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Day 2 Induction

Day 2 Induction . Lesson Design Pennsbury School District Maureen Gradel. Welcome!. Please sign in for either Stipend or Act 48 hours. Find your assigned seat. Help yourself to refreshments. Catch up with your colleagues. Be prepared to share a New Year’s Resolution.

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Day 2 Induction

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  1. Day 2 Induction Lesson Design Pennsbury School District Maureen Gradel

  2. Welcome! • Please sign in for either Stipend or Act 48 hours. • Find your assigned seat. • Help yourself to refreshments. • Catch up with your colleagues. • Be prepared to share a New Year’s Resolution

  3. New Year’s Resolution! Share with your table group any resolutions you may have made for the new year… • Personal • Professional

  4. Agenda • Welcome • Reminders • Sponge Activities • Demo teacher observations • Trade Day / My Learning Plan • Video analysis • Best Practices • Winter Needs Assessment • Objectives • Lesson Design: Day 1 Review • Bloom’s Taxonomy • Input (critical attributes, concepts, generalization, graphic organizers) • Modeling • Hemisphericity • Uses of Chalkboard/Overhead/LCD Projector • Assignment • Closure

  5. INDUCTION DAY TWO OBJECTIVES Overall objective: Participants will be able to plan and teach a lesson concentrating on the component parts of Input and Modeling.

  6. Ongoing Objectives The participants can: • define and explain critical attributes, • concepts, generalizations and organizers • explain and devise an organizer for using • the three principles of giving information • effectively • analyze organizers for their grade level • define and explain the critical • attributes of modeling • explain and demonstrate the four principles of • using a chalkboard, overhead, or powerpoint • correctly.

  7. Clock Buddies Make an appointment with 12 people – one for each hour on the clock.

  8. Lesson Design Review • Meet your 9:00 partner. • Sit together and complete the Lesson Design Format handout. • Be prepared to share your information aloud.

  9. LESSON DESIGN FORMAT 1. Anticipatory Set - helps to focus the learner and transfer any prior learning. 2. Objective - Select at the correct level and delineate the learnings and the behavior. 3. Purpose - Provides meaning which aids in retention. Why I have chosen this lesson or objective? 4. Input - provide information (content) to match the objectives. 5. Modeling - Through use of examples you demonstrate that what you presented is clear and fits the information you provided. Correct modeling aids in retention.

  10. Lesson Design Menu

  11. Learning Styles Review • Meet with your 3:00 partner. • Sit together and review the Learning Styles.

  12. Oreo Activity • Meet with your 12:00 partner. • Enjoy an oreo cookie. • We all eat oreos differently. How do you eat an oreo? Refer to page 4 for more information.

  13. Peer Practice Activity • Meet with your 6:00 partner. • Decide who is Partner A and who is Partner B. • Quiz one another using the appropriate labeled paper.

  14. Strengthening Instruction

  15. Bloom’s Taxonomy Assignment • Find your 4:00 partner. • Discuss ways that you have used Higher Order Thinking Skills (HOTS) in your lessons this week. • Be prepared to share with the class.

  16. Quickwrite • Use the Quickwrite page in your booklet to jot down what you know about the provided headings. • You will be given 2 minutes per heading.

  17. INPUT 1. Determine Basic Organization (critical attributes, concepts, generalizations) 2. Present Information in simplest and clearest form (graphic organizers) 3. Model Information or Process (Modeling) (Hemisphericity) (Guidelines for chalkboard/overhead/LCD projector)

  18. Definitions • Theory = group of general principles • Generalization = the act or process of generalizing; a general statement • Concept = a general notion or idea • Fact = reality; truth

  19. Critical Attributes Critical Attributes are the basic characteristics of a concept. What are the basic characteristics or critical attributes of fruits and vegetables? Name some critical attributes of a concept in your subject matter using the provided web.

  20. What are concepts? Concepts are categories into which experiences are organized. Understanding a concept requires some level of critical thinking in order to make associations.

  21. Generalization Two or more concepts in a relationship Concept Concept • Conceptual ideas that transfer • Develop “Deep Understanding.” • Pennsbury School District. All rights reserved.

  22. Sample Generalizations Science • Properties distinguish living and non-living things • Genetic and environmental influences lead to diversity of populations. • Environmental factors influence an organism’s biology and behavior patterns.

  23. Sample Generalizations Art • Line defines shape and adds meaning. • Texture conveys nuance. • Positive and negative space create balance. • Color creates mood.

  24. CHARACTERISTICS OF A CONCEPT • Abstract and broad • Universal • Timeless • Represented through different • examples, but the examples all have • common attributes To illustrate: Conflict, as a concept, has many different examples, but the examples share the attributes of “opposing forces,” and “friction.”

  25. CONFLICT • Guiding Questions • Who is a citizen? • What kind of issues do concerned citizens work on? • What do you think a good citizen does? Justify your view. • How does society reward or judge good/bad citizens? • In what ways do citizens work on their own and/or in a group?? • What does “Justice for All” mean? • How is citizenship defined in other cultures? • Generalizations • Life experiences influence perception • Different groups define citizenship differently, based on their values & world views. • Different social groups may have competing views of citizenship. • Competing social views create tensions that often result in social and political change.

  26. Concept Attainment Strategy Sample 1 EXAMPLES NON-EXAMPLES birdhouse kitchen computer bedroom lightning backyard streetcar engine butterfly tornado CONCEPT: Compound words ATTRIBUTES: Two words with separate meanings put together to form a new word with a different meaning.

  27. Examples Non-examples Concept: Rhombus Attributes: Four sides are equal and opposite are parallel

  28. EXAMPLES NON-EXAMPLES Concept Attainment Lesson Plan

  29. Agenda • Welcome • Reminders • Sponge Activities • Demo teacher observations • Trade Day / My Learning Plan • Video analysis • Best Practices • Winter Needs Assessment • Objectives • Lesson Design: Day 1 Review • Bloom’s Taxonomy • Input (critical attributes, concepts, generalization, graphic organizers) • Modeling • Hemisphericity • Uses of Chalkboard/Overhead/LCD Projector • Assignment • Closure • Welcome • Reminders • Sponge Activities • Demo teacher observations • Trade Day / My Learning Plan • Video analysis • Objectives • Lesson Design: Day 1 Review • Bloom’s Taxonomy • Input (critical attributes, concepts, generalization, graphic organizers) • Modeling • Hemisphericity • Uses of Chalkboard/Overhead/LCD Projector • Assignment • Closure

  30. Day 2 Induction – Session A Review • Meet with your 8:00 partner. • Discuss what you can recall from our last session regarding: • Bloom’s Taxonomy • Input • Critical Attributes • Concepts • Generalizations • Share your Concept Attainment Lesson Plan.

  31. Pennsbury School District A model for the process of Barbara Tantala Staff Developer Concept Formation Concept Formation What did you see? hear? note? Listing data What belongs together? Grouping data (common properties) What would you call these groups? Labeling data What belongs together? Categorizing data Interpretation of Data What did you notice? see? hear? Identifying critical relationships Why did this happen? Exploring relationships What does this mean? Making inferences What would conclude?

  32. Masculine (un) cahier livre portable bureau stylo Feminine (une) trousse calculatrice table fenetre porte Concept Formation Lesson PlanFrench: Students will classify classroom nouns into masculine or feminine categories

  33. Acquiring and Integrating Declarative Knowledge Organizing: 1. Have students create physical and pictographic representations of information. 2. Have students use graphs and charts. 3. Have students use organization patterns and their graphic representations. 4. Provide students with advance organizer questions. 5. Present note-taking strategies that employ graphic representations.

  34. Graphic Organizers Why Use Them? (Talk Walk)

  35. BENEFITS OF GRAPHIC ORGANIZERS Higher-Level Thinking Comprehension Memory Brain-Based Learning Multiple Intelligences Language Learning & ESL

  36. Categorize the Organizers 1. Very familiar - use it a lot 2. Know about - but don’t use it 3. Clueless - never saw this before

  37. Use of Graphic Organizers • Share your categorization with your group: • With which organizers are you familiar? • Can anyone in your group give an example of how to use the organizers with which you are not familiar? • Create a graphic organizer that you could use in an upcoming lesson.

  38. Note-Taking Strategies • Read through the various Note-Taking Strategies. • Find one that you feel you could use or repurpose. • Share your ideas with your group.

  39. Modeling 3-Minute Pause • Find your 11:00 partner. • Determine who is Partner A and who is Partner B. • Watch the video segment on Modeling. • Following the segment, Partner A should summarize the segment, then Partner B should discuss what he/she found interesting.

  40. Modeling Video Clip

  41. Definition Modeling is a process of showing and telling or demonstrating the precise form that is to be learned. • The first model presented should be a correct and relevant example. • Learners should be aware of and watching for the critical attributes.

  42. Paired Reading • Begin by reading the Agree/Disagree Chart individually. Check off whether or not you agree in the Before set of columns. • Meet with your 1:00 partner. • Arrange yourselves in the proper seating pattern (as described). • Read the first page of Providing Information Effectively

  43. Reciprocal Teaching • Begin in your table group. • Assign the following roles to each group member: Summarizer, Questioner, Clarifier, Predictor (as per handout). • Use the reciprocal teaching technique to finish and discuss the Providing Information Effectively article. • Go back to the Agree/Disagree Chart and individually complete the After column.

  44. 1 2 3 4 5 6 7 8 9 10

  45. Hemisphericity The two hemispheres of the brain process information differently. • Read through the Left/Right Brain Dominance Characteristics handout. • With which hemisphere do you most identify?

  46. Guidelines for Using Chalkboard/Overhead/LCD Projector

  47. Say, then write. Key words - diagrams Position Erase before new concept

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