Evans Step Vertical Align Handouts

7/28/2019 Evans Step Vertical Align Handouts

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Classroom Management:

Five-E Organization

ENGAGEMENT Time: Minutes

What the Teacher

Will Do andStudent

Misconceptions

Probing/Eliciting Questions andStudents Responses

What the Students Will Do

Include an

interesting and

understandable

attention grabber

that relates directly

to the concept being

taught.

Check for prior knowledge and

students experiences.

List critical questions that will

establish prior knowledge and

create a need to know.

List critical questions that will

address common student

misconceptions.

Include the hoped-for correct

responses that students might

give. [Give correct responses in

brackets.]

Describe what the students will

do.

Transition Statement

What will you say to transition students from the Engagement Section to the Exploration?

Important questions to answer:

(a) What is the purpose of the next activity?(b) Why do students need to know the information?

(c) How does the next activity connect to the engagement?

EXPLORATION Time: Minutes

What the Teacher Will Do

and Student Misconceptions

Probing/Eliciting

Questions and Student

Responses


Describe what you will do and

say to introduce and guide the

student exploration.

Explain step-by-step what the

students will do to explore the

concept. Include information

on how the class will be

organized. Specific directions

for the exploration may be

included separately as a

Use questionsto guide

student explorations,

evaluate studentunderstanding, and

facilitate student

interaction and group

collaboration.

List questions you will

ask to check for

students understanding

List step by step what the

students will do to explore the

concept.

Paige Evans, Perri Segura,

Tonya Jeffery

UTeach Institute - NMSI Annual Conference

Austin, TX / May 25 27, 2010

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handout for students.

Check to make sure students

understand the procedures

before students begin the

activity.

of the activity before

they begin to work on

their own.

Also include probing

questions to guidestudent explorations and

evaluate student

understanding while

they are working.

Include the hoped-for

correct responses that

students might give.

[Give correct responses

in brackets.]

List any potential

misconceptions students

might have and the

possible incorrect

responses that students

might give due to

misconceptions.


What will you say to transition students from the Exploration Section to the Explanation?


(a) What is the purpose of the next activity?(b) Why do students need to know the information?


EXPLANATION Time: Minutes



Probing/Eliciting


Responses


Have students present and

explain the results of their

investigation.

Add additional content,

including definitions,

explanations, and new

vocabulary in the context of

concepts explored.

Summarize and clarify

List questions that will

deepen and clarify

students conceptualunderstanding and

skills.

List critical questions

that will address

common student

misconceptions.

Describe what the students will

do.


Tonya Jeffery


Austin, TX / May 25 27, 2010

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students understanding to

make sure that students will

be able to demonstrate the

performance objectives.

Relate the activity and resultsto the science and/or

mathematics concept(s).





in brackets.]


What will you say to transition students from the Explanation Section to the Elaboration?


(a) What is the purpose of the next activity?

(b) Why do students need to know the information?


ELABORATION Time: Minutes



Probing/Eliciting


Responses


Provide students with the

opportunity to transfer and

extend (apply) the concepts

and skills they have just

learned to new situations.

Connect and apply the

lesson to students

interests outside the

classroom (not intended

as a homework

assignment).





in brackets.]

List any potential


might have and the

possible incorrect

responses that studentsmight give due to

misconceptions.

Describe student actions.

EVALUATION Time: Minutes

What the Teacher Will DoProbing/Eliciting

QuestionsWhat the Students Will Do


Tonya Jeffery


Austin, TX / May 25 27, 2010

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Bring the lesson to closure.

Design an evaluation tool to

assess the students mastery

of the performance objectives.

During each lesson,

administer and collect a pre-

and post-test in order to

analyze students learning.

You may describe and use

student responses when

assessing prior knowledge

during ENGAGE as your pre-

assessment instrument.

Use probing questions to

check for mastery of

concepts and skills

presented in the lesson.

Include the hoped-forcorrect responses that



in brackets.]

List any potential


might have and the

possible incorrect

responses that students

might give due tomisconceptions.


Tonya Jeffery


Austin, TX / May 25 27, 2010

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Evaluation

1.

2.

3.


Tonya Jeffery


Austin, TX / May 25 27, 2010

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Overhead Transparency


Tonya Jeffery


Austin, TX / May 25 27, 2010

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Activity Sheet


Tonya Jeffery


Austin, TX / May 25 27, 2010

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LessonPlanningGuide

TEKS# StudentExpectation SampleTAKSProblem

Reviewatleast3differentLPresourcesbeforecompletingthenextpage.Deletetherowsofresources

thatyoudidnotreview.

Resource BriefDescription(pg#) Evaluation:Dislike(1)Like(5)

withRationale/CommentsActivitiesfromMT

RegionIVAccelerated

CurriculumGateway

tHLessonBank

ActivitiesfromtH

StudentWorker

Textbook

Web:ScienceTEKS

Toolkit

Web:ScienceBenchmark

Assessments

Web:MiddleSchool

Science

Web:PBS

Web:Texas

Instruments

Other

Science

Topic


Tonya Jeffery


Austin, TX / May 25 27, 2010

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LessonPlanningGuide

Objectives

WriteobjectivesinSWBATform

EvaluationQuestions

Eachquestionshouldmatchthewrittenobjective

1

2

3

PossibleActivities(attachcopiesifnecessary)

Engage

Explore

Explain

Elaborate

Evaluate


Tonya Jeffery


Austin, TX / May 25 27, 2010

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Science Step 2 Lesson Plan Rubric

Teach 1 Rubric 1 Present or Approachingrequirements 2 Meets requirements Comments Point

LESSON PLAN ELEMENTSConcept(s) Broad global statement about the

concept(s) you want your students to

learn which includes why this concept

is important for your students to learn.TEKS Includes process TEKS and content

TEKS which directly apply to lesson

objectives

Objectives for Lesson States an appropriate number ofobjectives. States an appropriate number ofspecific, measureable objectives with

clear power verbs.

Equipment list and

All student materials/Visual

AidsContains a detailed description of all

equipment that will be used by

students and instructor.

Includes copies of all materials (hand

outs, assessments, instructions) that

will be distributed to students.Safety Requirements Instructs students in safe experimental

procedures.

Classroom Management Incorporates all STEP 2 Goals/Skills

Engagement Includes an interesting and

understandable attention grabber that

directly relates to the concept being

taught.

Includes an interesting and

understandable attention grabber that

directly relates to the concept being

taught. Checks for prior knowledge.

Includes possible answers to allquestions. Correct responses are given

in brackets.Exploration Lists step by step what the students

will do to explore the concept. Probing

questions are included.

Lists step by step what the students will

do to explore the concept. Probing

questions are included. Includes

possible answers to all questions.

Correct responses are given in

brackets.


onya Jeffery


Austin, TX / May 25 27, 2010

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Teach 1 Rubric 1 Present or Approachingrequirements 2 Meets requirements Comments Point

LESSON PLAN ELEMENTSExplanation Allows students to present and explain

the results of their activity. Includes

questions that will deepen and clarify

students conceptual understanding.

Allows students to present and explain

the results of their activity. Includes

questions that will deepen and clarify

students conceptual understanding.

Includes possible answers to all

questions. Correct responses are given

in brackets.Elaboration Guides the students in applying the

concept(s) to new situations. Includes

questions to help students connect and

apply the lesson to their interests.

Guide the students in applying the

concept(s) to new situations. Includes

questions to help students connect and

apply the lesson to their interests.Includes possible answers to all

questions. Correct responses are given

in brackets.

Evaluation/Assessments Includes copy of assessment. Most

assessment questions match

performance objectives.Includes copy of all assessments (pre

and post). All assessment questions

are aligned with performance

objectives.

Use of Questioning Probing questions presented to help

student get at concept, but more

questions are needed

A sufficient number of in-depth

questions presented to help students

understand concepts.

Transition Statements All transition statements explaining the

goal of the next activity are included

and connect one E section to the next

E section. Written in a script form of

what will be said to the students.

TOTAL


onya Jeffery


Austin, TX / May 25 27, 2010

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FEEDBACK on Individual LessonsSTEP 1

Please fill this out and hand to student before he/she leaves your class.

Mentor Teacher Name: Student Name:

__________________________

Date: _____________________ Time: __________ to __________

(Circle One)Lesson 1 Lesson 2 Lesson 3

Observed: Evident Not

Evident

Comments

Arrived on time (at least 30 minutesearly)

Starts and ends on time

Dressed appropriately

Was well prepared

Spoke clearly, with appropriate volume

Used attention getting strategies

Did not talk over students

Addressed students by name

Gave clear instructions for activity

Activities strengthened studentsunderstanding of lesson objectives

Involved all students in the activity

Managed the activity materials well

Used good questions to get at studentunderstanding

Please fill out the back.


Tonya Jeffery


Austin, TX / May 25 27, 2010

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List two strengths:

List two areas for improvement:


Tonya Jeffery


Austin, TX / May 25 27, 2010

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FEEDBACK on Individual LessonsSTEP 2

Please fill this out and hand to student before he/she leaves your class.

Mentor Teacher Name: Student Name:__________________________

Date: _____________________ Time: __________ to __________

(Circle One)Lesson 1 Lesson 2 Lesson 3

Observed: Evident NotEvident

Comments

Arrived on time (at least 30 minutesearly)

Starts and ends on time

Dressed appropriately

Was well prepared

Greeted students at the door

Spoke clearly, with appropriate volume

Used attention getting strategies

Did not talk over students

Addressed students by name

Gave clear instructions for activity

Activities strengthened studentsunderstanding of lesson objectives

Involved all students in the activity

Managed the activity materials well

Addressed all the lesson objectives

Asked good questions to get atstudent understanding

Please fill out the back.


Tonya Jeffery


Austin, TX / May 25 27, 2010

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List two strengths:

List two areas for improvement:


Tonya Jeffery


Austin, TX / May 25 27, 2010

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ClassroomManagement

Courses Goals/Skills Evidence/ImplementationSTEP1 Usesattentiongettingstrategies

Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents

names

Assignsstudenttasksforcooperativegroups

Useseffectiveproceduresandroutineso Startsandendsontime

Utilizespowerpointtoenhanceimplementation

Documentedonmentorfeedbackform Documentedonmasterteacher

observationform

PlanswrittenoutonLessonPlanningGuide

Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom

studentsteachingexperiences

STEP2 Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents

names

Assignsstudenttasksforcooperativegroups

Useseffectiveproceduresandroutineso Startsandendsontimeo Assignstimelimitstoeachactivity

Developspowerpointtoenhanceimplementation

Greetstudentsatthedoor Useseffectivetransitionsforgrouping


observationform

PlanswrittenoutonLessonPlanningGuide

Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom


Classroom

Interactions

Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents

names

Developsstudenttasksforcooperativegroups

Useseffectiveproceduresandroutineso Startsandendsontimeo Assignstimelimitstoeachactivity

Developspowerpointtoenhanceimplementation

Greetstudentsatthedoor Useseffectivetransitionsforgrouping Disciplinemanagementstrategies

o Redirects/stopsinappropriatebehavior

(example:sleeping,talking,getting

outofseat,etc.)

o Proximityo Givesclearinstructions


observationform

Roleplayingduringpracticeteach Article,reflection,classwork Writtenandverbalreflectionsfrom



Tonya Jeffery


Austin, TX / May 25 27, 2010

Documents

Evans Step Vertical Align Handouts