Transcript Foundations for Success The Final Report of the National

Lesson
Planning &
Delivery
Education
Transformation Office
LESSON PLANNING
START
Assessments
Begin With
the End in
Mind
Benchmark
↓
Learning Objective
↓
Essential Question
LESSON DELIVERY
LESSON DELIVERY
↓
“WE DO”
↓
“YOU DO”
↓
Wrap-Up
Introduction
↓
“I DO”
↓
Assessment Resources
• Next Generation Sunshine State Standards
– www.floridastandards.org
– www.cpalms.org
• Crosswalks from Old to New Standards for Science
–
http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf
• Florida’s Test Item Specifications
– Old Standards:
http://fcat.fldoe.org/fcatis01.asp
– NGSSS:
http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx
• Florida’s Content Focus Reports
– http://fcat.fldoe.org/fccontentfocus.asp
• Webb’s Depth of Knowledge and Cognitive Complexity
– http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf
Use your assessment resources to create your
OBJECTIVES
• How do you know where you are going?
• What tools will help you on your journey?
• How will you be assured your lessons provide the
level of rigor needed for student success?
• How will you determine if you are making
expected progress?
Benchmarks
Objectives
Essential Questions
How do we create Essential Questions?
• Select next benchmark from your curriculum guide
or FCIM calendar.
• Identify the specific part of the benchmark that you
will teach in this lesson.
• Write the identified specific part as the learning
objective for this lesson.
• Reword the learning objective into an essential
question using student-friendly terms.
GENERATING ESSENTIAL QUESTIONS
Benchmark
Number:
Strand/Body of
Knowledge:
Benchmark
Description:

List and define the

nouns within the

benchmark:
1.
Separate and list the
individual learning
2.
objectives within the
benchmark:
3.
GENERATING ESSENTIAL QUESTIONS
Benchmark
Number:
Strand/Body of
Knowledge:
Benchmark
Description:
SC.5.P.10.1
Physical Science
Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.
Energy: A quantity that measures the capacity to do work.
List and define the Light: Electromagnetic radiation within the visible range.
nouns within the Heat: A form of energy resulting from the temperature difference between a system and its surroundings.
Sound: Vibrations in air, water, etc. that stimulate the auditory nerves
benchmark:
Electrical Energy: energy made available by the flow of electric charge through a conductor
Chemical Energy: Energy produced by a chemical reaction.
Mechanical Energy: Energy produced by a machine or tool.
1.
2.
Separate and list the 3.
individual learning 4.
objectives within the 5.
6.
benchmark:
Investigate and describe light.
Investigate and describe heat.
Investigate and describe sound.
Investigate and describe electrical energy.
Investigate and describe chemical energy.
Investigate and describe mechanical energy.
ESSENTIAL QUESTIONS ACTIVITY
Rewrite the learning objectives into questions using student friendly terms.
1.
Separate and list 2.
the individual 3.
learning objectives 4.
5.
within the
6.
benchmark:
1.
Rewrite each of the 2.
learning objectives 3.
in the form of an 4.
5.
Essential
6.
Question:
Investigate and describe light.
Investigate and describe heat.
Investigate and describe sound.
Investigate and describe electrical energy.
Investigate and describe chemical energy.
Investigate and describe mechanical energy.
ESSENTIAL QUESTIONS ACTIVITY
1.
Separate and list 2.
the individual 3.
learning objectives 4.
within the 5.
6.
benchmark:
1.
Rewrite each of the 2.
learning objectives 3.
4.
Investigate and describe light.
Investigate and describe heat.
Investigate and describe sound.
Investigate and describe electrical energy.
Investigate and describe chemical energy.
Investigate and describe mechanical energy.
How can I examine and explain the basic form of energy, light?
How can I examine and explain the basic form of energy, heat?
How can I examine and explain the basic form of energy, sound?
in the form of an Can I explain the factors that create electrical energy? Can I find similarities and differences with electrical energy to
heat and sound energy?
Essential
5. Can I explain and demonstrate chemical energy? How does chemical energy relate to the functions of the body?
Question: 6. Can I explain and demonstrate mechanical energy? Can I find similarities and differences of mechanical energy to
chemical and electrical energy?
Use the
Essential Question to
Create & FOCUS
your
Lesson Plan
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Day: ______________ Date: ____________________ Subject: _________________________ Period: _____ ___Grade: ________
Primary Benchmark:
Essential Vocabulary:
Opening Activity:
Lesson Objectives/
Additional Benchmarks:
Essential Question:
Higher Order Questions:
Whole Group/ Core Instruction
Daily Lesson: Textbook Correlations and/or Supplemental Activities
Textbook Page (s): ____________________________________
Activity/Lessons:
Data Driven Differentiation:
2010 FCAT Data
FAIR
Baseline
Differentiated Instruction
Small Group: Intensive
Assignment (s):
_______________________________
_______________________________
_______________________________
Student(s):
Closing Activity:
(Data used for Differentiated Instruction/Include in Data Binder)
Interim Assessment
FCIM/IFC Assessment
Other: ______________
Differentiated Instruction
Differentiated Instruction
Small Group: Proficient
Small Group: Enrichment
Assignment (s):
Assignment (s):
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
Student(s):
Assessments/Progress Monitoring:
Student(s):
Home Learning:
Lesson Plan Guide
Day #
Benchmark:
Essential Question:
Homelearning
Closure
"YOU DO"
"WE DO"
"I DO"
Introduction
Time
Activity
What is it?
How can I implement it?
Introduction
Teacher introduces/reviews important vocabulary words while adding them to or referring to the word
wall. Teacher also introduces/reviews the EQ.
*The EQ is written in student language and should be posted and referred to throughout the lesson.
Brief part of the lesson when students
learn the objective. Teacher provides an
activator or " hook" to motivate students
and a link to prior knowledge in order to
introduce a new concept.
Examples of "Hooks"
*Anticipation Guide: Students respond to and discuss statements related to the topic to be studied.
After reading or learning about the topic students rewrite their responses.
*Word Splash: Students predict the relationship among a set of words and the topic to be studied.
While reading or learning about the topic students check their statements for accuracy and make
revisions as necessary.
"I DO"
"WE DO"
Examples of Collaborative Strategies:
*Numbered Heads Together: Each student is assigned a number. Members of a group work together
Opportunity for students to work in pairs, to agree on an answer. The teacher randomly selects on number and the student with that number
trios and/or quads using collaborative answers for the group.
strategies to practice what they were *Rally Table: In teams, students alternate generating written responses or solving problems. The paper
taught during the modeled portion of the continues to go around the table until each student has had an opportunity to contribute. The teams
take turns sharing their responses with the rest of the class.
lesson while the teacher performs
*Team-Pair-Solo: Teammates work together to solve a problem. If correct, students advance to pair
checks for understanding.
work for the next problem. If correct, the partners switch roles to solve another problem. Finally, the
students advance to solo when all problems are correct.
Opportunity for students to independently Teacher assigns students independent work that is directly aligned with the lesson objective. Teacher
apply what they have learned during circulates around the room to provide support and to determine who has mastered content and who
needs further assistance
modeled and guided practice.
Closure
Component of the lesson when students
learn exactly what they are expected to
Teacher conducts a think aloud while solving a problem or reading the text to explain thought processes
do during guided practice and eventually or thinking patterns. Model the use of a graphic organizer to organize key ideas during this step.
during independent work.
"YOU DO"
*Whole Class KWL: Students build a whole class KWL chart by writing their ideas on sticky notes and
placing them under each of the three parts of the KWL as they are introduced by the teacher.
Allows students to reflect on the key
ideas they have learned during the
lesson and to answer the EQ.
Examples of Closures:
*Ticket Out The Door: Students respond to a prompt which they in turn, share with the class or with a
partner.
*Dear Teacher: Write a letter to an absent student, another teacher or the principal explaining what
has been learned and answering the EQ.
*It's Okay to Pass Summary Notes: Students write a summary paragraph answering the LEQ and
exchange with a partner who responds to the accuracy of the answer.
Well Planned Lessons
lead to
Lesson
Deliveries
Smooth
Gradual Release of Responsibility
“The gradual release of responsibility
model of instruction stipulates that the
teacher moves from assuming “all the
responsibility for performing a task…to
a situation in which the students
assume all of the responsibility.”
Duke and Pearson, 2002, p. 211
Lesson Delivery
• Introduction (“Hook”)
– How will I focus my students on what they need to learn?
• Modeled Instruction (“I DO”)
– How will I show my students exactly what they are expected to do
during guided practice and eventually during independent work?
• Guided Practice (“WE DO”)
– How will I provide my students with opportunities to collaboratively
work in pairs, trios, and/or quads to practice what they were taught
during the modeled portion of the lesson?
• Independent Practice (“YOU DO”)
– How will I help my students independently apply what they have
learned during modeled and guided practice?
• Closure (“Wrap Up”)
– How will help my students reflect on the key ideas they have learned
during the lesson and answer the Essential Question?
Introduction (“Hook”)
• Grab students’ attention with “Hooks”.
To be used when introducing a new topic.
• Make connections to previous learning.
• Offer a precise explanation of what will be learned.
• Introduce/review important vocabulary.
• Refer to posted essential question.
Hooks
Activating Prior Knowledge
•
Anticipation Guide
Students respond to and discuss statements related to the topic to be studied. After
reading or learning about the topic students rewrite their responses.
•
Word Splash
Students predict the relationship among a set of words and the topic to be studied.
While reading or learning about the topic students check their statements for
accuracy and make revisions as necessary.
•
Whole Class (KWL) Know - Want to Know – Learned
Students build a whole class KWL chart by writing their ideas on sticky notes and
placing them under each of the three parts of the KWL as they are introduced by the
teacher.
•
Walk Around Survey
Students are given a topic of study and asked to move around the room for the
purpose of conversing with other students. During these conversations, students will
share what they know of the topic and discover what others have learned.
•
Graphic Organizers
Modeled Instruction (“I Do”)
•
Component of the lesson when students learn exactly what they are
expected to do during guided practice and eventually during
independent work.
•
Teacher conducts a think aloud while solving a problem or reading the
text to explain thought processes or thinking patterns.
•
Model the use of a graphic organizer to organize key ideas during this
step.
•
Demonstrate how to complete examples step by step.
•
Verbalize thinking, such as (teacher think-a-louds)…
– forming mental pictures,
– connecting information to prior knowledge,
– creating analogies,
– clarifying confusing points, and/or
– making/revising predictions.
Modeled Instruction Examples
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•
•
•
•
•
•
•
•
Think A-loud
Practice Problems
Demonstration
Process breakdown
Solving Equations
Drawing on the White Board
Picture Part Identification
Video
Virtual Dissection
Sample Foldable
Guided Practice (“We Do”)
• Students work in pairs, trios and/or quads using
collaborative strategies to practice what they were
taught during the modeled portion of the lesson.
• Students take part in laboratory investigations.
• Teachers ask higher order questions requiring
explanation with “Student Accountable Talk” or
“Student Think-a-Louds” to justify thinking and
explain logic.
• Teachers conduct informal Checks for
Understanding.
Collaborative Strategies
Working in small groups is a helpful
classroom strategy for interactive
learning……
however, without a specific task, clear
instructions and guidance on how to
participate, small group work will not be as
effective.
Collaborative Strategies
• Incorporate Collaborative Structures for
additional practice with peer support.
– Think-Pair-Share
– Rally Table
– Pairs Check
– Numbered Heads Together
– Talking Chips
– Team-Pair-Solo
Student Accountable Talk
•
Ask Higher Order Questions requiring explanation
with “Student Accountable Talk” or “Student Think-a-Louds” to
justify thinking and explain logic.
– Ask “Why” and “Why Not” questions
– Use probing and clarifying questions
– Allow students’ extended time to prepare responses
– Require use of content specific vocabulary
– Reference vocabulary acquisition tools (interactive word wall, lesson
vocabulary on whiteboard, foldables, skill process posters, etc.)
•
Prepare questions ahead of time
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Florida Department of Education
Student Accountable Talk
Probing Questions
•
Students need opportunities to process information by
justifying or explaining their responses--dealing with the
why, how, and the based-upon what aspects of a concept.
–
–
–
–
–
–
–
–
–
Why do you think this is the case?
What would have to change in order for…?
What’s another way you might…?
What would it look like if…?
What do you think would happen if…?
How was…different from…?
How did you decide/determine/conclude…?
What is the connection between…and…?
What if the opposite were true? Then what?
Student Accountable Talk
Clarifying Questions
Talk Move
Revoicing
Example
“So let me see if I’ve got your thinking
right. You’re saying _________?” (with
space for student to follow up)
Asking students to
“Can you repeat what he just said in your
restate someone else’s own words?”
reasoning
Asking students to
“Do you agree or disagree and why?”
apply their own
reasoning to someone
else’s reasoning
Prompting students for “Would someone like to add on?”
further participation
Asking students to
“Why do you think that?” or “What evidence
explicate their
helped you arrive at that answer?” or “Say
reasoning
more about that.”
Division of Public Schools (PreK -12)
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Florida Department of Education
Student Accountable Talk
Wait-Time
Wait time after posing a question
In many classrooms, students know that all of the teacher’s questions will
be answered by a few “star students.” Waiting after posing a question
allows more students a chance to think and formulate a response.
Wait time after calling on a student
Teachers who use this kind of wait time effectively often explicitly tell the
students that they are, in fact, waiting. As a student struggles to answer,
they will say to other students things like, “That’s OK, give her time.” Or,
“That’s OK, we’ll wait.”
Wait time after student gives a response
The teacher can help by finding ways to extend the time that the student’s
answer “hangs in the air” by asking clarifying questions.
Checks for Understanding
• Checks for Understanding can be used before the
lesson, during the lesson and after the lesson
– Thumbs Up/Down/Middle
– White Board Responses
– Response Cards
– Reverse Think…Pair…Share
– Student Accountable Talk
– Journal Responses
– Cornell Notes Summaries
– Board Races
Independent Practice (“You Do”)
• Opportunity for students to independently apply what
they have learned during modeled and guided
practice.
• Teacher assigns students independent work that is
directly aligned with the lesson objective.
• Teacher circulates around the room to provide support
and to determine who has mastered content and who
needs further assistance.
• Teacher pulls small groups.
Independent Practice Examples
•Lab Write-up
•Individual Project
•Fill in Foldable
•Research Project
•Practice Problems
•Science Journals
Real Scientists Use Journals:
• Purpose of a Science Journal
• To build science content and process skills
• To increase student participation and
practice in science.
• To assess student achievement formatively
– To identify evidence of student learning
– To collect evidence of student growth over
time
– To identify students’ misconceptions
Good for experiments
Division of Public Schools (PreK -12)
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Florida Department of Education
CLASS NOTES
Division of Public Schools (PreK -12)
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Florida Department of Education
Concept maps
Division of Public Schools (PreK -12)
Left side/right side
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Interactive Notebook
Division of Public Schools (PreK -12)
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Florida Department of Education
Closure (“Wrap Up”)
• Closure is the time when you wrap up a lesson plan
and help students organize the information into a
meaningful context in their minds.
• A closure should be a meaningful end to the lesson that…
– makes a connection between the concrete and the abstract
– reviews key points
– gives students opportunities to draw conclusions
– answers the essential question
– previews future lessons
– creating a smooth transition from one lesson to the next lesson
• Although every lesson should end with a closure
activity, it’s also good to stop and summarize along
the way.
Closure Activities
• 3-2-1 Response
Students are asked to write down: 3 most important things learned, 2 questions that still
need to be answered and 1 way their learning connects to what they knew before.
• Dear Teacher
Write a letter to an absent student, another teacher or the principal explaining what has
been learned and answering Essential Question.
• Ticket Out the Door (Exit Card)
Students respond to a prompt which they in turn, share with the class or with a partner.
• It’s Okay to Pass Summary Notes
Students write a summary paragraph answering the Essential Question and exchange with
a partner who responds to the accuracy of the answer.
• Draw A Picture or Diagram
Homework
an extension of Independent work
• To achieve a positive impact on student learning
homework assignments must be well-designed
and carefully constructed.
• Some specific research findings include:
– Homework is most effective when it covers
material already taught.
– Homework is most effective when it is used to
reinforce skills learned in previous days, weeks,
or months.
– Homework is less effective if it is used to teach
complex skills.
Importance of Feedback
• Providing students with specific, timely feedback is essential to learning.
• Students need information about their strengths and weaknesses, what
they know and don’t know, and how well they are performing.
• Researchers have found that students who received personal, pertinent
feedback about their homework errors outperformed students who
received only scores on their homework assignments.
• Researchers have identified four questions that teachers should ask
themselves as they review a student’s homework assignment:
– Is there an error?
– What is the probable reason for the error?
– How can I guide the student to avoid the error in the future?
– What did the student do well that could be noted?
Sharing feedback
with students
through…
*Switch to FCIM ppt
How often are Data Chats conducted?
• Weekly whole class data chat
• Weekly student individual data tracking
(in “Pride” folder)
• Monthly/Quarterly teacher-student data chats
(include parents as necessary and appropriate)
• Semiannually administrator-student data chats
(after baseline and midyear testing)
Teacher questions for student data chats
• Have you shown improvement?
• What barriers to learning are you experiencing?
• What has helped you learn? Please state some specific
activities or class interactions.
• How do you feel about your progress in this class?
• Ask students to complete a goal sheet.
• Ask students to complete their action plan to reach their
goal.
• Review their progress on their goals monthly or
quarterly. Establish this as a regular routine in your
class.
Data Chats lead to Action Plans
• As teacher-student data chats are held the
opportunity arises to assist or expect a
student created action plan.
• Teacher provides data, discusses
implications of data with student, asks
questions related to their learning, and
then expects student to record, monitor,
and create an action plan.
Gradually move from
to the
What is the
• Discovery model
• Inquiry based model
• Students form meaning and conceptual
understanding before the teacher explains
concepts
• Change in mindset from the model of lesson
planning most frequently used
• Has attributes that blend with the gradual
release model
?
Provides opportunity to
•
•
•
•
Capture interest in the topic
Motivate students
Identify student misconceptions
Create a positive classroom
Looks Like/Sounds Like:
Puzzle
Photo or picture
KWL
Demonstration
Video
Provides an opportunity for students
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•
•
•
To test out their ideas
To compare their ideas to their peers’ ideas
To wonder
To be actively and authentically engaged
Looks like/Sounds like:
Hands-on Investigations
Experiments – open ended
Manipulatives
Student wonder questions; WOW!
Provides an opportunity for students
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•
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To resolve misconceptions
To make sense of their observations and discussions
To develop formal concept understanding
To develop vocabulary/terminology
Looks like/Sounds Like:
Student Accountable Talk
Student Discussions
Student-Teacher Questions
Laboratory write-up
Provides an opportunity for students
• To apply and develop concepts
• To extend concept understanding
• To extend skills and concepts to new context – make
applications, synthesize
• To use higher order thinking
Looks like/Sounds like:
Teacher elaborating on student ideas
Students having ah-ha moments
Teacher and student clarification of misconceptions
Students applying to new situations
Students relating to prior situations
Provides an opportunity for
• Teacher to determine how well students understand the
concept
• Students to self-asses their understanding
• Teacher and students to determine ability to apply a skill
• Teacher and students to determine areas that need
continued or more explicit instruction
Look likes/sounds like:
Ticket out the door
One minute report
Quiz
Summaries
Student rubric
Analogies
Student Presentations
Lab report (data and conclusion)
Your Turn!
• Now that you have worked through the gradual
release lesson planning model, which section of
the plan is most confusing to you? Why…give
examples of your confusion.
• In what section do you foresee your teachers
having trouble? Why??
• What questions do you have for us to help expand
your understanding?
Questions?
Florida Education: The Next Generation
DRAFT
March 13, 2008
Version 1.0
For more information, please contact:
Daniela Simic
Instructional Supervisor
[email protected]
Division of Public Schools (PreK -12)
57
Florida Department of Education