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Miami Northwestern Senior High School Career & Technical Education

Common Board Configuration. Miami Northwestern Senior High School Career & Technical Education. CBC Components Date Benchmark Objective Essential Question Agenda Assessment Homework. DATE: Provides grounding for days activities

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Miami Northwestern Senior High School Career & Technical Education

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  1. Common Board Configuration Miami Northwestern Senior High School Career & Technical Education

  2. CBC Components • Date • Benchmark • Objective • Essential Question • Agenda • Assessment • Homework

  3. DATE: Provides grounding for days activities • Either current Julian calendar date and/or instructional calendar day • Example: August 20, 2012; Day 1 of 180 • AVOID: August 20

  4. Benchmark: Written in “kid friendly” language. BM broadens the conceptual understanding of the day’s objective. • Choose a career in salon and grooming services and understand the impact these services have on society • AVOID • Using the actual benchmark number; MA.912.A.3.3

  5. OBJECTIVE: specific goal for student learning and/or understanding • Students should be informed at the beginning of the lesson what the goal is and what will be expected. • AVOID • using page numbers • list of codes • the actual benchmark number

  6. ESSENTIAL QUESTION: Higher order questions enable the student to synthesize and transfer knowledge. This question should be related to the essential question for the entire unit of instruction. • Should be posed at the beginning of the lesson but not answered. • Probing questions should be asked throughout the lesson that will lead students to be able to answer the question at the end of the day.

  7. AGENDA: Breaks down the time frame of the daily work and expectations/activities. The agenda should include the following: • Warm up/Opening • Instructional Focus Lesson • Mini-Lesson • Work Period • Closing • Needs to be made explicit to the students at the beginning of the lesson and referred to throughout the course of the day to refocus student attention to the learning goal. This should assist with smoother transitions throughout the lesson. • AVOID:Page #s - Inadequate summary and/or debrief time

  8. ASSESSMENT: Detail how the day’s objective is going to be assessed. The assessment can be formal or informal and is meant to inform future instructional needs • Students should be made aware of how they will be assessed at the beginning of the period. It is also important to plan for enough time to implement the assessment properly. • AVOID • Exit slip • Quiz • Problem 24

  9. HOMEWORK: Meaningful practice for the students based on either the day’s objective or other data-based needs of individual students. • Inform students how the work relates to the day’s objective. A list of problems, pages, etc. is sufficient • AVOID • Too much • Unrelated material

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