Lesson Plan Advisory - Memphis Central High Schoolmemphiscentral.org/wp-content/uploads/2012/07/lesson_plan_guide.pdfCHS 2013-2014 Lesson Plan Guide pg. 1 Lesson Plan Advisory In an

CHS 2013-2014 Lesson Plan Guide

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Lesson Plan Advisory

In an effort to positively impact student learning and support teachers in the TEM evaluation process, schools and teachers are being provided with

options for creating instructional plans that are correlated to the indicators of effective teaching. With an eye toward the improvement of student

achievement resulting from intentional planning and delivery of effective instruction, the following advisory is in effect for the 2013-2014 school year.

1. Effective instruction is seldom realized without prior consideration of how lessons will unfold. All teachers are expected to plan a coherent

series of activities that will lead to students’ increasingly deeper levels of thinking and understanding.

2. Lesson Plans should include, at a minimum:

a. Learning objectives addressing academic content standards

b. Connections to prior knowledge

c. Guiding questions

d. Instructional strategies and learning tasks used to support student learning, including what the teacher and the students will be doing

e. Differentiated tasks based on students’ needs

f. Informal and formal assessment tools and/or procedures used to monitor student learning

g. Closure

h. Resources and materials

3. For greater assurance of effectiveness, the TEM 3.0 Lesson Plan template provides teachers the most comprehensive lesson plan format because

it is aligned to the indicators of classroom instruction. Principals, with regional endorsement, shall make site-based decisions concerning

documentation of lesson planning. The choice of the lesson plan format may vary from teacher to teacher within a school. Principals have the

option of requiring a less detailed lesson plan from consistently high performing teachers based on classroom observation data. Or principals

can prescribe a greater degree of lesson planning specificity from others.

4. The TEM Lesson Plan template will be available on the C&I website for teachers’ use.

This template has been developed by teachers and principals and is cross-referenced to the TEM 3.0 Evaluation Framework and Common

Core State Standards.


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TEM 3.0 Lesson Plan Template Plan 1: Know your students in order to plan your instruction effectively. CLE 1: Build a respectful, learning-focused classroom community. Plan 2: Set through-course and end-of-course goals. CLE 2: Develop classroom procedures and routine. Plan 3: Create or adapt standards-based instructional plans and assessments CLE 3: Use classroom space and resources to support instruction. guided by pacing and content from instructional maps. CLE 4: Manage student behavior. Teach 1: Engage students in objective driven lessons. Reflect and Adjust 1: Monitor progress relative to through-course and Teach 2: Explain content clearly and accurately. end-of-course goals. Teach 3: Engage students at all learning levels in appropriately challenging work. Reflect and Adjust 2: Use student data to inform and modify Teach 4: Provide students multiple ways to engage with content. instructional practice. Teach 5: Use strategies that develop higher-level thinking skills. Teach 6: Check for understanding and respond appropriately during the lesson. Teach 7: Maximize instructional time.

Indicators Monday Tuesday Wednesday Thursday Friday

Stage 1. What knowledge of your students’ performance data,* interests, background, etc., are you using to inform your planning process?

(*Data may range from district’s assessment data to teacher-created classroom data.)

P1, P2, P3, RA2

Stage 2. What will students know and be able to do at the end of this lesson? The learning objective(s) is best stated in student friendly language (learning target or an “I Can” statement), measurable, stating what the student will be able to do by the end of the lesson. Objective(s) should also be communicated within the context of the standard(s).

P1, P2, P3, T1, T3

Teacher: ____________________________________

Teacher B: __________________________________ (If Co-Teaching)

Week of: ________________________

Subject: ________________________


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Connecting Prior Knowledge: Bell work, Do Now, Journaling, KWL Chart, Review, Re-teach, etc.

T1, T7

Guiding Question(s): What are the questions that will drive the content and skills that you will teach? Higher order, open-ended, and frequently asked questions begin with “how” or “why”. Can be the driving question for the lesson or for a longer period of time (i.e., week, unit).

T2, T5

Stage 3. What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when developing the task(s). Task(s): Think about including one or more of these instructional strategies: Literacy, interventions, differentiation, anticipation of students’ misconceptions, students guiding their learning, accommodations/modifications, extension of knowledge, scaffolding where appropriate, small groups, whole group, etc. How will you maximize the instructional time with each task? Introduction (approximate time):

Guided Practice (approximate time): In what ways will your learners attempt to explain or do

T1, T3, T4, T5 & T6 P1, T7 T4, T7


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what you have outlined? How will you monitor and coach their performances? (WE DO)

Independent Practice (approximate time) How will your different learners attempt the objective on their own? How will you gauge mastery? (THEY DO) Assessment (approximate time) How will you know that students have reached the targeted learning? Assessments may include: Pre-assessment, formative assessment, summative assessment, post-assessment, discussions, performance, demonstration, etc.

T4, T5, T6 P3, T6, RA2

Closure (approximate time) How will you engage students (not the teacher) in restating or demonstrating their learning? Closure strategies are usually the last 5 minutes of class: 3-2-1, ticket out the door, journals, reflective stems, answering guiding question, PMI, etc.

T1, T6, T7

Resources and Materials Needed for Addressing the task Consider any differentiated materials needed based on the developed tasks and student modifications (all levels).

CLE3

Stage 4. (TO BE COMPLETED AFTER TEACHING

LESSON)


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Thinking About This Lesson How well did the students achieve the learning targets based on your evidence? What surprises, questions, dilemmas, or problems did you encounter? Thinking Ahead What will you do next for your students; why? Consider students who mastered the learning target at different levels or not at all.

RA2, P1 RA2, P1


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Revised TEM Lesson Plan Template

Indicators Monday Tuesday Wednesday Thursday Friday

Stage 2. What will students know and be able to do at the end of this lesson? The Learning Objective(s)

P1, P2, P3, T1, T3


T1, T7

Guiding Questions: What are the questions that will drive the content and skills that you will teach?

T2, T5

Stage 3. What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when developing the task(s). Introduction (approximate time):

Guided Practice (approximate time):

Independent Practice (approximate time) Assessment (approximate time) Differentiated Tasks

T1, T3, T4, T5 & T6 T7 T4, T7 T4, T5, T6 P3, T6, RA2 T3, T4, CLE3

Closure (approximate time) T1, T6, T7

Resources and Materials CLE3

Teacher:

Week of:

Subject:

W

It’s not enough to have a well-designed lesson.

It also needs to be well-delivered.

Email

by

7:00 AM


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Planning Stages TEM Indicators

Explanations


P1, P2, P3, T1, T3

A Learning Objective is a statement that describes what students will be able to do successfully and independently at the end of a specific lesson as a result of your classroom instruction. A Learning Objective describes what you will teach your students to do. All Learning Objectives should:

Address academic content standards. Contain measurable skills (verbs). Exactly match what the students will be asked to do on the Independent Practice. Be clear cut.


T1, T7 To prepare students for learning it is important that teachers activate prior knowledge. Activating a students’ prior knowledge makes it easier for them to learn new content. It prepares their minds to accept and retain new information. Connecting Prior Knowledge can be done in two ways:

Link the new learning to the previous learning (sub-skill review) to fill in gaps in student knowledge.

Link the learning to real-life experiences (universal experience). Connecting Prior Knowledge should be limited to no more than five minutes. The bulk of the class time should be spent teaching students new content. Conclude by explaining to students the connection between what they already know and what they are going to learn. Some students may not make this connection on their own.

Guiding Questions: What are the questions that will drive the content and skills that you will teach? Higher order, open-ended, and frequently asked questions beginning with “how” and “why”. Can be the driving question for the lesson or for a longer period of time (i.e., week, unit)

T2, T5 The Guiding Questions frame the central idea of the lesson and can usually be found in the practice section of the textbook. Everything that is included in the lesson should enable students to answer the Guiding Question. Differentiate Guiding Questions by:

creating questions to scaffold instruction for students who are “stuck” during the lesson (low level).

creating questions to further learning for students who are ready to advance beyond the learning target (high level).

Using your Revised Bloom’s Taxonomy Educator Wheel. Guiding Questions make great focus activities (Connecting Prior Knowledge) and closure activities.

Stage 3. What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when

T1, T3, T4, T5 & T6

Instructional Tasks are the means by which students learn what we want them to learn and are able to do something with what they learn. It is recommended that a variety of instructional strategies be used during the lesson. At least two, perhaps three different strategies should be used in one class period. Active strategies allow students to actually work with and use the information they are learning. Passive strategies, such as


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developing the task(s). listening and simply reading, are not found to aid in retention. High Prep strategies require higher cognitive demands of students than Low Prep strategies, as Low Prep Strategies tend to focus on discrete skills. Teachers should model and implement appropriate strategies that teach or reinforce the problem-solving types listed in the TEM 3.0 Rubric for Teach 4, Provide Students Multiple Ways to Engage with Content.

Introduction (approximate time):

T1, T7

The Introduction is the “I do”. The Introduction provides interest and motivation to the students. It focuses students' attention on the lesson and its purposes. It also convinces students that they will benefit from the lesson. To introduce the lesson:

gain student attention with information or experiences designed to activate student interest and motivate them to engage in learning.

explain the objective with information that communicates the expectations for the outcome of the lesson to the students.

Some examples of introducing a lesson are:

Asking questions to get the students thinking about the topic of the lesson. Showing pictures that relate to the lesson topic. Telling a story to show the importance of the topic. Bringing in real objects related to the lesson.


T4, T7

Guided Practice is the “we do it together”. During guided practice, students perform their initial practice step-by-step under your direct guidance. You guide them through each step, and you stop at each step to verify that they’re doing it correctly. As guided practice proceeds, you gradually release your students to do more and more steps by themselves. By the end of guided practice, students are working successfully on their own without errors. The big idea to remember in guided practice is “at the same time.” Some examples of Guided Practice are:

Working problems step by step, checking after each step by asking students to display their answer on a white board; or by monitoring student responses through observation and addressing individual errors on the spot.

When you and your students complete a graphic organizer together to learn facts and information. This process is monitored by having students hold up their organizers periodically or by calling on students to read what they have written.

Independent Practice (approximate time)

T4, T5, T6

Independent Practice is the “they do”. Independent practice is any type of assignment students complete by themselves without the teacher’s help. It’s where students practice and apply the concepts and skills they were just taught, that they now know how to do. Some examples of independent practice are:

an assignment given to students to complete in class individually.

http://www.cpt.fsu.edu/eseold/in/desin/intro.html

http://www.cpt.fsu.edu/eseold/in/desin/intro.html


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a homework assignment students are to complete at home by themselves. students working in groups with each other, as long as they are not receiving

instruction from the teacher.

Assessment (approximate time) P3, T6, RA2

Assessments are informal and formal tools and/or procedures used to monitor student learning. Assessment should tell us how students are progressing and what adjustments should be made. Assessments come in a variety of modes, but all can be classified as either formative or summative depending on when the assessment takes place and what its purpose is. Assessment should occur throughout the lesson and involve all students.

Differentiated Tasks

T3, T4, CLE3 Differentiation is the process in which teachers meet the unique, individual needs of students. Content, process, and product are the things that are differentiated in a classroom. The content is what is taught. The process is the way learners interpret or make sense of the content being taught. The product shows what students know, understand, and are able to do. Differentiated tasks are activities and strategies designed to sustain student interest at all levels. They should reach all students at different learning levels, reach all students with different learning styles, and ensure all students move beyond current mastery levels. Federal laws, NCLB , and the IDEA, require the participation of students with disabilities in standards-based instruction and assessment initiatives. Though accommodations and modifications are required for some students, teachers can make accommodations by differentiating for any student who needs assistance to be successful.

Closure (approximate time)

T1, T6, T7 Closure can be a single question or maybe a short sequence of problems to solve at the close of class. During closure, all students (not the teacher) work problems or answer questions to prove they learned the content they were just taught. Closure is usually the last five minutes of class. The data from closure activities should be used to assess student knowledge for that day, differentiate learning, and modify teaching for the next day. Closure activities make great focus activities (Connecting Prior Knowledge).

Resources and Materials Needed for Addressing the task(s)

CLE3 Resources include supplies, materials, tools, and equipment. Resources should: Help students demonstrate their understanding of concepts. Help students complete tasks. Help students master standards. Be leveled or differentiated based on students’ needs.


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Planning Stag TEM

Indicators Cheat Sheet


P1, P2, P3, T1, T3

The Helpful Hundred - add, alphabetize, analyze, apply, arrange, assemble, attend, bisect, build, cave, categorize, choose, classify, color, compare, complete, compose, compute, conduct, construct, contrast, convert, correct, cut, deduce, defend, define, demonstrate, derive, describe, design, designate, diagram, distinguish, drill, estimate, evaluate, explain, extrapolate, fit, generate, graph, grasp, grind, hit, hold, identify, illustrate, indicate, install, kick, label, locate, make, manipulate, match, measure, modify, multiply, name, operate, order, organize, outline, pack, paint, plot, position, predict, prepare, present, produce, pronounce, read, reconstruct, reduce, remove, revise, select, sketch, ski, solve, sort, specify, square, state, subtract, suggest, swing, tabulate, throw, time, translate, type, underline, verbalize, verify, weave, weigh, write. Some examples are:

Graph linear equations.

Evaluate the author’s use of persuasive techniques.

Describe the process of mitosis.

Analyze the checks and balances between the three branches of government.

Connecting Prior Knowledge: Bell work, Do Now, Focus Activity

T1, T7 Journaling, KWL Chart (K and W only), Review questions, Guiding Questions, EOC test prep questions, ACT test prep questions, Re-teach, etc. Some examples are:

Explain, discuss, and/or journal about the lesson objective and how it relates to the real world.

Explain, discuss, and/or journal about the importance of learning about the lesson topic.

Write what you remember about ___.

Answer Guiding Questions.

Re-teach ___.

One ACT practice question on ___.

Two EOC practice questions on ___.

Three review questions on ___.

Guiding Questions: What are the questions that will drive the content and skills that you will teach?

T2, T5 How would you describe ___? How would you explain ___? Describe what happens when ____? How could you sort, classify, categorize ___? Use your own words to summarize ___? What can you infer about ___? How would you compare/contrast ___?


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How would you interpret ___? How can you explain ___? What other way would you choose to ___? Which factors would you change if ___? What would the result be if ___? What conclusions can you draw from ___? What are other possible outcomes ___? Based on what you know, how would you explain ___ What changes to ___ would you recommend? Do you agree with the outcome of ___? Why? What evidence supports your view? What evidence justifies ___? Defend ___. What theory can you propose for ___? Develop a plan/proposal that ___. Devise your own way to ___. Generate hypotheses for ___. Design a ___.

Stage 3. What instructional task(s) will be used to reach the learning target? Think about the standard’s level of rigor (revised Bloom’s taxonomy) when developing the task(s).

T1, T3, T4, T5 & T6

Abstraction Anticipatory Chart (K-W-L) Brainstorming Categorizing Cooperative Learning Demonstration Discovery Discussion Drawing Conclusions Experimentation

Flexible Grouping Games Gaming Journeling Laboratory Lecture Modeling Note-taking Predicting Outcomes Pre-teach Vocabulary Problem-solving

Quickwrite Read Alouds Recitation Re-telling Role-playing Scaffolding Simulation Socio-drama Socratic Method Summarizing Technology Integration

Introduction (approximate time):

T1, T7 I DO Lecture on ___. (5 min)

Powerpoint presentation on ___. (5 min)

Model how to ___. (10 min)

Demonstrate how to ___. (10 min)

Show examples of ___. (5 min)


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T4, T7

WE DO Use whiteboards to do #___ on page ___. Students will hold up boards after each step. (10 min) Students will sing major scales together as a whole group using the symbols. (5 min) Students will perform scales together as a whole group using swing weights. ( 5min) Teacher will lead students in completing a graphic organizer on ___. (10 min) Read aloud passage on ___, stopping after each ___ to check for understanding. (10 min)

Independent Practice (approximate time)

T4, T5, T6

THEY DO Answer questions from ___ about the passage on ___. (20 min) Finish graphic organizer on ___. (10 min) Sing major scales individually in class/at home). (2 – 30 min) Complete #___ on page ___. (20 min)

Assessment (approximate time) P3, T6, RA2

Formal Alternative Assessment (state what students will do) Authentic Assessment (state what stuudents will do) Demonstration (state what students will do) Essay on ___. Performance-based Assessment on ___. Portfolio including ___. Post-test on ___. Pre-test on ___. Project (state what students will do) Self-assessment on ___. Test on ___. Quiz on ___.

Informal (Checks for Understanding) Thumb It (up/sideways/down) Fist of Five Response Cards Yes/No Happy Face/Straight Face/Sad Face Agree/Disagree

Differentiated Tasks

T3, T4, CLE3 Centers/Stations Choice Board Chunking Curriculum Compacting Flexible Grouping Independent Study Literature Circles Peer Tutoring Scaffolding Tiered Assignments

Allow more Think Time Assign fewer problems Assign more difficult problems Flexible seating Provide less time Provide more modeling Provide more time Varied journal prompts Varying organizers Work alone/together


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Closure (approximate time): Ticket-out-the-Door, Exit Ticket

T1, T6, T7 3-2-1, Response Journals, Guiding Questions, Complete KWL Chart, EOC test-prep questions, ACT test-prep questions. Some examples are:

Answer the Guiding Questions.

One ACT practice question on ___.

Two EOC practice questions on ___.

Three questions on ___.

Summarize ___. Write any questions you still have.

Resources and Materials Needed for Addressing the task(s)

CLE3 Almanac Articles Artifacts Books on Tape Calculators Computers Dictionary Drawings/Paintings Films Graphic Organizers Instruments

Internet Ipads Journals Laptops Literature Magazines Markers Manipulatives Maps Movies Music Newspapers

Paint Paintings Photos Poems Research Simplified Texts Textbook Thesaurus Varied Texts Video Whiteboards


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Glossary of Teaching Terms

Active Participation – Designing activities so that students are actively involved. Abstraction - Reducing the information content of a concept to retain only information which is relevant for a particular purpose. Achievement Test - A standardized test designed to measure the amount of knowledge and/or skill a person has acquired. Alternative Assessment - Alternatives to traditional paper and pencil testing by producing work in some way other than selecting answers from choices on a sheet of paper. Anticipatory Chart - Before reading a selection, hearing a selection, or viewing a video, students are asked to complete the first two sections of a chart: “What I already know about ….” and “What I would like to find out about ….”. After the information has been presented, students complete the “What I Learned…” section. This is also known as a K-W-L chart. Authentic Assessment - Measuring student performance in a real-world context. Books on Tape – Books on tape purchased or created by the teacher so that students can listen to the book being read aloud to them while they follow along in the text. This is often done at a listening station. Brainstorming - Students give ideas on a topic, word, phrase, picture, or object while a recorder writes them down. Categorizing - Grouping objects or ideas according to criteria that describe common features or relationships. Centers (or Stations) - Used to arrange various activities and assignments by level of difficulty, complexity, or interest. Choice Board – A strategy that enables the teacher to target work toward student needs, yet allows students choice. Students choose an assignment from the board. Chunking - Breaking down information into bite-sized pieces so the brain can more easily digest new information.


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Competency Test - A test intended to establish that a student has met established minimum standards of skills and knowledge and is thus eligible for promotion, graduation, certification, etc. Cooperative Learning - A range of team based learning approaches where students work together to complete a task. Corners - The teacher poses a question or topic along with four choices. On a 3 X 5 card, students write their choice and reasons for it. Students go to the corner of the room representing their choice. In their corner, students discuss the reasons for their choice. Or, students go to a corner that is labeled with picture and information about it. They learn about the picture and return to teach/discuss it with their team members. Criterion-referenced Assessment - Tells how well students are performing on specific goals or standards rather than how their performance compares to other students. Curriculum Compacting - An acceleration strategy that enables students to skip parts of the curriculum they have already mastered and move on to more challenging content and activities or that allows students to work at a higher level independently or with a group. This strategy begins with a student assessment (pre-test) to determine the level, knowledge, or skill already attained. Demonstration - Teacher demonstrates how to do a lab or experiment before having students try it on their own. Differentiation – The process of modifying content, process, and product in order to meet unique student needs in the classroom.

Discovery – Teacher demonstrates how to do a lab or experiment before having students try it on their own.

Essay Test - A test that requires students to respond to questions in writing. Flexible Grouping - Students are grouped together by ability or interest and are allowed to move in and out of various grouping patterns, depending on course content. Formative Assessment - Assessment that occurs during the process of a unit or course that provides feedback to the teacher for the purpose of improving instruction.


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Gaming – The simulation of economic, historical, political, and social problems and issues through the playing of realistic games. Realism, authentic simulation, decision-making, and derivation of generalizations are key concepts in gaming. It must be an integral part of the subject matter, not just a good-times adventure, a play, or a substitute for thinking. Graphic Organizers - Visual displays to organize information into trees, flowcharts, webs, etc., which encourage students to see information as a component of systems rather than isolated facts. Heterogeneous Grouping - Grouping students by mixed ability or readiness levels. Homogeneous Grouping - Grouping students by need, ability, or interest. Hot Topics – Students brainstorm with the teacher on possible topics related to the content of the course, develop a list, and keep the list in their folder/notebook adding to it throughout the school year. Occasionally, students choose one Hot Topic and write in depth on the topic as a class assignment or as homework. Independent Study - A self-directed learning strategy where the teacher acts as a guide or facilitator and the student plays a more active role in designing and managing his or her own learning. Individual Education Plan (IEP) – A document that delineates special education services for special-needs students. Inquiry - A method by which a student, alone or working with others, attempts to solve problems and develops concepts and skills by observing, stating the problem, hypothesizing, testing the hypothesis, and concluding or generalizing. Journals - A students’ personal records and reactions to various aspects of learning. Lecture - The lecture method refers to the clarification or explanation of a major idea and is often used to present information to a large group of students. This method requires the teacher to do the talking (telling) and the students to do the listening. Literature Circles – Flexible grouping of students who engage in different studies of a piece of literature. Groups can be heterogeneous and homogeneous. Modeling – Teacher models how to complete a problem or task before having students complete it on their own.


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Norm-referenced Test - An assessment where student performance or performances are compared to that or those of a larger group. Partner Reading - Having students work together in pairs to read a text to each other and discover the main ideas of the story. Peer Tutoring - Having students work in pairs with one student tutoring the other student on a particular concept. Performance-based Assessment - A form of testing that requires students to perform a task to apply knowledge in a real-life setting rather than select an answer from a ready-made list. Portfolio - A collection of work, usually drawn from students’ classroom work when: the assessment purpose is defined; criteria or methods are clear for determining what goes in the portfolio and by whom and when; and criteria for assessing are identified and used to make judgments about performance. Post-test – A test given after a lesson or a period of instruction to determine what the students have learned. Pre-teach Vocabulary - Teaching key vocabulary words prior to working with the lesson or unit. Pre-test – A test given before instruction to determine a student’s knowledge. Problem-solving - Explicit instruction in the steps to solving a mathematical or science problem including understanding the question, identifying relevant and irrelevant information, choosing a plan to solve the problem, solving it, and checking answers. Project - A complex assignment involving more than one type of activity and production. Quickwrite - Students are asked to respond to a question in writing for five minutes. Emphasis is on getting thoughts and ideas on paper. Grammar, spelling, style not important. Quiz - A test of knowledge in the form of a short or rapid series of questions. Response Cards - Having students write brief answers to teacher questions on cards, or use pre-made cards. Teacher asks a question and all students hold up cards. Teacher can scan answers of all students for understanding. Response Journal - Students record in a journal what they learned that day or strategies they learned or questions they have.


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Retelling - Students verbally rehearse important story information by retelling a story to a partner using an outline. The outline guides them to pick out important ideas and back them up with supporting information.

Role-playing - This strategy places students in a situation where they must see and defend a viewpoint different from their own. Role-playing can be combined with problem stories, problem pictures, and dramatization to make effective social situations in which students develop values and understandings. Scaffolding – Breaking tasks down into smaller elements.

Self-assessment - The learner uses an assessment list or rubric and benchmarks to assess his or her own work. Simplified Text - Using texts that have simplified language for ELL students.

Simulation - In simulations, a real environment is reproduced as accurately as possible. This type of instruction provides the students with experiences within the framework of the school which they will, at some time, be exposed to in the real world. It is particularly useful in teaching vocational courses and the social sciences. Socio-drama - The socio-drama is a type of role-playing which deals with social problems. The actors experience the situation they are role-playing in the very creative sense in that they make up the plot as they go along. In this situation, students bring past experiences to a new problem. Socratic Method – A method of reasoning. A means developed by Socrates of arriving at the truth by continually questioning, obtaining answers, and criticizing the answers. Standardized Test - A test designed to be given under specified, standard conditions used to make inferences about the learner’s ability. Summarizing – Having students summarize (tell the main points in fewer words) what was learned. Summative Assessment - A culminating assessment occurring at the conclusion of a unit or units, which gives information on students’ mastery of content, knowledge, or skills. Tiered Assignment – The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery are varied according to the students’ readiness level.


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Varied Texts – The teacher obtains or creates a variety of texts at different reading levels to assign strategically to students.

References Differentiated Instruction Smart Card, Kagan Publishing

Differentiated Instructional Strategies: One Size Doesn’t Fit All

Explicit Direct Instruction: The Power of the Well-Crafted, Well-Taught Lesson

Instructional Media and Technologies for Learning

Teach Like A Champion: 49 Techniques That Put Students on the Path to College

Teacher Effectiveness Measure 3.0 Rubric, Shelby County Schools

The Differentiated Classroom : Responding to the Needs of All Learners

Documents

Lesson Plan Advisory - Memphis Central High Schoolmemphiscentral.org/wp-content/uploads/2012/07/lesson_plan_guide.pdfCHS 2013-2014 Lesson Plan Guide pg. 1 Lesson Plan Advisory In an