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Day 2 Induction

Day 2 Induction. Pennsbury School District Maureen Gradel Staff Developer. Welcome!. Sign-in for either Act 48 or Stipend Find your assigned seat Help yourself to refreshments Take out the copy of the lesson plan you were asked to bring

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Day 2 Induction

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  1. Day 2 Induction Pennsbury School District Maureen Gradel Staff Developer

  2. Welcome! • Sign-in for either Act 48 or Stipend • Find your assigned seat • Help yourself to refreshments • Take out the copy of the lesson plan you were asked to bring • Catch up with your colleagues about the holiday break • Peruse the provided materials

  3. Welcome/Housekeeping • Lesson Design Review • Sponge Activities • Anticipatory Set • Learning Objective • Purpose • Input • Modeling • Next Steps Day 2Agenda

  4. Reminders • Demonstration Teacher Chart Update • February 19th Trade Day • Winter Needs Assessment • Video Lesson Analysis

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

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

  7. Sponge Activites Used to “sop up” extra time… • Review /extend previous learning • Build readiness or as a “set” for learning • Eliminate discipline problems generated by transitions • Housekeeping issues

  8. 9:00 Partner • Find your 9:00 partner • Discuss what types of Sponge Activities you are using with your students • Discuss when you use these Sponge Activities

  9. 6:00 partner • Find your 6:00 partner • Sit together and complete the Lesson Design Format handout • Be prepared to share your information aloud

  10. 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.

  11. Lesson Design format Continued • Check for Understanding - Checks the learning and adjusts the teaching accordingly • Guided Practice - Works with the learners and provides quick and frequent feedback (retention is strengthened) • Closure - Provides the opportunity for the learner to summarize the learning • Independent Practice - Provides retention opportunity with delayed feedback

  12. 4:00 partner • Find your 4:00 partner • Take out the lesson plan you brought with you • Compare the way you each chose to write out the plan • Did you use all nine elements of the suggested lesson plan format? If not, why not? What did you add?

  13. FORMULATING AN OBJECTIVE • 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 atleast • 15 minutes.

  14. An OBJECTIVE… is a statement describing what it is that is to belearned and what the learner willdoto demonstrate that he/she has acquired the learning. (Learning and Behavior)

  15. 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.

  16. Objective examples Poorly Stated Well Stated Students will list, in writing, three major differences between the North and the South, which led to the Civil War Given descriptions of 10 disciplinary incidents, the students will be able to correctly identify 80% of the incidents of positive reinforcement, extinction, and punishment. • The students will understand the events leading up to the Civil War • The students will know how to do social learning analysis of discipline situations

  17. SIX WAYS OBJECTIVES ASSIST TEACHING 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 thebasis for the selection of materials and teaching methods. 5. Objectives, when precisely written, identify the skills which precede and follow. 6. Specifying precisely what it is that we want to teach (objective) can help us to stay on target.

  18. 7:00 Partner • Find your 7:00 partner • Complete the Objectives activity together by underlining the learning (content) and circling the behavior (actions)

  19. 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.

  20. 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. 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.

  21. 3:00 Partner • Find your 3:00 partner • 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 3:00 partner

  22. ANTICIPATORY SET • A mental process where the mind sneeks in the past information it already has about a subject • A hook into the student’s past knowledge • to trigger a memory or practice, which • facilitates the new learningsof today

  23. WHEN TO USE: 1. At the beginning of a lesson 2. When an objective changes 3. After any interruption 4. When someone gets off target

  24. 12:00 Partner • Find your 12:00 partner • Look at some of the examples provided • Discuss the types of Anticipatory Sets you often use with your students (When? Length?)

  25. purpose Tell the students why that accomplishment is important, useful, and relevant to present and future life situations.

  26. 5:00 Partner • Find your 5:00 partner • Review the examples of Objectives with Purpose • Write out how you would describe the purpose of the lesson objective you chose to highlight earlier • Share your purpose with your 5:00 partner

  27. 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 presentation)

  28. Quickwrite – 2:00 Partner • Find your 2:00 partner • 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.

  29. Definitions & examples • Critical attributes • Graphic organizers • Concepts • Generalizations

  30. Sample Definitions • Critical attribute – quantitative and/or qualitative descriptor of something essential; basic characteristics • Graphic organizer – a visual way of organizing information • Concept – a general notion or idea; categories into which experiences are organized • Generalization – a proposition asserting something to be true of all

  31. Critical attributes – 8:00 partner • Find your 8:00 partner • What are the critical attributes of fruits and vegetables? • Name some critical attributes of a concept in your subject matter

  32. Concept attainment strategy Examples Non-Examples Kitchen Computer Lightning Engine Tornado Birdhouse Bedroom Backyard Streetcar Butterfly

  33. What is/are… • the concept? • the attributes?

  34. 1:00 Partner • Create a Concept Attainment lesson • Find your 1:00 partner • Share your lesson with one another

  35. Concept Attainment Lesson Plan EXAMPLES NON-EXAMPLES

  36. Welcome back! • Sign-in for either Act 48 or Stipend • Find your assigned seat • Help yourself to refreshments • Take out the copy of the lesson plan you were asked to bring • Catch up with your colleagues about the holiday break • Peruse the provided materials

  37. Welcome/Housekeeping • Lesson Design Review • Sponge Activities • Anticipatory Set • Learning Objective • Purpose • Input • Modeling • Next Steps Day 2Agenda

  38. Reminders • Demonstration Teacher Chart Update • February 19th Trade Day • Winter Needs Assessment • Video Lesson Analysis

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

  40. LESSON DESIGN FORMAT 1.___________________________ Helps to focus the learner and transfer any prior learning. 2.___________________________ Delineates the learning and the behavior (selected at the correct level) 3.___________________________ Provides meaning which aids in retention. (Why we are working 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 is clarified and retention is improved) 6.___________________________ Checks the learning and adjusts the teaching accordingly.

  41. 7._________________________ Works with the learners and provides quick and frequent feedback (retention is strengthened). 8._________________________ Provides retention opportunity with delayed feedback. 9._________________________ Provides the opportunity for the learner to summarize the learning.

  42. 11:00 Partner • Find your 11:00 partner • Compare your completed Lesson Design Format fill-in-the-blank handout

  43. LESSON DESIGN FORMAT Set 1.___________________________ Helps to focus the learner and transfer any prior learning. 2.___________________________ Delineates the learning and the behavior (selected at the correct level) 3.___________________________ Provides meaning which aids in retention. (Why we are working with this lesson or objective.) 4.___________________________ Provides information (content) to match the objective. 5.___________________________ Provides examples and demonstrations (information is clarified and retention is improved) 6.___________________________ Checks the learning and adjusts the teaching accordingly. Objective Purpose Input Modeling Check for Understanding

  44. Guided Practice 7._________________________ Works with the learners and provides quick and frequent feedback (retention is strengthened). 8._________________________ Provides retention opportunity with delayed feedback. 9._________________________ Provides the opportunity for the learner to summarize the learning. Independent Practice Closure

  45. 4:oo Partner • Create a Concept Formation Lesson Plan • Find your 4:00 partner and share each of your lesson plans

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