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LDC ACS
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Learning Development
Center2012-13
http://host-d.oddcast.com//photofacev2/?mId=48247490.3
HousekeepingSign in (TACS and sheet)Expectations (refrain from going to your classes, one designee can get lunch for the group, attentiveness, participation, and honor breaks)Mutual understandings
Cornell Notes for Day 1A
LDC pt 1INPUT: take notes during present
ation
Output:Generate open-ended
questions
The answers to the questions you
generate
ESSENTIAL QUESTION
How can we align our instruction with the CCES
and NCES within a common lesson
planning template to meet individual student
needs?
Learning OutcomesProvide participants with an awareness and
understanding of the components of an effective lesson design using Common Core and Essential Standards.
Learn multiple ways to identify appropriate instructional strategies in lesson design.
Identify and implement district resources that aid in lesson plan development.
Use Common Core/Essential Standards curriculum with assessment results to adjust and facilitate appropriate instruction.
Develop an effective lesson plan driven by Common Core/Essential Standards and assessment results.
Performance Objectives
Remember-Identify (the components of an effective lesson plan)Understand-Research(interpret the components of effective lesson design)Analyze-Distinguish (the various components through guided practice) (associate the mission of Anson County Schools with the research explored)
Icebreaker (anticipatory
set)
Access http://www.todaysmeet.com/ACSLDC
Discuss what question(s) you have based on the learning
outcomes that we just discussed.
Annual Cycle of Improvement
Common Core Essential Standards
http://voicethread.com/share/3985677/
You will need to sign up for
voicethread.com and edmodo.com
for this interactive
activity
http://www.edmodo.com/home#/join/b0f4f26faf0dfc0889f4d22db22daa1f
group code
ELA shifts
Informational textsCiting evidence Complex text
ELA strategies and support
www.AVIDWEEKLY.ORG (informational texts)Socratic Seminars help with the citing evidence componentwww.lexile.com helps give a good understanding of text complexity
http://www.createdebate.com/debate/show/ELA_Common_Core_standards
QuickTime™ and a decompressor
are needed to see this picture.
QuickTime™ and a decompressor
are needed to see this picture.
EDMODO QUIZ TIME
Math shiftsFocus strongly on the major work of the grade levelCoherence : think across grade levels, link to major topicsRigor: require conceptual understanding, procedural skill and fluency, and application with intensity
CTE blueprintsReal world applications and connections of mathematical concepts
Various strands of literacy are essential for career success
History, demographics, geography, and economics are essential components of understanding the global economic issues
Biology, chemistry, and earth and environmental science are relevant to multiple CTE clusters
agriculture(animal science and horticulture)
health occupations
family consumer science (domestic and commercial safety and culinary arts)
trade and industry ( domestic and commercial safety, emphasis on OSHA-Occupational Safety Health Administration)
Nine Ways the Common Core Will Change ClassroomPractice
(handout)
Use the mark in text strategyUse the writing in the margins strategyDiscuss open-ended questions from the writing in the margins25 minutes
http://www.online-stopwatch.com/
http://www.xtranormal.com/watch/13983649/historical-figurez-moviehttp://www.online-stopwatch.com/
Total Instructional AlignmentMeaning of TIA
Components of TIA and connectionAlignment of curriculum, instruction, and assessmentDesigning lessons and using TIA documents
ThinkgateLocate resourcesData alignmentAssessment (view results)Navigation around ThinkgateSupport and “Thinkgate University” can help with any FAQs
http://www.online-stopwatch.com
/ (15 minutes)
edmodo poll time
http://www.youtube.com/watch?v=yKnFNCWFygs
Documents and their LocationDPI ACRE (http://
www.ncpublicschools.org/acre/)information and technology *add as bookmark
CCES *add as bookmark
Wiki (www.ncdpi.wikispaces.net) *make note of any strategies that can achieve the CCES or technology standards
http://www.online-stopwatch.com
/(browse for 30 minutes)
youtube clips
https://vialogues.com/vialogues/play/8063
Return to Cornell Notes
Generate questions on the left side
Discussion (amongst us or even on todaysmeet)
Summary
*time permitting if we are ahead of schedule, go to www.edmodo.com to set up your profile (there will be a lot of time in the afternoon to look at web resources too)
LUNCH!!!!!! (30 minutes)
Cornell Notes Day 1B
http://www.polleverywhere.com/free_text_polls/LTIxMzE0MzE4OTY
Unit Plans
Components of the Unit PlansLocate Unit Plans in Thinkgate Determine which unit you will use to develop a lesson
Lesson Plan Design
Lesson Plan Design:Anticipato
ry SetMotivate instruction by focusing the learning
task, its importance, or the prior knowledge/experience of the learners.
Anticipatory Set SuggestionsAppropriate youtube/movie clips
yodio or animoto
Incorporate appropriate sites (www.todaysmeet.com or www.wallwisher.com)
Relevant cartoons (www.cagle.com)
Childhood stories (i.e. “The Three Little Pigs”)
Quickwrites or “Entrance Tickets”
Edmodo
Fakebook or Twister updates
Vokis/Oddcasts
www.goanimate.com
www.polleverywhere.com (it would be best to keep it open-ended in this spot)
meme creator
your turn!
Fakebook http://www.classtools.net/fb/home/page
Your turn? (In your group, determine an example to be used in your content)
Input and Modeling • The concept is clarified through teacher
input and modeling.
• The teacher scaffolds as they model to help students grasp the concept.
• Show/demonstrate the skill so that all students can acquire the essential skills.
• Use clear and frequent examples that directly tie to the objectives of your lesson.
• Use “think aloud” to help students make connections.
http://www.youtube.com/watch?v=z83fHRjnNAg
what not to do!
Input and Modeling examplesscaffolding
vocabulary words (model the meaning of essential vocabulary such as exaggerate, sleepy, bored, etc)Model the progression through Revised Bloom’s Taxonomy or Costa’s Levels of InquiryThink Alouds“Flipped Classroom” Model
“Flipped Classroom”
Google “flipped classroom”Read an articleUse your Diigo bookmarklet to highlight the siteUse your pink highlighter for the pros of this modelUse your blue highlighter for the cons of this model
Input/Modeling via “Flipped Classroom”
Screencast O MaticVoicethreadsVialogueMy BrainsharkZentation or Present MeTiny Chat/ Ustream/Twiddla (to help them at home)Voxopop
Soundcloud
Sign up using a yahoo,gmail, hotmail, or soSet up an accountGo to upload (you will have to go back to your email to activate)
Discuss your comments on the “flipped classroom”
How will you check that the students have understood/learned the objective?
Important Points to
RememberChecking for understanding allows instructors to gauge what students are getting and what they need to work on more. For this to take place, teachers need to:
1. Avoid Yes/No Questions ( Concentrate on Open-Ended Questions such as “why,””how,””do you think?”)
2. Ask Students to Paraphrase Learnings
3. Integrate Bloom’s Taxonomy Revised
4. Avoid choral responses. *try this instead www.classtools.net/education-games-php/fruit_machine
5. Use online polls/flashcards/games
Review and Discuss
Handouts
your turn!
*Daniel Webb- www.polleverywhere.comMatt Burleson- annotated
timelinesDavid Parrish- Stump the
chumpDanny Norwood- jeopardylab andhttp://www.classtools.net/
mob/quiz_70/Civil_War_GFR34.htm
http://www.quia.com/webwww.quizlet.com
www.voicethread.com
www.brainflips.com
http://www.polleverywhere.com/multiple_choice_polls/LTcxNTYwNTg3OQ
Guided PracticeGuided
practice is how your
students will demonstrate
that they have
grasped the skills,
concepts, and
modeling that you
have
presented.
Guided practices
includes small group activities under teacher supervision.
Practice is short and meaningful.
5 Principles of Guided Practice
Remind students of the lesson objectivesImmediately and frequently monitor and check for understandingGive non-evaluative feedback Make tasks interactiveScaffold class activities
http://suite101.com/article/guided-practice-a214274
explore 5 minutes http://www.online-stopwatch.com
/
Guided Practice Examples
JigsawThink Pair ShareI have/Who has?Small GroupStudent Stations *keep them timedWeb 2.0 tool www.gliffy.comGraphic OrganizersYour turn!
Independent Practice
Independent Practice allows students to work independently while still maintaining the safety net of the classroom setting. This is important for mastery of new skills and integration of new knowledge. Teachers can pose new scenarios and variations of the new skills to see how students are able to apply their knowledge. Most of all the practice should be authentic and real-world relevant.
Independent Practice
ExamplesRead and summarize text
Interact with the reading(sticky notes,marking the text,writing in the margins)
Find a solution to a problem or conflict using the skills taught (problem solution journals)
“If/then” statements
Real world applications from the lesson
Synthesis Journal
Your turn!
Summary and Closure
How will I wrap the lesson in a manner that reinforces the intended student learning required for mastery?The lesson is summarized through the use of an appropriate strategy that ties to essential learnings.Students are able to answer the essential questions when an effective lesson plan is delivered.
Summary and Closure
ExamplesCornell Note summaries“Exit tickets”MYD points (What did you learn?)Todaysmeet (debriefing)Parking Lot ( virtual or poster)Learning Logs
DLIQ
Reflective Solution Journals
Your turn!
Edmodo poll and posts
http://screencast-o-matic.com/watch/cll2bQVh9k
Ideas, Resources, and StrategiesDiscovery education
DiigoSmartboards/macbooksWICOR strategies (Writing, Inquiry, Organization, Collaboration, and Reading)Howard Gardner’s multiple intelligencesWWW.AVIDWEEKLY.ORG
Ideas, Resources, and Strategies cont.SMARTboard
keepvid
Macbooks
Fodey
Fakebook/Twister
Voki
Todays Meet/Wall Wisher
Epals
Discovery Educationhttp://www.scoop.it/t/good-sites-for-effective-lesson-planning (bookmark my scoop it)
Return to Cornell Notes
Generate questions on the left sideDiscuss questions SummaryConclude Day !
Cornell Notes Day 2A (only)
anticipatory set for http://
my.brainshark.com/resources-172048998?v=94#
.US0h1JmXOjc.twitter
WW
II
CC
OO
RR
Article on Technology in
the class1) Marking the text (number paragraphs, circle
essential vocabulary, underline author’s claims
that support the title)2) Summarizing an
Argument
Explore
google cool tools for schools
tinychat.com/8am69
http://voicethread.com/?#u3436287.b3971690.i20438423
Assessment
PurposeTypes of Assessment
Formative
Summative
http://answergarden.ch/view/52058
Formative AssessmentDiagnostic
Battelle
Benchmarks
DFAs
PSAT/PLAN/EXPLORE
Fast ForWord
Gates-MacGinitie
Reading 3D
Nonverbal clues and cues
Quickwrites/Exit tickets
Quizlet and Brainflips
Your turn!
Summative Assessments
EOGs
EOCs
ACT/SAT
MSL’s Elementary and Middle School(NC Common Exam Science 4,6,7 and Social Studies 4-8 )
MSL’s High School (NC Common Exam All Core Courses except EOCs)
K-2 Assessment
Graduation Project
Current Relevant Data
Quiz on Data on Edmodo
Data Interpretation
What is it telling you?Are there trends?Can you identify standards to be targeted?
http://www.michigan.gov/documents/mde/4-3_383795_7.pdfUpload an
inspirational video, audio,
or picture about AHS to
www.historypin.com
Revisit Essential Question
http://www.polleverywhere.com/free_text_polls/taCnHH9Th8ACJRw
Reflect and Review
http://jeopardylabs.com/play/learning-development-center
http://animoto.com/play/5bFlPrW0OS6c96Hk11JfIg
join stumbleupon
Return to Cornell Notes (last time)
Generate questions on the left sideDiscuss the questionsSummary 15 minute break
http://www.online-stopwatch.com/
http://www.yodio.com/yo.aspx?CardId=bTNFqou8tc5OsAa7pHe3Z8
Lets get it started!!!
http://www.youtube.com/watch?v=Nr1SkktyDcw&noredirect=1
www.scoop.it/t/good-sites-for-effective-lesson-planning
http://www.screencast-o-matic.com/watch/clli0PVfRr
ReflectionsAs a group, use your Unit Plans to reflect on next stepsBegin development of Lesson Design
Begin work on lessons to be used next week
Reminder of available resources (Discovery, Web 2.0 tools, AVID strategies, TIA resources, Word Walls, DPI documents, wikis, etc)
Determine the focus of
instructionTarget unit and sequenceTarget specific standardsTarget student groupsTarget various learning styles
END OF DAY 2
Day 3- Plan!!!!
- final Edmodo
interactions
