EPS 215 Pre-Internship Lab Manual - Wikispacesinthefield.wikispaces.com/file/view/Lab+Field+Team+Manual+09.pdf · EPS 215 Pre-Internship Lab Manual ... Collecting Data ... students

EPS 215 Pre-Internship Lab Manual

University of Regina Faculty of Education

Fall 2009

Elementary Program

2

Table of Contents Lab Schedule................................................................................. 3

Purpose of Lab .............................................................................. 4

Lab Expectations ........................................................................... 4

Lab #1: Lab Orientation: Planning for teaching................................ 6

Lab #2 and #3: The Professional Development Process: Using Set/Closure and Communication Skills .................... 8 Professional Development Process ...................................................................... 10

Designing Professional Development Plans .......................................................... 11

Collecting Data.................................................................................................. 12

Analysing Data .................................................................................................. 12

Some Questions to Direct Pre and Post-conferences............................................. 12

Professional Development/ Data Collection - Communication Skills ........................ 13 Professional Development/Data Collection - Set and Closure…………...................... 14

Labs #4 and #5: Classroom Man: Directions/Attending Behaviour..... 15

Information: Giving Directions for Learning Tasks…………………………..................... 17

Professional Development/Data Collection - Giving Directions ............................... 18

Basic Management Skills .................................................................................... 19 Prof Dev/Data Collection - Basic Classroom Management Skills……… ..................... 20

Lab #6 and #7: Using Questioning in Teaching .............................. 22

Professional Development/Data Collection - Teacher Questioning.......................... 24

Levels of Questioning……………………………………………………………………. ................. 26

Examples of Levels of Questioning…………………………………………………................... 27

Labs #8 and #9: Instructional Strategies......................................... 28

Instructional strategies – A Visual ....................................................................... 30

Lab #10: Classroom Management …………………………………………………. 31

Lab #11: Meeting with Faculty Advisor/Lab Instructor ...................... 33

Appendix: .................................................................................... 34

Lesson Plan Templates ......................................................................... 35 Professional Development Plan Template ....................................................... 37 Examples - Professional Development Plans ............................................................................... 39

Activity Plan Template and Example........................................................................................... 59

STF Code of Ethics / Code of Conduct ........................................................................................ 64

Professional Growth for Semester Five ....................................................................................... 66

Assessment Rubric for EPS 215

3

PURPOSE OF LAB

The lab component of EPS 215 is intended to enable students to develop basic teaching skills and

strategies along with the ability to reflect on teaching in a supportive small group environment using

the Professional Development Process (setting targets, soliciting feedback, analyzing feedback,

changing teaching practice based on feedback). The lab provides a time to develop a professional

relationship with the lab instructor and student partner. When at all possible the lab instructor will

also supervise the same students in the field component of the program.

LAB EXPECTATIONS 1. Students are expected to read the weekly lab component thoroughly before coming to lab.

2. Students are expected to come to the lab prepared as directed in the EPS 215 manual and by the

lab instructor. For labs requiring the practice of a specific teaching skill or strategy a complete

lesson plan along with a professional development plan is expected.

3. Students are expected to pre-conference and post-conference in pairs for microteaching labs.

4. Students are expected to get feedback from their peers and their lab instructor on specific targets

as well as from the general comments during microteaching labs.

5. Students are expected to submit a copy of their lesson plan to their lab instructor, prior to

teaching, for review.

6. Micro lessons are to be based on the curriculum. They are not to be frivolous. It is permitted to

use the same lesson that will be used in the school. This allows additional practice and

modification of planning.

7. Full attendance and participation is expected. If a student does miss a lab, notification is

required. Students are expected to contribute to the professional growth of other students. Lab

instructors will discuss poor attendance and participation with the student and EPS instructor.

Concerns will be discussed at the Student Review Meetings.

8. Lesson plans and feedback are to be filed in a binder and made available to the EPS instructor

and lab instructor on request.

9. For labs not requiring microteaching, students should prepare for the lab as directed by their EPS

lab instructor. The product of the lab should be filed in a binder along with lesson plans and

feedback.

4

10. Students are expected to use ideas gained in all of their course classes as they prepare for the lab

experience.

11. Students are expected to develop professionally from this experience. Any indication of lack of

professional development will be shared with the student by the lab instructor or the EPS

instructor, and a suitable remedial plan will be constructed with the student.

5

LAB #1

Lab Orientation; The Planning Process

Purpose: This lab has been designed to: 1. provide an orientation to the lab and its place in EPS 215, 2. allow field experience partners to get to know each other, and 3. to become familiar with the components of a teaching plan and considerations that need to be made in developing a plan that engages pupils in learning.

Topics to be covered in EPS 215 Lab include: 1. A comparison of unit and lesson planning: components, purpose, process 2. Criteria to evaluate a plan

Preparation: 1. Each pair needs to select a topic from the Evergreen Curriculum site. The content you choose

should be limited to one "lesson." The content should be selected from the subject areas that you are taking . The Evergreen Curriculum can be located at this internet site: http://www.sasked.gov.sk.ca

2. Locate resources that would support your teaching of this lesson. Bring these resources to your lab.

Activities: 1. Introduction of students and lab instructor (name game or other suitable introduction). 2. Overview of expectations and lab schedule. 3. Planning activity

a. Working in pairs, students will construct a lesson plan on a topic selected from the Saskatchewan Evergreen Curriculum. For this purpose they will each be given a lesson planning sheet. Students are expected to complete all parts of the lesson plan in detail as directed by the lab instructor. As well, the following criteria need to be addressed by the plan:

• The plan should contain an activity that demands the interaction of pupils. • The students should address the developmental needs of the grade for which it is

intended. • Other criteria that students suggest.

b. Debrief the plans using the following questions.

• How would the learning activities in this plan engage pupils in learning?

6

• What assumptions does this plan make about the learner? • What makes learning activities engaging? • How congruent is the plan (linkage of objectives, learning activities, assessment)? • What is the major strength of the plan? How can it be improved? • What is negotiable/not negotiable with the plan? How far can I stray from it and

still maintain plan integrity? • What have I learned about my partner from working on this exercise?

Reflection on the Lab: 1. The lab instructor will debrief the activity by having pairs share their experiences with designing a

lesson plan.

• Review the parts of a lesson. • Describe the planning process. • What made this task difficult? • How would your planning change if you were doing this for an actual class? • After completing this exercise, how have your ideas about lesson planning

changed? 2. Students will make brief notes on the lab debriefing. These can be used in answering the question

for reflection guiding the first two weeks of lab.

• What are teacher-designed learning experiences and how can they be planned?

7

LABS #2 AND #3

The Professional Development Process: Using Set and Closure

Communication Skills

Purpose: This lab has been designed to: 1. familiarize students with the Professional Development Process 3. focus on ways to open and close lessons 4. make students aware of both verbal and non-verbal communication skills.

Topics to be discussed in EPS 215 Lab include: 1. the Professional Development Process including the steps in selecting targets, pre and post-

conferencing, designing professional development plans (data collection) and giving and receiving feedback.

2. various types of sets and closures for planned learning activities. 3. importance of clear communication skills. 4. importance of clear enunciation.

Preparation: 1. Create a formal lesson plan that you will teach to the others in your lab group (10 minutes in

length). The content should come from the Saskatchewan Evergreen Curriculum. 2. Collect and organize resources that you need to teach this lesson to the lab group. 3. Prepare for your professional development by developing a data sheet to solicit feedback on set

and closure and/or communication skills.

Activities:

1. The lab instructor will review the Professional Development Process. 2. Students will pre-conference in front of the lab group. Feedback will be given by several other

students on the ability of the pair to follow the required pre-conferencing steps. 3. Some of the students will teach their lesson (10 minutes) during lab #2 and some during lab

#3. Selected students will provide feedback on the professional development plans provided by the student who is teaching: the others will participate in the lesson.

4. Students will post-conference in front of the lab group. Feedback will be given by several other students on the ability of the pair to follow the required post-conferencing steps.

8

Reflection: 1. The lab instructor will debrief the lab experience with the lab group.

• How descriptive was the feedback provided to you? Was any of it judgmental? • What are the barriers to providing good feedback? • What is the value of the Professional Development Process to you as a teacher? • Who controls the process?

• What are some targets (teaching behaviours) on which you need feedback?

• What is the connection between your target and your pupils' learning? What evidence do

you have that the use of the target behaviour enhanced pupil learning? 2. Be sure to keep notes on this debriefing session so you can use some of the ideas to answer the reflective questions for the week.

• What does it mean to improve your teaching?

• How does the Professional Development Process help to guide the improvement of teaching?

• How do I keep track of and assess my development as a teacher?

9

10

DESIGNING PROFESSIONAL DEVELOPMENT PLANS

Key Questions The key questions to answer in setting up a professional development plan are:

• What is the general area of my teaching that I would like to improve? • What is the specific behaviour/situation I would like to improve? • What is my intended action to improve this situation? • What evidence can the data collector give me to show that: a) I exhibit the

intended action, and b) the intended action has a positive effect on pupil learning? • Will this plan fit with the lesson that I am teaching?

Data Collection Format 1. Professional Target -

• General Area To Improve: name • Specific Concern For My Situation:

2. Steps to Achieve Target -

• • •

3. Instructions for Observer

• The Data Collector Should Give Examples Of My Intended Action(s) (Did I do what I had intended to do?) In What Situations Did I Use This Action?

• Describe How The Pupils Responded To My Intended Action(s) 4. Data Collection 5. Other Comments

11

COLLECTING DATA

1. Describe the teaching situation and what is said by the teacher and how the pupils respond. 2. Count responses from pupils; who said what? 3. Count teacher actions; when are they displayed? 4. Develop checklists to determine if behaviours/items are displayed. 5. Keep a written record of the lesson; what is done and when it is done (record time).

ANALYSING DATA 1. Determine to what extent you exhibited the intended action. 2. Determine what effect this intended action had on pupil learning.

SOME QUESTIONS TO DIRECT PRE-Conference AND POST-Conference

1. Pre- Conference Questions (Clarification): • What do you want the pupils to learn or experience? ( objectives, learning activities, assessment, cels, adaptive dimension, extensions, etc.) • What professional development have you planned for this lesson? (target, intended behaviour, data collection)

2. Post-Conference Questions (Analysis): • Did the pupils accomplish the learning objectives? How do you know? • How would you teach this lesson differently next time? • Did you accomplish your professional target? Why/why not? • Does this target enhance pupil learning? Why/why not? • How will you change your practice based on this experience?

12

PROFESSIONAL DEVELOPMENT/DATA COLLECTION - COMMUNICATION SKILLS

Topics from which to Choose

Verbal and Non-Verbal Communication Skills Intention: to clearly communicate my instructions and ideas to the pupils. Data Collection: Describe A Verbal Communication

a) Audibility -

b) Pronunciation and appropriate grammar -

c) Enunciation ( clarity ) -

d) Variation & Emphasis -

e) Language Usage -

f) Mannerisms -

B Non Verbal Communication

a) Facial Expression -

b) Movement -

c) Gestures -

d) Mannerisms -

e) Eye Contact -

f) Pauses -

g) Physical Contact -

13

PROFESSIONAL DEVELOPMENT/DATA COLLECTION - SET AND CLOSURE

1. Set: Intention: to focus pupils attention, to prepare them for the lesson. Orientation Set – focusing attention through motivating activity Transition Set – smooth transition from known to new material Evaluation Set – determining what pupil know about previous material before going

on to new material Data Collection: Describe what I say and do to prepare the pupils for the lesson. Describe the reaction of the pupils.

2. Closure: Intention: to bring the lesson to its logical conclusion. Review Closure – reviewing material just taught Transfer Closure – providing practice, alerting pupils about future use of, or link to,

material just covered Serendipity Closure – taking advantage of unique, unexpected situations which provides

ideal closure Data Collection: Describe what I say and do to bring the lesson to its logical conclusion. Describe the reaction of the pupils.

14

LABS #4 AND #5

Classroom Management: Directions for Learning Tasks/Attending to Behaviour

Purpose: This lab has been designed to: 1. explore ways to gain and keep pupils’ attention 2. help pupils provide clear directions for learning tasks

Topics to be covered in EPS 215 Lab include: 1. ways to gain and maintain attention of pupils 2. procedures for giving directions for learning tasks

Preparation: 1. Create a formal lesson plan for a learning activity that you will teach to others in your lab group (10 minutes in length). The content should come from the Saskatchewan Evergreen Curriculum. 2. Collect and organize resources that you need to teach this lesson to the lab group. 3. Prepare for your professional development by developing a data sheet to solicit feedback from

your partner on how you give directions for learning tasks and on your attending to pupils as they respond to the lesson.

Activities 1. The lab instructors will review the Professional Development Process. 2. Students will pre-conference their lessons. 3. Some of the students will teach their lesson (10 minutes) during lab #4 and some during lab #5.

Selected students will provide feedback on data sheets provided by the student who is teaching; the others will participate in the lesson.

4. Students will post-conference in front of the lab group. Feedback will be given by the other students.

15

Reflection a) How descriptive was the feedback provided to you ? Was any of it judgemental? b) What feedback did you receive that was most useful? Why?

c) What connections do you make between directions for learning tasks/attending to behaviour

and classroom management?

Be sure to keep notes on this debriefing session so you can use some of the ideas to answer the reflective question for the week.

• How does this lab help me think about classroom management from a proactive perspective?

16

Information on Giving Directions for Learning Tasks

Direction Giving Skills a) Secure attention -

� Do I give an attention signal? � Do I wait until all are still and listening?

b) Give clear, concise directions –

� Do I break down the task into 3 or 4 steps AHEAD OF TIME? � Do I speak slowly while I’m giving directions? � Do I use eye contact when giving directions? � Do I paint a picture in their minds of what they are to do? � Do I make the steps sequential? � Do I keep each step short and not filled with too much detail? � Do I use simple terms so all can understand?

c) Anticipate confusion –

� Do I use a visual such as a poster, flow chart, task card, overhead, etc. � Do I physically show the pupils what they are to do? � Do I give examples of what they are to do?

d) Check for understanding –

� Do I ask 2 or 3 pupils to explain what the procedure is? � Do I make sure that I do not only use the sentences –

“Does everyone understand?” “Who doesn’t understand?” “Are there any questions?”

� Do I have the pupils practice the procedure once I have modelled it for them? � Do I circulate around the room to make sure the pupils understand?

17

Professional Development/Data Collection - Giving Directions

1. Giving Signals and Securing Attention Intentions: using voice and body language to get pupils to attend; not beginning until all are ready.

Data Collection: What effect did my signals have on the pupils? Please describe.

2. Alerting Intentions: giving right amount of time; telling how much time is left; indicating that directions will be given soon. Data Collection:

3. Giving Clear Directions Intentions: brief, understandable, complete; put on board or task card Data Collection:

4. Checking-Up Intentions: determining if pupils understand, if they are complying or if they are doing “it” correctly? Data Collection: How did I check for compliance? Was this an effective way to check? Why/why not? How do I check to see if pupils are participating correctly?

5. Anticipating/Attending Intentions: anticipating problems; telling pupils what to do when done; keeping pupils on-task; helping, reinforcing. Data Collection:

18

Basic Management Skills

MOVEMENT MANAGEMENT

Regulating PACE & FLOW

of classroom activities (smoothness & momentum vs. jerkiness & slowdowns)

WITHITNESS

Degree of teacher awareness of everything that is

happening in the classroom

OVERLAPPING

Handling two or more things at the same time

GROUP FOCUS

Keeping students ALERT & ACCOUNTABLE

(e.g. through good questioning technique)

Basic

Management Skills

19

Professional Development/Data Collection - Basic Classroom Management Skills The key questions to answer in setting up a professional development plan are:

• What is my general target for improvement? What is my intended action (specific area for improvement)? • What evidence can the data collector give me to show that I exhibit the intended

action? • What evidence can the data collector give me to show the intended action has a

positive effect on pupil learning or behavior?

1. Withitness: Intention: To improve my withitness I will:

• remind pupil when they are off-task • suggest alternative behaviour to off-task pupils • praise on-task pupils • move closer to off-task pupil • use non-verbal behaviour (eye contact etc) to alert off-task pupils • use pauses and silence to alert off-task pupils • maintain eye contact with all pupils

Data Collection: I need the data collector to give examples when I demonstrate the intended withitness behaviours (what pupils were doing, what I did, how pupils responded). Analysis: What does the feedback tell me about the specific teacher behaviour I intend to use? For example, do pupils get the message from the behaviours I exhibit that I know what they are doing during the lesson? What effect do these behaviours have on enhancing pupil learning?

2. Overlapping: Intention: To improve my overlapping behaviours so that I do not stop the learning process to deal with a problem, I will:

• give the class a task to do while I deal with a problem that arises • move toward the source of the problem and stop the behaviour • deal with the problem non-verbally while continuing to direct the learning process

Data Collection: I need the data collector to give examples when I demonstrate the intended overlapping behaviours (what pupils were doing, what I did, how pupils responded). Analysis: Which behaviours allow me to keep myself and pupils on task? What are some other ways of dealing with two situations happening at the same time? What effect do these behaviours have on enhancing pupil learning?

20

3. Movement Management/Flow of Lesson/Pacing: Intention: To improve my lesson momentum and pacing, I will:

• stay focused on the lesson; tell pupils that raise unrelated concerns that we will deal with that after class • allocate a particular amount of time to each part of the lesson so that I complete the whole activity • give clear directions when changing activities so that transition time is minimized • alert pupils about the time left to complete an activity

Data Collection: I need the data collector to give examples when I demonstrate the intended momentum and pacing behaviours (what pupils were doing, what I did, how pupils responded). Analysis: Which behaviours allow me to keep the lesson moving? What effect do these behaviours have on enhancing pupils learning?

4. Group Focus and Learner Accountability: Intention: To improve my group alerting, I will keep pupils focused on the learning task by:

• calling on pupils randomly • reminding them of the expectations about the task ("you have so many minutes to do this task"). • asking pupils questions randomly • asking pupils what they are doing and what they plan to do next • having pupils share their work with another pupil

Data Collection: I need the data collector to give examples when I demonstrate the intended group focus and accountability behaviours (what pupils were doing, what I did, how pupils responded). Analysis: Which behaviours allow me to keep the group focused and to make pupils accountable for their learning? What effect do these behaviours have on enhancing pupil learning?

21

LABS #6 AND #7

Using Questioning in Teaching

Purpose: This lab has been designed to: 1. provide students with feedback on questioning skills: wait time, level of difficulty, distribution, probing/prompting/redirecting. 2. provide students with feedback on the value of questions in the lessons presented in the lab.

Topics to be covered in EPS 215 Lab include:

1. questioning skills: wait time, level of difficulty (Bloom's taxonomy), distribution,

probing/prompting/redirecting. 2. the place of questioning in the teaching/learning process.

Preparation: 1. Create a formal lesson plan for a learning activity that you will teach to the others in your lab

group (10 minutes in length). The content should come from the Saskatchewan Evergreen Curriculum. The lesson for the lab should require a series of questions that engage pupils in learning.

2. Collect and organize resources that you need to teach this lesson to the lab group. 3. Develop several professional development plans to solicit feedback on the various questioning

skills. This is an opportunity to receive feedback on a variety of questioning skills.

Activities: 1. The lab instructor will review the Professional Development Process (PDP). 2. Students will pre-conference their lessons. 3. Some students will teach their lesson (10 minutes) during lab #6, and some during

lab #7. Selected students will provide feedback on the professional development plans provided by the student who is teaching. The others will participate in the lesson.

4. Students will post-conference in front of the lab group. Feedback will be given by other students.

22

Reflection: 1. The lab instructor will debrief the lab experience with the lab group.

• What is the connection between questioning skills and pupil learning? • What evidence do you have that your use of the target behaviours (questioning skills)

enhanced pupil learning? • What feedback was most helpful in this exercise? • Specifically in what ways will you try to improve your questioning skills? • What is the place of convergent and divergent questions in teaching and learning? • How can teachers get beyond teacher questions and pupil answers? How can pupils be

encouraged to ask questions? What can a teacher do with pupil questions? 2. Be sure to keep notes on this debriefing session so you can use some of the ideas to answer the reflective question for the week.

• What is the place of teacher questions and responses in the teaching and learning process?

23

Professional Development/Data Collection –Teacher Questioning

1. Purpose of Questioning Intentions: to ask questions in order to see if pupils know the material; to get pupils to explore unknown territory in search of an answer; to get pupils to be creative; to get pupils to think critically; to ask questions in such a way that it gets their attention (ie. to get them curious). Data Collection: What effect did the use of questioning have on the pupil interest, understanding, thinking and attention in relation to the topic/material being covered?

2. Question Asking Pattern Intentions: to ask a question; to give time for all to think of an answer; to select a pupil to answer; to use a long wait time before calling on a pupil to answer; to give time for pupils to share their answers before calling on a pupil to give an answer; to avoid call-out answers by calling on individual pupils (or a group) to respond. Data Collection: Describe my questioning patterns. Example: Secure attention, pose question, wait, name pupil, prompt, probe, redirect.

3. Distribution of Questions Intentions: to distribute questions to as many pupils as possible to increase involvement; to distribute questions to pupils who may not have their hand up. Data Collection: On a classroom seating plan record which pupils were asked a question. What pupils did I allow to answer more questions than others? Is there a pattern to the way I ask questions?

4. Levels of Questions (see pages 26 and 27 for more information) Intentions: to ask more middle and high level questions; to connect middle and high level questions to lower level questions. I will have these questions prepared in advance. Data Collection: Describe the pattern of questioning in the lesson. Does it go from simple to complex questions? Is there evidence that high level questions caught the attention of pupils?

24

5. Responses to Questions: Probes, Prompts and Redirects Intentions: to probe pupil responses to questions for additional information; to provide prompts and clues to get reluctant pupil to answer; to only redirect a question when prompts have failed to produce a satisfactory answer. Data Collection: On the classroom seating plan, place a check mark to show to whom questions were directed, which questions were probed, which pupils were prompted, and which questions were redirected to other pupils.

6. Using Questions to Structure Learning Activities Intentions: to use questions to structure a learning experience e.g. learning centre; to use questions for a group task; to structure an independent learning project. Data Collection: In what way do the questions guide pupil learning?

7. Student Procedures for Responding to Questions Intentions: to establish a routine for answering questions, therefore avoiding “shout out” responses. Data Collection: Procedure for answering questions is established. Check the names of pupils who shout out answers. Write down the names of the pupils if I accept shout out answers from them. 8.Classroom Management Intentions: To ask a question to draw a pupil back into the lesson. Data Collection: Write down the names of the pupils I call on to draw them back on task.

25

Levels of Questions

QUESTIONING It is important to ask questions over a range of levels. It will be helpful to keep this page for future reference. You may find it useful to put these questions on a chart in your field classroom.

Knowledge Questions (recall – finding out)

Who, What, Where, When Questions

Comprehension Questions (recall – finding out)

Differences, Main Idea, Meaning, Descriptions

Application Questions (making use of known)

What might happen if…?, How would you…?, Who would you pick…?, Do you know someone/thing like that?

Analysis Questions (taking apart the known)

What if…?, What was the reason that…?, Why did…?

Synthesis Questions (putting it together)

What would happen if…?, If you changed that, what might happen…?, How could you…?

Evaluation Questions (judging the outcome)

What is your opinion of…?, Do you think it was fair? Do you agree with…?, Which is better?

26

Examples of Levels of Questions

Goldilocks and the Three Bears

Knowledge 1. What are the names of the three bears? 2. What did Goldilocks use first in the house of the three bears? 3. What did she use next? Last?

Comprehension 1. Why didn’t Goldilocks like Papa Bear’s porridge? 2. Why didn’t Goldilocks like Mama Bear’s porridge? 3. Why didn’t Goldilocks like Baby Bear’s porridge?

Application 1. If Goldilocks had come into your house, what are some of the things she might have used? 2. If the three bears had come home early, what might Goldilocks have done or said?

Analysis 1. What parts of the story could not have really happened? 2. Which bear was Goldilocks most like? 3. Why do you think Papa Bear’s porridge got cold so much faster than the others? 4. Why do you suppose Goldilocks was in the forest in the first place?

Synthesis 1. How might the story have been different if Goldilocks had visited the house of the three owls? 2. How would the story have been different if the Bear’s door had been locked?

Evaluation 1. Do you think Goldilocks was good or bad? 2. Why do you think that? 3. If you were Goldilocks, how would you feel if the Three Bears came into your house when you weren’t home? Prepared by: Wendy Lazarou Kyla Hubelit EPS 215 students

27

LAB #8 AND #9

Instructional Strategies

Purpose:

1. To help students become familiar with various instructional strategies by using a particular strategy to teach other students about it. 2. To help students discern the most appropriate uses for various strategies.

Prerequisite Learning From EPS 215 and Other Course Classes: 1. Each student will have had the opportunity to learn about various teaching strategies over the semester. 2. Students will be exposed to the Instructional Strategies Series booklets (SIDRU).

Preparation: 1. Each student will select a strategy and prepare a formal lesson plan using that strategy that could be used in the field. 2. Your professional development plan should outline what you need to do in order for your lesson to be successful. i.e. Concept Teaching – List the examples and non-examples that I used to develop the concept. What characteristics (critical attributes) did the students discover about the concept? What non-characteristics (non-critical attributes) did they discover? 3. Prepare a data collection component to solicit feedback on a particular strategy. Your data sheet should provide clear, specific directions for the observer. It should direct the observer to note specific things that will let you know if you met your professional target. 4. See the appendix for examples of professional development plans for teaching strategies. 5. Make a copy of your professional development plan for your partner. 6. When you to teach or share the lesson containing the strategy in lab, name the strategy and introduce or define the strategy in two or three sentences.

Activities: 1.Lessons will be 10 minutes in length. 2. Students will pre-conference or share their lessons. 3. Each student must identify the strategy then use the strategy to teach or share his or her lesson.

28

Reflection:

1. (For the person teaching or sharing the lesson), "Did the strategy work as well as you had intended? Why or why not?"

Professional Growth for Semester Five (see appendix) 1. Take this to your faculty advisor meeting.

Overall Debrief (If Time Permits) 1. Think about one of your successful lessons from this semester.

a) What instructional strategy did you use? b) Did this lesson engage the pupils? Why or why not? c) What are the strengths/weaknesses of the lesson? d) How does the lesson appeal to the issue of multiple intelligences? e) How can the adaptive dimension be strengthened? f) What are some other ways to assess the learning? g) What classroom management considerations were taken into account? h) Does the lesson involve pupil input?

29

Instructional Skills

i)

Instructional Strategies: A Visual Check each time you use one successfully

Direct Instruction Structured Overview

Questioning Explicit Teaching Mastery Lecture Drill and Practice

Compare and Contrast Demonstrations

Guides for Reading Listening and Viewing Interactive Instruction

Debates Role Playing

Panels Brainstorming Interviewing Discussion

Cooperative Learning Groups Tutorial Groups Peer Practice

Problem Solving Lab Groups

Circle of Knowledge

Indirect Instruction Problem Solving

Case Studies Inquiry

Reading For Meaning Reflective Discussion Concept Formation Concept Mapping

Concept Attainment Cloze Procedure

Independent Study Homework

Learning Centers Computer Assisted Instruction

Learning Activity Package Learning Contracts

Reports Research Projects

Assigned Questions Essays

Experiential Learning Field Trips

Games Conducting Experiments

Simulations Focused Imaging

Field Observations Role Playing Project Work

Model Building Surveys

For extra help/explanation try: http://www.sasked.gov.sk.ca:8765 http://www.sasked.gov.sk.ca/evergreen/policy/approach.instrapp03.html

30

LAB #10

Classroom Management

Purpose: 1. Provide a forum for sharing, discussing and reflecting on field experiences. 2. Determine and rehearse skills useful for classroom management.

Topics to discussed in EPS 215 Lab include: 1. Review of the Saskatchewan Teachers' Federation Code of Ethics.(see appendix) 2. An understanding that teaching is an ongoing, life-long process.

Preparation: 1. Each pre-intern should review all field lessons, observation notes, journals, reflections, etc. 2. From these sources, pre-interns choose one example of a classroom management concern or issue and one example of a personal teaching success. 3. Each pre-intern will have his or her field lesson for Wednesday ready for lab. Professional Development Plans will relate to classroom management.

Considerations for Lab: 1. We each hold perspectives unique to our experiences and understanding. It's imperative to remain objective and nonjudgmental when discussing issues of ethics and classroom management. 2. Discussion should remain focused on the issue, strategy or concern rather than on a particular person. 3. Names of pupils or teachers are not necessary for this discussion. Use only "my cooperating teacher" or "a child in grade two" to respect confidentiality. The more general the terms, the better.

Lab Development Ideas:

1. Classroom Management Concerns Using the examples provided by the pre-interns, determine together the alternatives for managing the concern. You might use this structure:

• What is the problem and for whom is this a concern?

31

• What are all the possible ways in which this problem could be solved? Who might be asked to help solve the problem? Why? How? • From all the possibilities, which would be the best? Why? • What procedure or rule could be used to prevent this problem?

2. Routines and the Classroom Using questions such as the following, explore classroom routines and the physical set-up of the classroom.

• What are some of the routines you have observed or maintained in the field classroom? • Why do you believe this routine is in place? How could the same purpose be met with a different routine? • Which routines would you change or modify? What changes would you make? Why? • Which routines do you believe are the most effective? Why do you believe they are effective? • How is the classroom organized? Has the classroom arrangement been changed? Why? • How do you believe the organization of the classroom affects pupils' learning?

• What changes would you make to the physical set-up of the classroom? Why?

3. Celebration of Success Using the examples provided by the pre-interns, share successes from field classrooms. • What did you try or do that you believe was successful? • Why do you think it was successful? • What image from the field classroom will you keep to remind you of your success? • What might you add to your Professional Growth Plan for Semester Five? 4. Share Wednesday Lessons (if applicable) Each pre-intern will share his/her lesson plan and professional development plan. Pre-interns will reflect upon changes that could be made as a result of this lab.

32

Lab #11

Meeting with Faculty Advisor/Lab Instructor

Purpose:

1. To review each student's professional development over the semester. 2. To encourage student reflection on professional development.

Process:

1. Each student will meet with the faculty advisor/lab instructor for a 10 to 15 minute interview during the regularly scheduled lab time.

2. The advisor will explore strengths and areas to improve with each student as indicated by lab and school performance during the semester. Refer to the student’s Professional Growth for Semester Five Plan.

3. Students will use this information along with other information to construct a professional development growth plan for the next semester. This plan will be shared with the course instructor during the interview with the instructor.

33

Appendix

34

Lesson Plan Template

Name:__________________________ Date:__________________________ Subject:__________________________ Grade:_________________________

Content: (Topic) .

Teaching Strategy:

Learning Objectives: Assessment: .

Adaptive Dimension:

Common Essential Learnings (CEL’s):

Prerequisite Learning:

Lesson Preparation: Equipment/materials Advanced preparation:

35

Presentation: Set (_______min) Development (_______min) Closure (_______min)

Classroom Management

Strategies

Extensions: Professional Development Plan (attach):

36

Professional Development Plan Template Topic __________________________ Date ___________________________

Teacher _____________________ Observer _____________________ 1. Professional Target

2. Steps to Achieve Target

3. Instructions for Observer: (Be Specific) - Please__________________________________ __________________________________________________________________________________________________________________________________________________________________________

4. Data Collection:

37

5. Other Comments

38

Professional Development Plan Topic __________________________ Date ___________________________

Teacher _____________________ Observer _____________________

1. Professional Target Communication Skills – Specifically I want to look

at enunciation, language usage and mannerisms.


I would like to improve my enunciation skills so pupils can hear the isolated phonemes in words. I will be aware of this target during my lesson and

attempt to enunciate clearly. I would also like to be made aware of any errors in language usage and of

any distracting mannerisms.

3. Instructions for Observer: (Be Specific) - Please record any words I do not enunciate clearly. Please record any errors in pronunciation or grammar. Please record any distracting mannerisms.

4. Data Collection:

a. Enunciation – List words & number of times

b. Pronunciation -

c. Grammar - d. Mannerisms -

39

5. Other Comments -

40

Professional Development Plan

Topic _________________________ Date

Teacher _____________________ Observer _____________________ 1. Professional Target Communication – To develop strong verbal and nonverbal communication skills.

2. Steps to Achieve Target I will speak clearly and loud enough so all the pupils can hear. I will show enthusiasm with my voice and my body. I will try to avoid the use of “guys”, “gonna”, etc.

3. Instructions for Observer: (Be Specific) - Please comment on the following.

4. Data Collection:

a) Times when my volume was not appropriate.

b) Times when my speech was not clear. c) Times when I demonstrate enthusiasm (tone of voice, pausing, eye contact, intensity, facial expression, body language). d) Times when I used Non-Standard English (guys, gonna, I seen, have went, etc).

41

5. Other Comments

42

43

5. Other Comments

44


Teacher _____________________ Observer _____________________ 1. Professional Target Set- Orientation, Transition, Evaluation (Just use one)

To focus pupils at the beginning of the lesson. Closure- Review, Transfer, Serendipity (Just use one)

To focus pupils as I bring the lesson to its logical conclusion.

2. Steps to Achieve Target • At the beginning of the lesson, I will use a

puppet to focus attention as I read a poem. (Orientation Set)

• I will have five pupils describe the steps for

writing a haiku poem at the end of the lesson. (Review Closure)

3. Instructions for Observer: (Be Specific) - Please answer the following questions:

4. Data Collection:

a) Describe what I say and do to prepare the pupils for the lesson. Describe the reaction of the pupils.

b) Describe what I say and do to bring the lesson to its logical conclusion. Describe the participation of the pupils.

45

5. Other Comments

46


Teacher _____________________ Observer _____________________ 1. Professional Target Giving Directions- To give clear directions so that all pupils understand what they are suppose to do.

2. Steps to Achieve Target I will give three concise directions at one time. I will also write the directions on the board and refer to these as I am explaining what to do.

I will check for understanding by asking three pupils to repeat the directions of the task.

3. Instructions for Observer: (Be Specific) - Are my directions clear? Please list any points throughout the lesson where the pupils are really following. Please list any points throughout the lesson where the pupils are not following.

4. Data Collection:

a) Clarity of Directions- b) Pupils Following c) Pupils Not Following

47

5. Other Comments

48

Professional Development Plan Template Topic __________________________ Date ___________________________

Teacher _____________________ Observer _____________________ 1. Professional Target Classroom Management – Withitness


• I will continually scan the room so that I am aware of what each pupil is doing in the classroom.

• I will make quick eye contact with many pupils. • I will make extended eye contact with a few individual pupils. • I will make sure that I face my pupils when I speak. • I will make sure I do not have my back to the pupils. • I will give clear directions of what to do.

3. Instructions for Observer: (Be Specific) - Please comment on the following:

4. Data Collection:

a) Scan Room (frequently, covering all directions)

b) Eye Contact (quick and extended)

c) Face/Back to pupils d) Clarity of Direction

49

5. Other Comments

50



1. Professional Target

Classroom Management – Withitness

Responding to Off-Task Behaviour.


I will try to be more aware of individual pupils’ behaviour. If someone is off-task I plan to use eye

contact, gestures, or move towards a pupil to refocus him or her.

3. Instructions for Observer: (Be Specific) - Please make a note of the time, pupil name, and off-task behaviour. Record the time I notice the off-task behaviour and what I do about it. What effect does this have. Do I check back on that pupil?

4. Data Collection:

Off-Task Behaviour Teacher Action

Time Pupil Behaviour Time Action Effect Check Back

51

5. Other Comments –

52


Teacher _____________________ Observer _____________________ 1. Professional Target Time Management- To make efficient use of the time I have available and to make the set, development and closure flow smoothly and conform to appropriate time lines.

2. Steps to Achieve Target • I will make sure all materials are prepared

and in place ahead of time. • An agenda will be written on the board of

what we will accomplish in this lesson. • I will make up pupil groups ahead of time. • Task cards will be given to each group.

3. Instructions for Observer: (Be Specific) - Please list any points throughout my lesson where:

a) time is not used effectively

b) the lesson seemed rushed or too slow

c) I did not adhere to the time planned

4. Data Collection:

Set Development Closure

53

5. Other Comments

54



1. Professional Target

Questioning Skills - Distribution

2. Steps to Achieve Target I will try to spread my questions around the room.

I will ask some pupils even if they do not have their hand up.

3. Instructions for Observer: (Be Specific) - Please put a check mark beside the name of each pupil when I ask him or her a question.

4. Data Collection: Seating Plan

55

5. Other Comments -

56


Teacher _____________________ Observer _____________________ 1. Professional Target Teaching Strategy – Concept Teaching Inductive Approach

2. Steps to Achieve Target -I will give examples and non-examples of mammals. -I will use questioning skills to help students identify characteristics and non-characteristics of mammals.

3. Instructions for Observer: (Be Specific) - Please comment on the following. _________ __________________________________________________________________________________________________________________________________________________________________________

4. Data Collection: a) Please list the examples ( yes ) and non- examples ( no ) that I use.

Examples - Yes Non-Examples - No

b) Record the questions I use to help students identify the characteristics and non- characteristics of mammals.

57

5. Other Comments

58


Topic ____________________________ Date ________________________________

Teacher _________________ Observer ___________________

1. Professional Target Teaching Strategy – Cooperative Learning – Sequencing the events in a story.


– Identify and explain social skill (sharing materials and working quietly).

– Identify and explain the roles of Recorder, Reporter and Encourager.

– Identify and explain the shared task. – Check for understanding.

3. Instructions for Observer: (Be Specific) – Please ____ record what I say to explain:

__________________________________________________________________________

__________________________________________________________________________

4. Data Collection:

a) The “social skills” to be practiced.

b) The “roles” of the group members.

c) The “shared task” the group will work on.

d) Record how I check for understanding

59

5. Other Comments

60


Topic __________________________ Date ________________________________

Teacher ___________________ Observer ______________________

2. Professional Target Teaching Strategy – Experiential Learning – Using straws and tape to create a tall free standing structure.


– I will prepare the students for the activity by showing the video “Tall Structures”.

– I will monitor the students during construction.

– I will provide opportunity for sharing the structures.

– I will encourage students to share any changes they would make.

3. Instructions for Observer: (Be Specific) – Please comment on the following topics ____________________________________________________________________________

____________________________________________________________________________

4. Data Collection:

a) Record any questions the students asked regarding clarification of purpose and directions.

b) Describe my role as facilitator during the construction of the structures.

c) Record the questions I used to probe student sharing.

d) Record the suggestions students indicated regarding changes.

61

5. Other Comments

62

Activity Plan Template

Teacher:__________________________ Date:__________________________ Activity:_________________________ Grade:________________________ Activity Purpose: Possible Learnings: CEL’s: Equipment / materials: Advanced Preparation:

Assessment:

Adaptive Dimension:

63

Procedure:

Classroom Management Strategies:

Possible Variations: Professional Development Plan (attach):

64

65

66

67

STF Code of Ethics These are the ethical ideals for Saskatchewan teachers: 1. To act at all times in a manner that brings no dishonour to the individual and the

teaching profession. 2. To act in a manner that respects the collective interests of the profession. 3. To make the teaching profession attractive in ideals and practices so that people will

desire to enter it. 4. To respond unselfishly to colleagues seeking professional assistance. 5. To respect the various roles and responsibilities of individuals involved in the educational

community. 6. To inform an associate before making valid criticism, and inform the associate of the

nature of the criticism before referring the criticism of the associate to appropriate officials.

7. To support objectively the work of other teachers and evaluate the work of other teachers only at the request of the other teacher or when required by role as a supervisor.

8. To strive to be competent in the performance of any teaching services that are undertaken on behalf of students, taking into consideration the context and circumstances for teaching.

9. To deal justly, considerately and appropriately with each student. 10. To develop teaching practices that recognize and accommodate diversity within the

classroom, the school and community. 11. To respect the right of students to form their own judgements based upon knowledge. 12. To encourage each student to reach the highest level of individual development. 13. To seek to meet the needs of students by designing the most appropriate learning

experiences for them. 14. To implement the provincial curriculum conscientiously and diligently, taking into account

context for teaching and learning provided by students, the school and the community. 15. To be consistent in the implementation and enforcement of school, school system and

department of education policies, regulations and rules. 16. To render professional service to the best of the individual’s ability. 17. To keep the trust under which confidential information is exchanged. 18. To keep parents and the school community informed of and appropriately involved in

decisions about educational programs. 19. To model the fulfillment of social and political responsibilities associated with

membership in the community. 20. To protect the educational program from exploitation. 21. To seek to be aware of the need for changes in local association, Federation, school,

school division and Department of Education policies and regulations and actively pursue such changes.

68

STF Code of Conduct A member shall: 1. Apply for an available position on the basis on the member’s highest professional

qualifications. 2. Undertake to perform as a condition of employment only those duties required by statue. 3. Neither apply for nor accept a position with an employer during a period in which the

Federation has declared that a dispute exists between the Federation and the employer. 4. Adhere to all terms of a contract of employment until it is legally terminated. 5. Participate actively in Federation affairs at both the provincial and local levels, working

for needed changes in Federation policy and respect those decisions made by the elected representatives of the profession.

6. Respect the collective bargaining process as the appropriate means to determine all conditions of employment.

7. Adhere to all terms of applicable collective agreements. 8. Participate in legal sanctions requested by the bargaining unit following a vote of the

membership.

69

Professional Growth for Semester Five Name: ___________________ Date: ____________________ Strengths Areas to Improve

Documents

EPS 215 Pre-Internship Lab Manual - Wikispacesinthefield.wikispaces.com/file/view/Lab+Field+Team+Manual+09.pdf · EPS 215 Pre-Internship Lab Manual ... Collecting Data ... students