200 likes | 318 Vues
Quality Lesson Content. Workshop Outcomes. The participant will make connections to the relevance of lesson planning to lesson delivery. The participant will be able to use assessment data to deliver content at the correct instructional level of students.
E N D
Workshop Outcomes • The participant will make connections to the relevance of lesson planning to lesson delivery. • The participant will be able to use assessment data to deliver content at the correct instructional level of students. • The participant will be able to incorporate multisensory strategies, clear examples, connections to prior learning. • The participant will include formal and informal assessment methods to aid in instructional decisions.
Lesson Reflection • Think of a lesson you have recently taught that did not go as well as you had planned. • List possible reasons for the lesson challenges and be ready to share with your group. • As a group discuss and record common challenges.
Lesson Content • What are the components for lesson content (TIIES Indicators)? • Includes objectives and sub-objectives that are measurable, accurate, sequenced, and aligned to one another • Is at the correct instructional level with evidence of modifications and accommodations to content • Incorporates multisensory strategies (see, hear, discuss, and/or manipulate), clear examples, and/or connections to prior learning to increase understanding. • Includes formal and/or informal assessment methods that provide individual student performance information applicable to instructional decision making.
New Information Provided and Presented • How are you presenting your objectives to students? (student or teacher centered) • Do all of your lesson activities: • Align to measurable objectives and sub-objectives? • Are your sub-objectives sequenced and aligned to one another?
How do I determine the correct instructional level? Begin with the end in mind! • What do your students need to know at the end of the unit? • AIMS, Galileo, DIBELS, Phonics Screener • Design pre-assessment using AIMS/Galileo data to reflect what your students will need to learn. • This will also become your post assessment!
My kids are all over the place! How am I going to meet the needs of all my students? Reflect on your class. Who are your “hard to reach” students? Journal write what the challenges are and what you have done to help them. “All children are capable of success, No Exceptions!”
How can I increase student understanding? • Multisensory strategies • Clear examples • Connections to prior learning Give One Get One Activity
Modifications and Accommodations • Refer to your blue packet to help you determine how you will meet the needs of all students in the scenario cards. • Carousel Activity
Formal and Informal Assessments • Remember there should be ongoing assessments throughout the facilitation cycle to make instructional decisions. • Formal • Informal • Survey
Survey Assessment • The process of judging whole class level of general understanding. • Implemented during lessons
Survey Assessment • Used constantly and continually • Verbal responses, whole class choral responses • Body language: eye contact, facial expressions etc. • Students repeating and following directions • Observed on-task behavior • Think-pair-share: teacher listens in on conversation to gauge general understanding.
Informal Assessment • Must be an individual check for understanding • Completed daily assignments • Response Journaling with teacher feedback • Response Cards • Hand signals
Formal Assessment • Carefully designed assessment that measures individual student growth or progress on the State Standards through time. • Process of helping a student along path of learning. Each individual student must have a way to respond and the teacher must record the response. • Used for student progress record reporting • Assessment is “formal” if it is written down.
Assessment Sort • Each table will sort the variety of assessments as formal, informal, and survey • If extra time try to add to the categories with ideas of your own on sticky notes to share out.
Survey • Used constantly and continually • Verbal responses, whole class coral responses • Body language (eye contact) • Repeating and following directions • Observed on-task behavior • Think-pair-share( Teacher listens to conversations and responses, to gauge general understanding) • Formal • Tests at end of chapter or unit • Grading rubrics • Any time you use hand individual response • methods like hand signals, response cards, • etc and you record your results
Informal • Completed daily assignments • Journaling while learning (teacher reads and provides feedback) • Think-pair-share (teacher listens to individual conversations) • Self evaluation using rubrics • Response cards (teacher makes mental note of answers) • Hand Signals (Teacher makes mental note of answers)
Reasons for Frequent Assessment • Teacher uses to monitor individual learning • Used to assess each sub-objective • Used to improve instruction and provide student feedback • Helps students to self monitor understanding • Allows for differentiation of instruction • Flexible grouping based on current and specific assessment data • Leads to precise teaching • Reduced reliance on gut level feelings • Immediate teacher response to student misunderstandings
Practical Application • Complete the Quality Content planning sheet. • Invite your mentor or coach to video tape that lesson. • Complete the lesson delivery reflection sheet and turn in to mentors. 3 total incentive points