Exceed Expectations on Your Observation

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Exceed Expectations on Your Observation
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WRITTEN LESSON PLAN

• Written lesson plan aligns standards,
• objectives, activities assessment
• (SMART Objectives SSS and Goal 3 Standards)
• Written lesson plan is comprehensive and
• appropriately written
• (Review with CE give to US
• before Observation)

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Planning with Standards in Mind

• Determine what you want students to accomplish.
• Benchmark LA.A.2.2.6.3.1 -
• The student recognizes the difference between
  fact and opinion presented in a text.
• Identify fact from opinion.
• Determine how you will test for prior knowledge.
• Determine how you will test for skill acquisition.

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Planning Using Assessment to Meet the Standards

• Match lesson expectations to SSS
• What are the expectations of the standard and how
  are they linked to the SMART objectives?
• What do you want to measure?
• What do you need to do to assure that the student
  acquires the knowledge to master the standard?
• Vocabulary Acquisition
• Application/Learning activities (Goal 3 Standard)
• Assess knowledge/skills of concepts and academic
  rules taught

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S.M.A.R.T Objectives

• GOAL General Idea
• Develop an understanding of the Civil War
• OBJECTIVE
• (Must be S.M.A.R.T. Specific Content,
  Measurable Outcome, Attainable Action Verb,
  Resources, Time Frame
• Given a map, the student will identify with 100
  accuracy the states that were aligned with the
  Union and the Confederacy in a 15 minute
  activity.

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Meeting Individual Needs

• Exceptional Student Individual Educational Plan
• Make certain that you provide all accomodations
  outlined in the IEP.

• ESOL Strategies
• Recognize their cultures
• Provide a buddy system
• Select appropriate multi-culturally sensitive
  materials
• Promote student responsibilities

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CONTENT PRESENTATION

• Begins instruction promptly (Academic engagement)
• Establishes clear purpose or objective of lesson
• (SMART Objectives linked to SSS)
• Begins lesson with attention getter/or review
• Materials are ready and available
• Uses visuals (overhead, handouts, pictures, etc.)
• Uses academic transition statements (Now Next)
• Communicates knowledge of subject matter

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Concept (Definition)

• Deductive Teacher provides a definition and
  gives some examples. Students are asked to
  provide other examples.
• A noun is a person, place or thing. Man,
  weights, and hat are nouns. Can you name another
  noun?
• Inductive Teacher gives examples and students
  figure out the definition for adjective.
• Strong man, big weights, black hatwhat do
  these words have in common?

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Concept (Definition)

• When a teacher introduces a concept, students
  must learn the definition/attributes and be able
  to give examples, non-examples.
• A square has four equal sides and right angles.
  This is a square.
• Are any of these squares?

Page 5-17 Concept Development Worksheet
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Law or Law-like Principle

• Emc2 (Law)
• Teacher states a principle using linking words
• If the president doesnt have the support of
  Congress, then he cant get his favorite
  legislation passed.
• If you boil water, some of it will evaporate.

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Law or Law-like Principle

• Teacher identifies the causes
• Some of the reasons for voter apathy are lack of
  issues, a good economy and peace.

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Law or Law-like Principle

• Teacher has students use a principle to solve a
  problem
• We know that countries that lie on the equator
  have warmer weather. Why are they warmer?

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Academic Rule

• Describe the situation and state the rule
• Always capitalize the first letter of a
  sentence.
• Give students the opportunity to practice the
  rule
• Never teach a short cut for a rule until you are
  certain that students thoroughly understand the
  rule

lways
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Value Knowledge

• Teacher engages students in use of criteria and
  factual evidence to assess an event or action
• Deal with moral (slavery) or practical (would a
  match be helpful to have if you were on an island
  alone?)
• Come to a decision based on the standards
  developed
• Teacher makes a statement (or asks question)
• The use of the death penalty is cruel and
  unusual punishment.
• Teacher assists students in developing criteria
  for judgment.
• What is meant by cruel and unusual punishment?
• Teacher directs students to decide if they can
  accept the criteria.

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CONTENT PRESENTATION

• Maintains academic focus (Orienting Statements)
• Presents activities appropriate for all
• students (ESE and ESOL Strategies)
• Maintains high percentage of student
• involvement (Active vs Passive)
• Uses review within and /or at the end
• of presentation

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QUESTIONING /FEEDBACK

• Utilizes appropriate questioning techniques
• Low Order and High Order (Effective Question
  Cycle)
• Calls on variety of students
• Values all students responses
• Provides appropriate feedback to student response
  
• Restate/Rephrase/Specific Praise

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Five Steps to Effective Questioning

• Pose a single question (Vary the level low
  high)
• Wait time Pause to give students time to think.
• (3-5 seconds)
• 3) Call on responder (Vary the student)
• 4) Wait time Pause after students responds.
• 5) Acknowledge the students response.
• (Repeat, Rephrase, Amplify, Probe,
  Specific Praise, Simple Responses and Corrective)

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Questioning Techniques to Avoid

• Multiple Questions
• Repeat
• Rephrase
• More-than-one
• Add on
• Opinion Questions
• Use sparingly (cant test opinion)
• Procedural Questions
• Turn the question into a direction or command.

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CLAIRIFICATION onTEACHER TALK

• Unison Response vs. Choral Practice/Guided
  Practices
• Acknowledgements and Simple Positive Response
• General Praise vs. Specific Praise

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COMMUNICATION SKILLS

• Positively communicates high expectations for all
  students (Verbally and Nonverbally)
• Appropriately varies volume and inflection
• Communicates an attitude of enthusiasm
• Uses clear, unscrambled discourse
• Exhibits positive body language related to content

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PRACTICE ACTIVITIES/ASSESSMENT

• Provides guided practice
• Re-teaches when necessary
• Provides independent/differentiated practice to
  accommodate individual needs
• Provides extension activities for students
  finishing early (Wait Time Avoidance)
• Utilizes appropriate assessment techniques and
  practices (Traditional and Alternative
  Assessments)

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METHODS FOR ASSESSING STUDENTS

• Portfolio Assessment
• Make sure your students own their portfolios
• Decide on the kind of work samples they should
  collect
• Collect and store work samples (container,
  notebook, etc.)
• Identify criteria to evaluate work samples
• Require students to continually evaluate their
  own work samples
• Schedule/conduct portfolio conferences
• Make sure parents understand the portfolio
  assessment process.

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METHODS FOR ASSESSING STUDENTS

• Rubrics
• Identify what you want to assess (content,
  skill?)
• List what you want to see in the best products
• List what will be totally unacceptable
• List what you would call average
• Decide what the in-between papers would look like
• Keep rubric brief and inclusive
• Review rubric with students
• If possible, share past examples of good and bad
  work with students

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METHODS FOR ASSESSING STUDENTS

• Other Methods for Assessing Students
• What student SAYS and DOES
• Oral reports, responses
• What student WRITES
• Worksheets
• Homework
• Papers
• Projects
• Journals

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MANAGEMENT OF STUDENT CONDUCT

• Stops misconduct using non-verbal techniques
• Stops misconduct using verbal control statements
• Maintains instructional momentum (Procedures)
• Circulates around room and assists
• Applies established rules and standards for
  behavior consistently and equitably

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Terrific! Im glad I taught an effective
lesson.
I finally understand social injustice.