Year One Induction

1. Year One Induction Day One Lesson Design Maureen Gradel

2. Welcome! • Please find your seat according to the name tag placements. • Be sure to sign-in on the appropriate form at the front table (Act 48 or Stipend). • Help yourself to refreshments. • Peruse the What Do You Do When… cards at each table. Use the post-it notes to attach your name to any card(s) to which you would like a response.

3. Who am I? Maureen Gradel • Is a “Jersey Girl” at heart • Currently resides in Bristol Borough • Is from a close, large family • Graduated from Haddon Township Jr./Sr. High School in 1989 • Earned a B.A. degree in German/Secondary Education from LaSalle University in 1993 • Has been employed by Pennsbury School District since 1993 • Earned a M.A. degree in Bilingual/Bicultural Studies from LaSalle University in 1998 • Has taught as an adjunct in the Education Department at LaSalle University since 1999 • Earned a M.S. degree in Education Administration from Gwynedd-Mercy College in 2004 • Enjoys TIVO, reading, home decorating, consignment shopping, traveling, and spending time with nephews

4. “Peculiarities” Icebreaker • Individually read and complete the About Me portion of the “Peculiarities” sheet. • Move around the room in search of peculiar colleagues. • Introduce yourself and share one of your peculiarities. • Ask your colleague to share one of his/her peculiarities. • Indicate the name of your colleague next to his/her peculiarity. • Continue meeting peculiar folks until the music stops.

5. Scavenger Hunt

6. Act 48 Requirements • http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=11&Q=32371&teachingNav=|93|2565| • Educators must maintain their certificates as active by earning six collegiate credits or six PDE-approved in-service credits or 180 continuing education hours or any combination of the above every five calendar years. • For all educators issued certificates prior to July 2000, the five-year period began on July 1, 2000. • For those issued certificates after July 1, 2000, the five-year period begins the effective date of issuance of the initial certificate. The requirements will be renewed at the end of each five-year period.

7. Trade Day Requirements • All contracted teachers are to work three Trade Days each school year. • 2010-2011 Trade Days were completed during the summer of 2010 or are to be completed during 2010/2011 on the following dates: • Monday, November 29, 2010 • Tuesday, February 22, 2011 • Monday, April 25, 2011 • You are to sign-up for all Trade Days using My Learning Plan (www.mylearningplan.com) • Contact Mandy Gancarz (x70918) with any questions involving My Learning Plan.

8. “The most powerful form of learning, the most sophisticated form of staff development, comes not from listening to the good words of others, but from sharing what we know with others. Learning comes more from giving than from receiving. By reflecting on what we do, by giving it coherence, and by sharing and articulating our craft - our knowledge, we make meaning, we learn.” Roland Barth

10. Agenda • Welcome/Introductions • Base Group Activity • Workshop Objectives • Learning Styles • Essential Elements of Instruction (EEI) • Lesson Design • Observation/Conference/Assignment • Closure

12. BASE GROUP ACTIVITY SPEND ABOUT 3 MINUTES EACH SHARING: • ClassroomRules/Consequences • Back-to-School Night Experiences • Organizational Tips (record) • Positive Experiences • Present Concerns

13. JOBS Recorder Reporter Time Keeper Encourager

14. WORKSHOP OBJECTIVES The participants will explain how the Essential Elements of Instruction form the basis for the decision making process.

16. Workshop objectives continued The participants will recognize, diagnose, and analyze those effective practices which they presently use while designing lessons to refine or add appropriate skills to their repertoires. The participants will explain the components of lesson design in order to consciously include or exclude those elements in a classroom lesson. Using the specified components of lesson design, the participants will plan and practice teaching lessons which will be utilized in a classroom.

18. INDIVIDUALIZED LEARNING Three Major Research Assumptions A) Everyone has the potential to learn the next thing past what he/she already knows. B) Everyone needs different assistance and stimulus. C) People learn with different modes and different strategies.

19. Learning Style Delineator • Who has completed this document previously? • Compare your findings to the descriptions in your packet. • Use a colored dot on your name tent to indicate your findings (according to the color coding slide). • In what ways could you determine your students’ learning styles? • How could you use them in your planning?

20. COLOR CODE YOUR NAME TAG CS = green dot AS = yellow dot AR = reddot CR = blue dot

21. TEACHING Teaching is now defined as: “ A constant stream of professional decisions made before, during, and after interaction with the student, decisions which, when implemented, increase the probability of learning.”

22. Discuss in your base groups: • How do you personally define teaching? • What does your lesson planning process look like? • How far in advance are you able to plan? • What might be your decision making model?

25. SELECT THE OBJECTIVE AT THE CORRECT LEVEL OF DIFFICULTY 5 4 INCREMENTAL SEQUENTIAL 3 2 CYCLICAL 1

28. USETHE PRINCIPLES OF LEARNING 5 3 4 6 2 7 1 FOCUS RATE AND DEGREE RETENTION TRANSFER

29. M O T I V A T I O N M O T I V A T I O N

34. EEI, Frameworks, and Lesson Design How does it fit in with Lesson Design?

35. Frameworks: What is it? • It is a framework that contains aspects of a teacher’s responsibility that are documented by research that promote improved student learning. • It is a road map for novice teachers. • It is a structure for improving instruction. • It outlines 22 critical components of successful teaching practices committed to equity, developmental appropriateness, inclusion, and high expectations.

36. Frameworks: Features • Applicable to all teaching situations • Comprehensive, public, general • NOT a checklist of teaching behaviors • NOT an endorsement of a particular teaching style or organizational style • Dependent on context • Allows for diversity in demonstration

37. Frameworks: Assumptions • Derived from research • Reflects a new paradigm for learning and teaching that is grounded in a constructive approach to learning • Focuses on a purposeful nature of teaching • Creates a community of learners • Recognizes the role of appropriateness in making decisions • Asserts that teaching is a profession

38. Frameworks: Uses in Pennsbury • Self-assessment • Supervision – means to improve instruction • Observation • Evaluation

39. Before leaving tonight… • Work together in your base group to correctly match the parts of lesson design with the appropriate descriptors. • Submit your matches as your Ticket-Out-the-Door. • Be sure to leave your name tents on the table. • Be sure to put your room number and time next to your name on the Appointment Calendar. • Be sure to add the scheduled observation/conference to your personal calendar (this is your only reminder). • Be sure to clean up your area. • Remember to bring your binder back next session!! • Bring a lesson plan for a recently taught lesson to the next sesson.

40. Welcome Back…Session B! • Get yourself situated in your base groups (as per the provided name tags). • Help yourself to refreshments. • Be sure to verify the appointment calendar and alert me to any necessary changes from last session & sign up if you have not yet. • Review the Lesson Design graphic. • Take out the lesson plan you chose to bring today.

41. How was your week? • Catch up with your base group members… • How was your week? • How were you mindful of learning styles? • Did you use base groups at all? • Any new good news or areas of concern to report/share? • Any new organizational tips to share?

42. Class Meetings Why? • Gets kids involved in constructive decision-making in their classrooms/schools • Builds a climate of trust and respect between teachers and students, as well as among students. • Helps to build self-esteem by getting kids involved in decisions that impact their world.

43. Class Meetings Rationale • Students often develop a better sense of responsibility when given a chance to make meaningful contributions to the world around them. • When children believe they are contributing to the school environment, they feel a more positive attachment to school and are more motivated to learn. • Students who are allowed to problem solve are likely to buy into the solutions. Benefits • Class meetings can achieve similar results as family meetings. • Class meetings provide children with opportunities for assuming responsibilities. • Class meetings may help children to take ownership for their actions by involving them in the process of understanding and questioning rules, guidelines, limits, and consequences. • Class meetings provide students opportunities to reason/reflect.

44. Class Meetings: Boundaries Allow students an active voice: • If students believe their ideas are respected and valued, they will more likely be productive participants. • Follow rules of brainstorming. • Use mirroring techniques to help hone students’ ideas. • Establish a regular schedule. Remember the teacher’s role: • The teacher holds “veto” power; use it sparingly for best results. • Help students to think through the logic of their proposals. • Allow students to learn from their mistakes. Let them try out harmless ideas, even if you think they won’t work.

45. Lesson Design Closure Input Independent Practice Guided Practice Anticipatory Set Objective Purpose Modeling Check for Understanding

46. Lesson design Independent Practice 1.________________________ Provides retention opportunity with delayed feedback. Purpose 2._____________________ Provides meaning which aids in retention. (Why we are working with this lesson or objective.) Input 3._____________________ Provides information (content) to match the objective. Closure 4._____________________ Provides the opportunity for the learner to summarize the learning. Set 5._____________________ Helps to focus the learner and transfer any prior learning.

47. 6.___________________ Works with the learners and provides quick and frequent feedback (retention is strengthened). Guided Practice Check for Understanding 7._____________________ Checks the learning and adjusts the teaching accordingly. 8.___________________ Delineates the learning and the behavior (selected at the correct level) Objective 9.__________________ Provides examples and demonstrations (information is clarified and retention is improved) Modeling

48. 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.

49. 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)

50. 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.