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Student Teaching Seminar

Session One Agenda. Welcome, attendanceReview of project formattingIntroduction to instructional planning sectionWorkshop: Scope and sequence chartEvaluating instructional planningDesigning unit assessmentsClosing; next time. Senior Portfolio. General Format Start a new page for each section

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Student Teaching Seminar

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    1. Student Teaching Seminar Creating Your Senior Portfolio Session 2: Instructional Planning

    2. Session One Agenda Welcome, attendance Review of project formatting Introduction to instructional planning section Workshop: Scope and sequence chart Evaluating instructional planning Designing unit assessments Closing; next time

    3. Senior Portfolio General Format Start a new page for each section Please use bold headings for each section in your responses 12-point font Font: Similar to Times New Roman, Garamond, or Calibri Single Space -- Double space between paragraphs Include graphics and or charts where requested

    4. Portfolio Sections Contextual Factors Instructional Planning: Goals, Objectives, Instruction, and Assessment Instructional Decision-Making/Analysis of Student Learning Reflection and Self-Evaluation

    5. Contextual Factors: Peer Review Community/district and school contexts School and classroom factors Student characteristics Implications for instruction

    6. Norms for Peer Review Always point out strengths as well as elements that need more work. Try to attend to larger issues (organization, detail, etc.). Be specific. Point to particular places in the paper where revision will be helpful. Don't hesitate to respond as a reader, for example, I got confused here about... I think you may need more information here about Remember that not all readers react in the same way, and divergent points of view can help you see options for revising. Make comments in spirit of helpfulness. Take comments in spirit of helpfulness.

    7. Questions for Review How well does this section describe important characteristics of the community, school, and students? How thoroughly does this section connect the description of the contextual factors to implications for instructional planning and assessment?

    8. Instructional Planning Evaluating sample units Instruction plan overview (scope and sequence) Lesson plan format Standards, objectives, indicators Assessment

    9. Evaluating Instructional plans How does this writing address the criteria in the rubric?

    10. Instructional Planning Section 1: Plans Unit Instruction Plan/Overview: Create an outline or chart to summarize your goals, objectives, instructional plan and assessments. Lesson and Assessment Plans: Use the UVU School of Education Lesson plan form. Make sure that all instruction, activities and assessments and materials support your goals and objectives for the lesson and the unit. Include all lesson plans in your submission. Also include any worksheets, handouts, etc. you plan to use in your lessons. Based on your goals and objectives, plan your assessment for the unit. You need three types of assessment in your plan: pre-assessment, formative, and summative (before, during, and after). Include scoring guides or rubrics for each assessment tool, along with copies of assessments (tests, questions, etc.), prompts and or directions to complete tasks for assessment, and criteria for judging student success (scoring guides/ rubrics, rating scales, checklists, answer key, etc.)

    12. SCHOOL OF EDUCATION Utah Valley University Teacher Education Program Lesson Planning Guide Name: Date: Time Grade Level: Subject: Utah State Core Curriculum Standard(s) and Common Core Standard(s): Lesson Objective(s)/Goal(s): Preparation (teacher materials, student materials, etc.): Technology Use: Instructional Procedures (These steps should reflect the model of instruction chosen for this lesson!): Accommodation(s) for Diverse Learner(s) Evaluation of Student Progress Pre-assessment: Formative assessment: Summative assessment:

    13. Instructional Goals Standards Utah Core Curriculum http://www.uen.org/core/ Common Core Standards http://www.schools.utah.gov/core/ Objectives: What will students know? Utah Core Indicators: What will the students be able to DO to show what they are learning?

    14. Written Discussion Section 2: Written Discussion Discuss Why your learning goals are appropriate in terms of prerequisite knowledge, skills and other student needs. Discuss How you will evaluate your learning goals and how you will determine ongoing student progress throughout your instructional unit. How you will determine if students meet criteria for mastery (standards of performance).

    15. Assessment Unit assessments (formal) Pre-assessment (Lesson 1) Post-assessment (Lesson 5) Lesson assessments (formal or informal) Pre-assessment Formative assessment Summative assessment (if appropriate)

    16. Remember! Respect confidentiality! Never use students real names (use an initial or a pseudonym), and remove names from any samples of work that you may include with your project. Do not include photographs of students in your project. Do not use your cooperating teachers real name. Use an initial or use a pseudonym.

    17. Next Session 3:00-6:00 pm February 6, room 124 February 8, room 134 Bring: Instructional plan outline (scope and sequence chart) Drafts of lessons for unit plan, including lesson and unit assessments

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