY

SPONGEACTIVITY

QUESTIONS REVIEW

STORY

JIGSAW

#1. Know, Think I Know, Want to Know #2. Human Treasure Hunt

#3. 5 Words - 3 Words

#4. Flexibility Style & Web

#5. Categorize

12

3 4

5

12

3 4

5

Learning activities that “sop up” waiting time otherwise lost.

Designed to:

1. review or extend previous learning

2. build readiness or “set” for learning

3. eliminate discipline problems generated during transition

Arrival1. Transition periods

Dismissal 2. Anticipatory set

3. Taking attendance

4. Unexpected times

When to use:

PURPOSE:

Tell the students why thataccomplishment is important,useful, and relevant to present

and future life situations.

Blast IU http://intranet.iu17.org/Technology/bestpractices/videos.php?page=32

Assignment:

•Make note of your assigned observation and conference times.•I will be looking for Anticipatory Set, Objective, and Purpose.•Prior to the observation, reflect on the lesson plan as per the Reflection Sheet on page 36 of the Day 1 booklet.

LESSON DESIGN FORMAT

1.___________________________Helps to focus the learner and transfer any prior learning.2.___________________________Delineates the learning and the behavior (selected at thecorrect level)3.___________________________Provides meaning which aids in retention. (Why we areworking with this lesson or objective.)4.___________________________Provides information (content) to match the objective.(through the use of the four teacher actions)5.___________________________Provides examples and demonstrations (information isclarified and retention is improved)6.___________________________Checks the learning and adjusts the teaching accordingly.

7._________________________Works with the learners and provides quick and frequentfeedback (retention is strengthened).8._________________________Provides retention opportunity with delayed feedback.9._________________________Provides the opportunity for the learner to summarize the learning.

LESSON DESIGN FORMAT

1.___________________________Helps to focus the learner and transfer any prior learning.2.___________________________Delineates the learning and the behavior (selected at thecorrect level)3.___________________________Provides meaning which aids in retention. (Why we areworking with this lesson or objective.)4.___________________________Provides information (content) to match the objective.

5.___________________________Provides examples and demonstrations (information isclarified and retention is improved)6.___________________________Checks the learning and adjusts the teaching accordingly.

Set

Objective

Purpose

Input

Modeling

Check for Understanding

7._________________________Works with the learners and provides quick and frequentfeedback (retention is strengthened).8._________________________Provides retention opportunity with delayed feedback.9._________________________Provides the opportunity for the learner to summarize the learning.

Guided Practice

Independent Practice

Closure

Sentence Stems

As I think about the ideas we discussed, it reminds me…

What surprised me was…

I learned that… I changed my mind

about…because…

Please do not leave tonight, unless…

You turn in your Sentence Stems closure handout (with name)

You clean up your area

You put your assignment in your calendar