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Day Three Induction

Day Three Induction. Pennsbury School District Maureen Gradel. Welcome!. Please… Sign-in for either Act 48 or Stipend Find your assigned seat Help yourself to refreshments Catch up with your colleagues Peruse the provided materials Read pages 1-3 of the Day 3 booklet. Reminders….

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Day Three Induction

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  1. Day Three Induction Pennsbury School District Maureen Gradel

  2. Welcome! Please… • Sign-in for either Act 48 or Stipend • Find your assigned seat • Help yourself to refreshments • Catch up with your colleagues • Peruse the provided materials • Read pages 1-3 of the Day 3 booklet

  3. Reminders… • The next/final Trade Day is scheduled for Monday, April 21st. • Videotaped lessons and analyses are due by Wednesday, April 30th. • All Demonstration Teacher visits must be completed by Wednesday, April 30th.

  4. Agenda • Welcome/Reminders • Lesson Design Review • Active Participation • Checking for Understanding • Cooperative Structures • Questioning • Guided Practice • Closure • Independent Practice/Homework • Next Steps

  5. Objectives Participants will be able to… • Review lesson design topics • Brainstorm ways to check for understanding • Examine ways to encourage active participation • Review cooperative learning structures • Discuss and summarize guided practice, closure, and independent practice

  6. Turn and Talk • Find a partner • Discuss/Review: • Anticipatory Sets • Objectives • Purpose of lessons • Input of lessons • Graphic Organizers used

  7. Check for Understanding • Active Participation • Critical attributes • Covert vs. overt • Abuses • Wait time • Questioning • Bloom’s Taxonomy • Dignifying responses • Cooperative Structures • Monitoring and Adjusting

  8. Assignment for Session B • Bring these results to Session B for discussion: • Using the provided Reflection Sheet, you are to keep a record of the ways you are… • checking for understanding • 10 questions asked and the type (Bloom’s) for each

  9. Critical Attribute is “mental involvement” CRITERIA: • 1. Consistent involvement • 2. Minds of all of the learners • 3. Behavior must be on the learning • 4. Ultimately must be overt

  10. Think-Pair-Share Activity • Think of and script out (pg. 8) an example of how you use active participation in your classroom. • Share your example/statement with a partner.

  11. Active Participation T-Chart • Write the name of the skill to be learned/practiced (Active Participation) and draw a large ‘T’ underneath. • Title on the left side of the T, “I already use” and on the right side of the T, “I plan to implement”. • Share as a larger group.

  12. Questioning Chapter • Using booklet pages 23-33, read Elizabeth Breaux’s Varying Questioning chapter from Twelve Ways to Differentiate. • Upon completion of the reading, discuss your thoughts about it with your table partner.

  13. Guided Practice The time that the student applies the new learning in the presence of the teacher to provide immediate feedback on the accuracy of the learner’s practice.

  14. Guided Practice: What do you do? • What do you do for Guided Practice? • Give an example of a Guided Practice activity you provided this week with your students.

  15. Jigsaw on Practice Find your number. Read your page. Summarize your question. Be ready to discuss your findings with your group. • How long? Page 71 • How much? Page 72 • How often? Page 73 • How will? Page 74

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