Web viewto gain attention, provide time to think when questions are asked, stop minor disruptions

Professional Development Plan:

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 2, 2014 Topic: Lord of the Flies and Hunger Games C/C

Observer:Professional Target/Goal/Objective:

Intention:

Instructions for Observer: Please fill out the chart with descriptive notes and comments.

Behavior Descriptive Notes Comments

Professional Reflection:


Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Monday 24, 2014 Topic: Introduction to Saskatchewan/”Painted

Door”Observer:

Professional Target/Goal/Objective: Varying the Presentation

Intention: Use many intelligences to create an engaging lesson.


Behavior Descriptive Notes CommentsShifting senses – get students to listen, look, hear, etc.

Pausing – to gain attention, provide time to think when questions are asked, stop minor disruptions

Drawing Attention – making connections, focusing student attention, all aides are used to emphasize a point

Additional Comments:



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Tuesday 25, 2014 Topic: “Painted Door” Reading and work period

Observer:Professional Target/Goal/Objective: Minor Disruptions

Intention: Avoid large disruptions by dealing appropriately with minor disruptions.



Deterring: firmly stopping unacceptable behavior

This may include:

Pausing Raising Eyebrows Gesturing Using Eye Contact Walking Towards Reminding Telling to stop Asking what should be

done Talking one-to-one Hand on desk Taking away cell phones

Checking in on students

Reinforcing desired behavior (of individual, group, or whole class)



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Wednesday 26, 2014 Topic: “Painted Door”

Observer:Professional Target/Goal/Objective: Assigning Work

Intention: To go through the worksheets so that students understand the story.



Introduce task appropriately

Distribute materials beforehand

Directions on what to do (orally and visually on handout and/or board)

Circulate the room while they

are working

Help when needed/attend to hands up

Encourage/keep students on task

Summarize work/go through answers by calling on all students

Collect work



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Thursday 27, 2014 Topic: “Lamp At Noon”

Observer:Professional Target/Goal/Objective: Movement Management

Intention: Distribute materials fast and efficiently (make best use of time).



Reduce dead times/smooth transitions

Materials ready

Clear directions (oral and visual)

Rapid distribution of materials

Move around room

Appropriate pacing of lesson



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Friday 28, 2014 Topic: “Lamp At Noon”

Observer:Professional Target/Goal/Objective: Promoting Thinking

Intention: Have students engage with the story.


Behavior Descriptive Notes CommentsStudents are being actively involved.

Encourage appropriate attitudes (e.g. respect, phones away)

Selects materials and activities that make students think and apply what they must know (some questions may not have a right answer and allow for critical thinking)

Teacher provides support, encouragement, etc.

There is enough class time given to work



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Monday 31, 2014 Topic: Character Sketch

Observer:Professional Target/Goal/Objective: Organizing for Small Group Work

Intention: Create groups that can effectively work together.



Provide overview for lesson/tasks

Described to students how they are assigned to groups

Students get into groups effectively

Groups are at a manageable size

Have materials ready

Let students know what they are being marked on (ie. Participate)

Clear instructions

Foreseen any issues and tried to avoid them

Provides evaluation materials



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Tuesday 1, 2014 Topic: Reading/Listening Activity

Observer:Professional Target/Goal/Objective: Effective Oral Communications

Intention: To read the story competently so students can complete activity.


Behavior Descriptive Notes CommentsAudible

Clear

Enunciation

Variation and Emphasis

Language Usage

Voice Mannerisms



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Wednesday 2, 2014 Topic: Lit. Essay

Observer:Professional Target/Goal/Objective: Demonstrating

Intention: Provide an example/sample of a lit. analysis essay.


Behavior Descriptive Notes CommentsInstructor demo repeated

Ask class to state key steps

Student demo

All students do demo

Checking and monitoring

Review



Name: Kourtney Gorham Grade/Subject: 12 ELA A30Date: Friday 4, 2014 Topic: Lit. Essay

Observer:Professional Target/Goal/Objective: Withitness

Intention: Keep students on task, answer their questions, etc.



Teacher is aware and students know it

Use eye contact or gestures to keep students on task

Positioned to see all/move around room if can’t

Helping individuals

Noticing hands up

Attend to minor disruptions

Stand beside disruptive students

Attend to needs of individuals

Adequate work time



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Topic:


Intention: Have materials ready; assignment on the board; circulate to all groups; finish lesson in 1 hr.


Behavior Descriptive Notes CommentsReducing dead times from one activity to the next (smooth transitions)

Having materials ready

Giving clear directions, both orally and visually


Move around the room to all groups





Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 17th, 2014 Topic:

Observer:

Professional Target/Goal/Objective: Set/Closure – focus at the beginning of the lesson and logical conclusion

Steps to Achieve Target/Intentions: Engage at start with an oral story; close with a comparison to the novel and exit slips.

Instructions for Observer: Please complete the chart by simply checking the appropriate box. Please provide any relevant evidence.

Yes No EvidenceSET

Was the set engaging/interesting?

Did the set capture the students’ attention?

Did the set prepare the students for the lesson?CLOSE

Did I bring the lesson to a logical conclusion?

Did I review what the students were to learn?

Did I make connections to the next lesson?




Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 19th, 2014 Topic: Lord of the Flies Setting/Art Project

Observer:Professional Target/Goal/Objective: Using Cooperative Learning


Instructions for Observer: Please fill out the chart with observations and comments. Check if completed.

Behavior Observations CommentsArranging Groups

Group Size

Time Allotments

Physical Arrangements

Providing Materials

Setting Task and Goal

Checking for Understanding

Monitoring and ProvidingFeedback

Circulating and Observing

Helping with Group Maintenance



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 20th, 2014, Friday 21st, 2014 Topic: Lord of the Flies Human Nature etc.

Observer:Professional Target/Goal/Objective: Effective Lecturing

Intention: Have students engage in meaningful conversation.



Relate lecture to previous and future lessons.

Showed interest and enthusiasm.

Got students to participate orally and find answers on their own.

Supplemented with visuals, questions or discussion.

Use examples to illustrate key ideas.

Delivery was appropriate for note taking.

Time was appropriate.

Students seemed engaged.



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 20th, 2014, Friday 21st, 2014 Topic: Lord of the Flies Human Nature etc.

Observer:Professional Target/Goal/Objective: Effective Lecturing

Intention: Have students engage in meaningful conversation.



Relate lecture to previous and future lessons.

Showed interest and enthusiasm.

Got students to participate orally and find answers on their own.

Supplemented with visuals, questions or discussion.

Use examples to illustrate key ideas.

Delivery was appropriate for note taking.

Time was appropriate.

Students seemed engaged.



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Monday 24, 2014 Topic: Lord of the Flies Leadership Discussion and

Assignment HandoutObserver:

Professional Target/Goal/Objective: Direction Giving

Intention: Prepare students for assignment by going over assignment and rubric clearly. Also, students and teacher will engage in a pre-discussion about leadership.



Secure Attention (all students listening before beginning; voice and body signals to grab attention)

Give Clear Directions (brief, understandable, complete; use board and handouts (visual and verbal)

Timing (letting students know how much time they have to work on it and giving enough time to work)

Checking-up (check if students understand, ask for their questions, observe while students do task, check to make sure students are doing it right)

Anticipating/Attending (telling students what to do when done, anticipating work for fast and slower workers, keep students on task, help students, reinforce deadlines and assignment)



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 25, 2014 Topic: Lord of the Flies Work Period on Leadership

in LibraryObserver:

Professional Target/Goal/Objective: Assisting/Supporting Students

Intention: Assist students while they work on their assignment and make sure they stay on task.



Movement (movement around room, available to all students, prompts/reinforce students to stay on task)







Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 26, 2014 Topic: Lord of the Flies Work Period on Leadership

and Reading Time (Classroom)Observer:

Professional Target/Goal/Objective: Assisting/Supporting Students

Intention: Assist students while they work on their assignment and make sure they stay on task.



Movement (movement around room, available to all students, prompts/reinforce students to stay on task)







Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Thursday 27, 2014 Topic: Lord of the Flies Leadership Presentations

Observer:Professional Target/Goal/Objective: Basic Management

Intention: Make sure that I am involved and allow for smooth presentations.



Withitness (teacher aware and students know it; use eye contact; gesture at students; positioned to see all; seeing the student presenting; help individuals set up for presentations; keeping presentations on track)

Overlapping (teacher attends to minor disruptions without causing more disruptions or pauses presentation to deal with interruptions that are larger; seeing and acknowledging raised hands; moving towards disruptive students or standing beside them; asking questions of disruptive students)



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 28, 2014 Topic: Lord of the Flies Leadership Presentations

Observer:Professional Target/Goal/Objective: Basic Management

Intention: Make sure that I am involved and allow for smooth presentations.



Withitness (teacher aware and students know it; use eye contact; gesture at students; positioned to see all; seeing the student presenting; help individuals set up for presentations; keeping presentations on track)

Overlapping (teacher attends to minor disruptions without causing more disruptions or pauses presentation to deal with interruptions that are larger; seeing and acknowledging raised hands; moving towards disruptive students or standing beside them; asking questions of disruptive students)



Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Wednesday 2, 2014 Topic: Lord of the Flies Overview Characters

Observer:Professional Target/Goal/Objective: Organize for Group Work

Intention: Have a smooth Carousal activity.



Provided an overview of the lesson and what was to be accomplished

Described how students would be assigned to groups

Had a starting place for each group

Got the students into groups quickly and efficiently

Kept the groups to a manageable size

Had materials prepared for the groups

Gave instructions on how to achieve the interpersonal group skills

Gave clear instructions to achieve the academic task

Assessed group contributions (informal or formal)


Lord of the Flies Lesson 13

Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 4, 2014 Length: 1 hr.

Content/Topic: Lord of the Flies Review Teaching Strategies:Game – Jeopardy – CompetitionReview

Outcomes:CR B 30.1View, listen to, read, comprehend, and respond to a variety of grade-appropriate international, including indigenous, texts that address:

o identity (e.g., Sense of Self)o social responsibility (e.g., Social Criticism), ando social action (agency) (e.g., Addressing the

Issues).

SWBAT: review the novel in teams.

Indicators:

c. Make connections between the ideas in texts and personal knowledge, experiences, and insights; between other texts; and between texts and the world.

e. Analyze texts in terms of messages, ideas, information, universal questions, themes, and issues; provide evidence from the texts to support analysis.

Assessment:- Thumbs up- Answers during game

Pre-requisite learning:Two introduction classes to Lord of the Flies. We went over the novel information and the survival information (opening crisis). We went over characters and setting. We will review Chapters 1 to 4. We discussed human nature, government styles and a bit on leadership. Students have discussed leadership and presented about it. Students have gone over characters, themes, and symbols. They have also have gone over questions in the chapters.

Lesson Preparation:Schedule on board/set up gamePrint lesson

Materials/Equipment:Lord of the FliesPowerPoint

Language Strands:Writing – students can take notesRepresenting – knowledge of chapter, themes, characters, book, etc. during activity.Listening/Viewing – to the group contributions and to the game.Speaking – about their contributions (each person has to answer)Reading – the entire novel and the chart paper.Responding – to what their classmates have to say about each theme/character and making notes about it.

Adaptive Dimension: N/A

Grouping Choices: Teams (boy vs. girls or half of room vs. other half)

Classroom Management:

- No cell phones unless it deals with instruction

- Hands up to answer questions- Bathroom = 2 minutes- Respect for others

- Participate- Work in any grouping assigned- Come on own time to get missed

assignments- Get missed notes on own time


Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Friday 4, 2014 Topic: Lord of the Flies Jeopardy




Behavior Descriptive Notes CommentsReducing dead times from one activity to the next (smooth transitions)

Having materials ready

Giving clear directions, both orally and visually


Move around the room to all groups





Name: Kourtney Gorham Grade/Subject: 12 ELA B30Date: Tuesday 1, 2014 Topic: Lord of the Flies Gender and C/C Example

Observer:Professional Target/Goal/Objective: Conducting an Effective Demonstration

Intention: Demonstrate a C/C essay effectively using the characters in the text.


Behavior Descriptive Notes CommentsIntroduce topic and provide a handout (can be an example or the steps of the process)

Check for understanding by getting students to repeat

Go over demonstration

Call upon students to offer suggestions

All students write down notes (give reminders)

Check for understanding at the end

Review if needed next class


Professional Development Plan Template

Topic: Suffixes and Prefixes

Name: Kourtney Gorham

Date: 11 February 2013

Observer:

Professional Target/Goal/Objective: Speaking to the students

Steps to Achieve Target:

1. Speak to all of the students2. Learn their names3. Try to engage all learners

Instructions for Observer:

Please record your observations and complete the checklist. Yes or no answers are acceptable and you are welcome to write on the back of the paper if you need more room.

Data Collection:

1. Did I engage all of the learners in the classroom?

2. Did I talk to all of the children in the room?

3. Do I speak mostly to one side of the room or the other?

4. Do the students get equal opportunities to speak or ask questions?

5. Did I know their names?

6. Is there anything that I need to work on, change or add to my lesson?

Personal Reflection:

1. What worked well?

2. What should I change?


Topic: Jeopardy Review for Mr. Popper’s Penguins Name: Kourtney GorhamDate: 25 February 2013

Observer:Professional Target/Goal/Objective: Clear Instructions/Directions


4. Provide clear, brief and concise directions5. Provide examples that show the students my expectations6. Verbally and visually display directions



Data Collection:

1. Did the students seem to understand the task/where they listening?

2. Where my instructions clear and concise?

3. Did the instructions follow a logical order?

4. Where the directions provided visually and verbally?

5. Where adequate examples used?






Topic: BiographiesName: Kourtney GorhamDate: 04 March 2013

Observer:Professional Target/Goal/Objective: Group work


1. Make appropriate groups 2. Monitor all students progress3. Spend an equal amount of time with all groups



Data Collection:

1. Where the groups appropriate and the appropriate size?

2. Did I monitor all students?

3. Did I spend an equal amount of time with all of the groups?

4. Did I walk around the room and offer help?

5. Where their questions answered fast enough?






Topic: Mr. Popper’s Penguins Review


Date: 25 February 2013

Observer:

Professional Target/Goal/Objective: Set and closure


1. Focus students at beginning and end of lesson2. Review topic 3. Engage learners/spark interest



Data Collection:

1. Did I engage all of the learners in the classroom?

2. Was the set interesting/engaging?

3. Did the set capture the student’s attention?

4. Did the set prepare the students for the lesson?

5. Did I bring the lesson to a logical conclusion?

6. Did I review the main topics?




Professional Development Plan

Topic: Fitness Date: 18 March 2013

Name: Taylor Herback Observer: Sandy Jost

Professional Target/Goal/Objective: Giving Directions


Please check to Yes N Comments/ Suggestions

indicate if I: o

1. Gave a signal to get students’ attention

2. Made sure all were listening BEFORE starting

3. Gave clear directions (brief, understandable, had them written somewhere as well, checked for understanding)

4. Gave right amount of time; told how much time was left

5. Checked on students to see if they were doing it right/ understood

6. Anticipated possible problems, let students know what to do when done, kept students on task, helped, reinforced learning.

Data Collection:

***Additional Comments:



Topic: Human Foosball Gym Lesson


Date: 11 March 2013

Observer: Sandy Yost

Professional Target/Goal/Objective: Classroom Management


1. Make sure the students know what they are to accomplish

2. Having smooth transitions

3. Making sure students can hear and see instructions/the teacher



Data Collection:

1. Were there times when students were doing what they weren’t supposed to be doing?

2. How often did off-task behaviors happen?

3. Did students understand their task (Clear instructions)?

4. Were transitions smooth?

5. Could the students hear/see the instructions/the teacher (Proper positioning)?

6. Did the students know that the teacher was aware of what was going on?

7. Did I use appropriate eye contact and gestures?





Topic: Biography Presentations


Date: 18 March 2013

Observer: Sandy Yost

Professional Target/Goal/Objective: Descriptive Feedback


1. Let the students know how they will be evaluated

2. Provide clear feedback

3. Include what the student did well and what they could improve



Data Collection:

1. Are instructions/evaluations clear?

2. Are the strengths of the presentation highlighted?

3. Is the student made aware of what they can improve on (in private)?

4. Is feedback clear and constructive?

5. Does the student have a chance to provide input?




Documents

Web viewto gain attention, provide time to think when questions are asked, stop minor disruptions