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Where Great Teaching Begins

Where Great Teaching Begins. Planning for Student Thinking and Learning Helping Student Become Proficient Using Common Core Standards. The back story.

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Where Great Teaching Begins

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  1. Where Great Teaching Begins Planning for Student Thinking and Learning Helping Student Become Proficient Using Common Core Standards

  2. The back story • Common Core Standards for language arts and math and PDE Curriculum Frameworks for science and social studies were adopted by the Muncy School Board (2/13/12). • Common Core Standards are more complex than the State Standards we are currently using. There’s an increased focus on algebraic concepts (K-12). • Instructional design needs to promote greater application, synthesis of knowledge, and higher-order thinking skills. • We must use instructional time to its greatest advantage.

  3. In-SERVICE OBJECTIVES • You will be able to differentiate between an objective and an activity. • You will be able to analyze and revise objectives in order to increase student thinking and learning. • You will examine elements of instructional design and create effective, learning-focused objectives.

  4. Agenda • Instructional design and objectives: who and what are they for? • Activity vs. objective for learning focused instruction Merge groups • Analyze and revise objectives • Analyze a Common Core Standard and design an objective that is student-centered, thinking-centered, and learning-focused Lunch 12-1pm • Bell Ringer • Analyze personal lesson plans for February 22-24

  5. Where Great Teaching Begins Planning for Student Thinking and Learningby Anne Reeves • Agree or disagree? • Objective: Read chapter 1 • First reactions? • Read chapter 1 to describe the 5 elements of a student and learning centered classroom and how they impact student thinking. • Key points • Reflection

  6. Activity vs. Objective • Identify objectives • “Objectives are statements of what students will know and be able to do after they have learned what we intend for them to learn.” • “Activities are engaged in by the learner for the purpose of acquiring certain skills, concepts, or knowledge whether guided by instruction or not.” • Analyze/revise your sort

  7. Agenda • Instructional design and objectives: who and what are they for? • Activity vs. objective for learning focused instruction Merge groups • Analyze and revise objectives • Analyze a Common Core Standard and design an objective that is student-centered, thinking-centered, and learning-focused Lunch 12-1pm • Bell Ringer • Analyze personal lesson plans for February 22-24

  8. Student-Centered and Learning-Focused Objectives • Isolate student learning outcomes • At the end of the lesson… • Reflect on Activity • Standards-based and specific • Introduce Common Core standards into planning in order to isolate the learning outcome • Focus on learning and thinking • Bloom’s Connection to Common Core • Overused non-specific verbs • Acceptable • Powerful and higher level • High vs Low – Explain vsexplain • “Hey, Dad!” and “Principal in the hall” tests • “Writing Fruitful Objectives”

  9. Common Core CC 3G.1 Understand that shapes in different categories (e.g. rhombuses, rectangles, and others) may share attributes (e.g. having four sides), and that shared attributes can define a larger category (e.g. quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. • Objective: Find shapes that are quadrilaterals. (Remembering) • At the end of the lesson… • Hey Dad! Test • Mr. Jankowski Test

  10. Common Core Breakdown CC 3MD1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g. by representing the problem on a number line diagram.

  11. Sample objectives At the end of the lesson… • Students will differentiate common punctuation marks. • After revision… • Students will correctly identify commas, periods, question marks, and exclamation marks as they encounter them in text. • Or… Students will use commas, periods, question marks, and exclamation marks correctly in paragraphs they compose.

  12. Extension activity • Look at this list of activities… • Which activities will help students meet the objectives we had written? • Find shapes that are quadrilaterals • Sort shapes into categories • Draw quadrilaterals • Identify different quadrilaterals such as rhombus, parallelogram, etc • Use tangrams to make quadrilaterals • Compare quadrilaterals to other polygons • Play “Name that Quadrilateral!” • Do a worksheet on quadrilaterals

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