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Day 2 Induction. Pennsbury School District Maureen Gradel Staff Developer. Welcome!. Sign-in for either Act 48 or Stipend Find your assigned seat Help yourself to refreshments Take out the copy of the lesson plan you were asked to bring - PowerPoint PPT Presentation
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Pennsbury School DistrictMaureen GradelStaff Developer
DAY 2 INDUCTION
Sign-in for either Act 48 or StipendFind your assigned seatHelp yourself to refreshmentsTake out the copy of the lesson plan you were
asked to bringCatch up with your colleagues about the
holiday breakPeruse the provided materials
WELCOME!
Welcome/HousekeepingLesson Design ReviewSponge ActivitiesAnticipatory SetLearning ObjectivePurposeInputModelingNext Steps
DAY 2AGENDA
Demonstration Teacher Chart Update
February 19th Trade Day
Winter Needs Assessment
Video Lesson Analysis
REMINDERS
NEW YEAR’S RESOLUTION!
Share with your table group any resolutions you may have made for the new year…
PersonalProfessional
CLOCK BUDDIES
Make an appointment with 12 people – one for
each hour on the clock.
SPONGE ACTIVITES
Used to “sop up” extra time…Review /extend
previous learningBuild readiness
or as a “set” for learning
Eliminate discipline problems generated by transitions
Housekeeping issues
9:00 PARTNER
Find your 9:00 partner
Discuss what types of Sponge Activities you are using with your students
Discuss when you use these Sponge Activities
6:00 PARTNER
Find your 6:00 partner
Sit together and complete the Lesson Design Format handout
Be prepared to share your information aloud
LESSON DESIGN FORMAT
1. Anticipatory Set - helps to focus the learner and transfer any prior learning.
2. Objective - Select at the correct level and delineate the learnings and the behavior.
3. Purpose - Provides meaning which aids in retention. Why I have chosen this lesson or objective?
4. Input - provide information (content) to match the objectives.
5. Modeling - Through use of examples you demonstrate that what you presented is clear and fits the information you provided. Correct modeling aids in retention.
LESSON DESIGN FORMAT CONTINUED
6. Check for Understanding - Checks the learning and adjusts the teaching accordingly
7. Guided Practice - Works with the learners and provides quick and frequent feedback (retention is strengthened)
8. Closure - Provides the opportunity for the learner to summarize the learning
9. Independent Practice - Provides retention opportunity with delayed feedback
Find your 4:00 partnerTake out the lesson
plan you brought with you
Compare the way you each chose to write out the plan
Did you use all nine elements of the suggested lesson plan format? If not, why not? What did you add?
4:00 PARTNER
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 at least
15 minutes.
An OBJECTIVE…is a statement describing what it is that is to be learned and what the learner will do todemonstrate that he/she has acquired the learning.
(Learning and Behavior)
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.
OBJECTIVE EXAMPLES
Poorly StatedThe students will
understand the events leading up to the Civil War
The students will know how to do social learning analysis of discipline situations
Well StatedStudents will list, in
writing, three major differences between the North and the South, which led to the Civil War
Given descriptions of 10 disciplinary incidents, the students will be able to correctly identify 80% of the incidents of positive reinforcement, extinction, and punishment.
1. Objectives give direction and purpose to both
the teacher and the student.2. Objectives help to save time. 3. Objectives help you to evaluate.4. Objectives give you the basis for the selection
of materials and teaching methods.5. Objectives, when precisely written, identify the
skills which precede and follow.6. Specifying precisely what it is that we wantto teach (objective) can help us to stay on target.
Find your 7:00 partner
Complete the Objectives activity together by underlining the learning (content) and circling the behavior (actions)
7:00 PARTNER
DIRECTIONS: In the objectives given below, underline the learning (content) and circle the behavior (actions).
1. Given a list of ten words, the learner will write the root word correctly.
2. When provided with a copy of the first ten measures of Hayden’s “Surprise Symphony”, the student will play that music on the Casio with no more than three errors.
3. After listening to three speeches, the learner will label each presentation as informative, one-point argument, or actuation.
5. Given the information, the students will orally state the nine principles of static charge.6. The students will prepare a dessert using a recipe in their booklets.7. When a volleyball is hit to him, the learner will demonstrate how to set-up the ball using two hands and a proper follow- through.
4. When given five statements and five types of economic philosophies, the student will match correctly each of the statements with one of the economic labels.
3:00 PARTNER
Find your 3:00 partnerSelect an objective
from one of your lessons today
Think about the elements of a decent objective
Rewrite today’s objective keeping the above bullets in mind
Share the before and after with your 3:00 partner
ANTICIPATORY SET• A mental process where the
mind sneeks in the past information it already has about a subject
• A hook into the student’s past knowledge to trigger a memory or practice, which facilitates the new learnings of today
WHEN TO USE:
1. At the beginning of a lesson
2. When an objective changes
3. After any interruption
4. When someone gets off target
SET
ROLE PLAY
SPONGEACTIVITY
QUESTIONS REVIEWSTORY
Find your 12:00 partner
Look at some of the examples provided
Discuss the types of Anticipatory Sets you often use with your students (When? Length?)
12:00 PARTNER
PURPOSE
Tell the students why thataccomplishment is
important,useful, and relevant to
presentand future life situations.
Find your 5:00 partnerReview the examples
of Objectives with Purpose
Write out how you would describe the purpose of the lesson objective you chose to highlight earlier
Share your purpose with your 5:00 partner
5:00 PARTNER
INPUT
1. Determine Basic Organization (critical attributes, concepts, generalizations)
2. Present Information in simplest and clearest form (graphic organizers)
3. Model Information or Process (modeling) (hemisphericity) (guidelines for presentation)
QUICKWRITE – 2:00 PARTNERFind your 2:00
partnerUse the
Quickwrite page in your booklet to jot down what you know about the provided headings.
You will be given 2 minutes per heading.
Critical attributes
Graphic organizers
ConceptsGeneralizations
DEFINITIONS & EXAMPLES
Critical attribute – quantitative and/or qualitative descriptor of something essential; basic characteristics
Graphic organizer – a visual way of organizing information
Concept – a general notion or idea; categories into which experiences are organized
Generalization – a proposition asserting something to be true of all
SAMPLE DEFINITIONS
Find your 8:00 partner
What are the critical attributes of fruits and vegetables?
Name some critical attributes of a concept in your subject matter
CRITICAL ATTRIBUTES – 8:00 PARTNER
Examples
BirdhouseBedroomBackyardStreetcarButterfly
Non-Examples
KitchenComputerLightning
EngineTornado
CONCEPT ATTAINMENT STRATEGY
the concept?the attributes?
WHAT IS/ARE…
Create a Concept Attainment lesson
Find your 1:00 partner
Share your lesson with one another
1:00 PARTNER
CONCEPT ATTAINMENT LESSON PLAN
EXAMPLES NON-EXAMPLES
Sign-in for either Act 48 or StipendFind your assigned seatHelp yourself to refreshmentsTake out the copy of the lesson plan you were
asked to bringCatch up with your colleagues about the
holiday breakPeruse the provided materials
WELCOME BACK!
Welcome/HousekeepingLesson Design ReviewSponge ActivitiesAnticipatory SetLearning ObjectivePurposeInputModelingNext Steps
DAY 2AGENDA
Demonstration Teacher Chart Update
February 19th Trade Day
Winter Needs Assessment
Video Lesson Analysis
REMINDERS
CLOCK BUDDIES
Make an appointment with 12 people – one for
each hour on the clock.
LESSON DESIGN FORMAT
1.___________________________Helps to focus the learner and transfer any prior learning.2.___________________________Delineates the learning and the behavior (selected at thecorrect level)3.___________________________Provides meaning which aids in retention. (Why we areworking with this lesson or objective.)4.___________________________Provides information (content) to match the objective.(through the use of the four teacher actions)5.___________________________Provides examples and demonstrations (information isclarified and retention is improved)6.___________________________Checks the learning and adjusts the teaching accordingly.
7._________________________Works with the learners and provides quick and frequentfeedback (retention is strengthened).8._________________________Provides retention opportunity with delayed feedback.9._________________________Provides the opportunity for the learner to summarize the learning.
Find your 11:00 partner
Compare your completed Lesson Design Format fill-in-the-blank handout
11:00 PARTNER
LESSON DESIGN FORMAT
1.___________________________Helps to focus the learner and transfer any prior learning.2.___________________________Delineates the learning and the behavior (selected at thecorrect level)3.___________________________Provides meaning which aids in retention. (Why we areworking with this lesson or objective.)4.___________________________Provides information (content) to match the objective.
5.___________________________Provides examples and demonstrations (information isclarified and retention is improved)6.___________________________Checks the learning and adjusts the teaching accordingly.
Set
Objective
Purpose
Input
Modeling
Check for Understanding
7._________________________Works with the learners and provides quick and frequentfeedback (retention is strengthened).8._________________________Provides retention opportunity with delayed feedback.9._________________________Provides the opportunity for the learner to summarize the learning.
Guided Practice
Independent Practice
Closure
Create a Concept Formation Lesson Plan
Find your 4:00 partner and share each of your lesson plans
4:OO PARTNER
SENTENCE STEMS
As I think about the ideas we discussed, it reminds me…
What surprised me was…
I learned that…I changed my
mind about…because…
PLEASE DO NOT LEAVE TONIGHT, UNLESS YOU…
Turn in your Sentence Stems closure handout (with name)
Clean up your area