GoConqr has a new look! Let us know what you think.

Sign up free

Flashcards

Untitled

Ana Ramon English 61 cards

Cards in this deck (61)

  1. 1AlignedLesson Objective: TSWBAT write a personal narrative that includes descriptive adjectives.
    Lesson Description: TTW model how to write a story. The TTW have students write a description of their favorite food.
  2. 2UnalignedLesson Objectives: TSWBAT write a personal narrative that incldues descriptive adjectives
    Lesson Description: TTW model how to write a story about something that happened to him/her in real life. Then TTW have students write a story responding to the following prompt: Write a story about something that you did over the summer.
  3. 3Stage 1: Identify Desired Results (deconstructing or unwrapping the TEKS)Decisions to make within the stage:
    -Examine your standard and research it using example assessments and curriculum resources..
    -Write an objective that matches the standard.
    Specific parts to each stage:
    -Essential goals
    -Essential understanding
    -essential questions
    -essential knowledge and skills
  4. 4Stage 2: Determine acceptable evidence (creating assessment)Decisions to make:
    -create or find an aligned assessment. (summative and formative)
    -Develop questions to ask during instruction.
    Specific parts to each stage:
    -Determine if the cognitive rigor requires a close, open response, and or speak, writing, and/or doing.
  5. 5Stage 3: Plan Learning experience and instructionDecisions to make:
    -In planning learning experiences and instruction, every strategy and activity should: be linked to one or more sub objectives, and build toward students being able to complete the assessment.
    In order to plan activities for a lesson it is important to keep in mind and create ones that allow for students to Think, Talk, Choices, Collaborate, Modeling, Meaningful, and learn new content Language.
  6. 6Traditional Model: Focus, anticipatory set, motivation 5 E (inquiry based model): EngagePurpose: Part of lesson that is meant to engage students and get them interested in the lesson target; may be used to access prior knowledge
  7. 7Traditional Model: Focus, anticipatory set, motivation 5 E (inquiry based model): EngageWhat the teacher does during this part of the lesson: create interest, generate curiosity, raise questions, and elicit responses that uncover what students know or think about the concept/subject.
    What the student does: answer questions such as "what do you know about?" "Have you ever..?"
  8. 8Traditional Model: Focus, anticipatory set, motivation 5 E (inquiry based model): EngagePossible activities for this part of the lesson include: demonstration, read a book, free write (ex: tell me what you think about..) , analyze an advance organizer, KWL, Brainstorming, video, ask a thought provoking question
  9. 9Teacher explanation/rationalePurpose of this part of the lesson; a meaningful explanation for learning the material and how the material can be used in the real world.
  10. 10Teacher explanation/rationaleWhat teacher does during this part of the lesson: give students a reason for learning the material (in a 5E the teacher may design the lesson to allow students to discover the explanation and why content is impt.)
    What students do: are more motivated to interact or learn the material when they believe the material is relevant to their life.
  11. 11Teacher explanation/rationalePossible activities for this part of lesson: explain what the students will be learning, why it's important, and how you are going to make connections tor prior learning.
  12. 12Traditional: content input 5E: explain I DOPurpose of this part of the lesson is to teach students a new skill; which is facilitated through teacher/student modeling, discussion of ideas, intro. to vocab.,
  13. 13Traditional: content input 5E: explain I DOWhat the teacher does during this part of lesson: provide direct instruction, explain how to work a problem, model, think aloud, encourage students to explain concepts in their own words, introduce new vocab. or ask for justification/evidence in students answers.
    What students do: listen, take notes, ask for clarification, explain solutions, listen to others, or make an effort to comprehend what others are saying.
  14. 14Traditional: content input 5E: explain I DOPossible activities for this part of lesson: teacher modeling or student modeling.
  15. 15TransitionPurpose of this part of the lesson: to make connections between lessons or by having students move from one activity to the next. This strategy maintains good classroom management.
  16. 16TransitionWhat teacher does: create relevance b/w the lessons. Give direction on how to move from one area to another or modeling and explaining how to put away materials for the next activity
    What students do: Listen and follow directions
  17. 17TransitionsPossible activities for this part of the lesson: call on one group to move to a next activity (group by group)
    sing a song and when the song is over students should be in the designated place.
  18. 18Traditional Guided practice 5E: explore WE DOpurpose of this part of the lesson is to give the students the opportunity to either practice their new learning under the watchful eye of the teacher or to explore a concept and discover the new learning.
  19. 19Traditional: Guided Practice 5E: Explore WE DODuring this part of the lesson, teachers provide interactive instruction, circulate b/w different groups/students, think aloud, check prompt, clue, provide additional modeling, encourage students to work together w/o direction instruction from the teacher, observe and listen to students as they interact, ask probing questions to redirect students investigations when necessary, to provide time for students to puzzle through problems.
  20. 20Traditional: Guided Practice 5E: Explore WE DODuring this part of the lesson students ask and respond to questions, work w/ teacher and classmates complete the process alongside others, think freely but within the limits of the activity, test predictions and hypotheses, form new predictions, try alternatives and discuss them with others, record observations and ideas.
  21. 21Traditional: Guided Practice 5E: Explore WE DOPossible activities for this part of the lesson include inductive activity: conception attainment, investigation, exploration
    read authentic resources to collect information.
    solve a problem (not just in math)
    practice new skill/concept under close supervision of the teacher.
  22. 22Check for understandingPurpose of this part of the lesson is to determine if students are ready to practice on their own? An observable way to know what students know and can do.
  23. 23Check for understandingWhat the teachers do during this part of the lesson is facilitate through questions, discussion, observation or checklist.
    What students do: Students explain, describe, discuss and justify learning.
  24. 24Check for understandingMay be formative (throughout the lesson.)
  25. 25Traditional: independent practice 5E: Extend or Elaborate YOU DOthe purpose of this part of the lesson is to give students the opportunity to use and practice their new learning on their own without the help of the teacher.
  26. 26Traditional: independent practice 5E: Extend or Elaborate YOU DOWhat the teacher does during this part of the lesson: provides feedback and support, determines level of understanding, clarifies, expects students to use formal labels, definitions and explanations provided previously, Encourages students to apply or extend new concepts and skills in new situations.
  27. 27Traditional: independent practice 5E: Extend or Elaborate YOU DOWhat students do: rely on notes or experiences, work alone or collaboratively in a group, collaborate on authentic task, apply new labels and vocab. in new but similar situations,
  28. 28Traditional: independent practice 5E: Extend or Elaborate YOU DOPossible activities for this part of the lesson: problem solving, decision making, experimental inquiry, game, group activity or discussion, thinking skill activities: compare, classify, apply, or application to other situations, use or extend knowledge learning in a new way.
  29. 29ClosurePurpose of this part of the lesson is to reflect on the most important things students have learned in a lesson, children are purposefully focused on the learning through repetition. The learning is then more likely to be stored in long-term memory.
  30. 30closureWhat teacher does during this part of the lesson: asks questions to review what was learned and to make connections to prior learning. Remind students why learning is important.
    What students do: answer questions, refer to learning (big ideas) and make connections to prior learning. Students learn by connecting new knowledge with concepts they're familiar with.
  31. 31ClosurePossible activities for this part of lesson: none, just a discussion.
  32. 32Traditional: Assessment 5E: EvaluatePurpose of this part of lesson is to assess understanding of the learning, can be teacher, peer or self assessment.
  33. 33Traditional: Assessment 5E: EvaluateWhat the teacher does: facilitate through questions, discussion, observation, and formative or summative assessments.
    What students do: exhibit an understanding of the learning by providing answers, explanations, and are able to discuss the topic.
  34. 34Traditional: Assessment 5E: EvaluatePossible activities: may be assessed throughout the lesson (formative) or at the end (summative)
  35. 35Active learningAllows students to take responsibility for learning, all students engage with course materials through a range of strategies and practice the skills for learning, applying, synthesizing, or summarizing the material. Students work together or independently during class instead of passively listening to instruction, and provide personal insight as they experiment with ideas and integrate concepts into bigger ideas. (do not simply reproduce what teacher modeled)
  36. 36Passive learning-Write down what instructor says
    -read
    -re-read
    -carefully follow the professors instructions
    -do what is expected to get a good grade
  37. 37Strategy- an organized and research informed approach for "how" a teacher plans to engage his or her student during instruction
    - student learning "Techniques" that teachers select for use during instruction.
    -are not content content/subject specific so they can be used across multiple disciplines.
    ex: Jigsaw, scaffolding, cooperative learning, think aloud
  38. 38Activitiesare a set of organized procedures that indicate "What" students are expected to do: with their hands, feet, mouths, (i.e. behaviors), and their minds (i.e. their cognitive processes); along with "what" they're expected to use for applying the strategy.
    -Teacher selected instructional "task" or "assignments" that students must complete during instruction in order to make use of a strategy.
    -Typically are content/subject specific.
    Ex: Kahoot, Game
  39. 39Strategies that help students take in new information? (2/6 fundamental instructional strategies)1. Paring Graphics with words- student learning increases when teacher convey new material through graphics and words.
    2. Linking abstract concepts with concrete representation- presenting concrete examples helps students understand new ideas, while connecting those examples to abstract ideas allows students to apply concepts in new situations.
  40. 40Two strategies that connect information in order to deepen students understanding (2/6 fundamental instructional strategies)3. Posing probing questions-asking "Why," "how," and "compare/contrast" questions helps clarify and strengthen students' knowledge.
    4. Repeatedly alternating problems with their solutions provided and problems that students must solve.
  41. 41Two strategies that require retrieval and thereby improve student retention. (2/6 of fundamental instructional strategies)5. Distributing practice- all learners learn better when they are exposed to it multiple times in practice sessions spaced over significant intervals.
    6. Assessing to boost retention- Every-time a person is asked to retrieve information from memory the retrieved information becomes more cemented in memory.
  42. 42What are the 10 Principles of instruction1. begin a lesson w/ a short review of previous learning
    2. Present new material in small steps w/ students practicing after each step: only present material in small chunks and then help students as they practice this material.
    3. Ask large number of questions and check responses of all students.
    4. Provide models
    5. Guide students practice
    6. Check student understanding at each point can help students learn the material w/ fewer errors.
    7. Obtain a high success rate:
    8. Provide scaffolds for difficult tasks
    9. Require and monitor independent practice
    10. Engage students in weekly and monthly reveiw
  43. 43Indirect Vocabulary Learning-using vocabulary but not really telling them what a word means. Might be presented through an example.
    -students have to use context clues in order to determine what a word means.
    -Students learn vocabulary in three ways: by engaging in daily oral language, having others read to them, and reading on their own.
  44. 44Direct vocabulary learning-students are explicitly told what a word means.
    -direct instruction includes providing students with specific word instruction and teaching students word learning strategies.
    Teachers should teach students words before reading, provide instruction over an extended period of time encourages students to use vocab. in different contexts, and repeated exposure to vocabulary in many contexts helps learning.
  45. 45What is intrinsic motivation?When students work at something b/c they want to improve.
  46. 46What is extrinsic motivation?When students work at something in order to get something in return or out of it.
  47. 47What is content differentiation?-adapt what we teach
    -concept-based teaching
    -curriculum compacting
    -Using Varied text and resources
    learning contracts Mini-lessons
    -support systems
  48. 48Content differentiation in concrete mannerclear, succinct facts
    reading w/ less figurative language and more technical content
    -specific and applicable examples
    -structured organizers
    -demonstrations
    -content delivered through simulation and games
    -Single-faceted solution
    -fieldwork or laboratories that emphasize content
  49. 49content differentiation in abstract mannerambiguous facts
    information presented in a lecture format
    analogies
    multi-faceted solutions
    papers
    open-ended problem solving
    metaphors
    personally-delivered graphic organizers
  50. 50process differentiationHow we make sense of what we learn?
    processing skills and ideas
    students make sense of ideas when classroom activities are:
    are interesting
    call on students to think at higher levels
    causes the students to use key skills to understand key ideas
  51. 51Product differentiation-long term endeavor
    -represent student understanding
    -causes thinking about, applying, and expanding understanding and skills.
  52. 52Process differentiation in abstract manneconcepts, relationships, synthesis and evaluations
    theory to application
    identifying themes
    principals around construction
    global application
  53. 53Product differentiation in concrete manner.design a game
    write letters
    build a model
    develop a collection
    present a report
    compile a booklet or brochure
    write a script
    present a program
  54. 54Product differentiation in abstract mannerdevelop a solution to a global problem
    design a structure
    plan a journey or an odessy
    develop a model
    design a simulation
    formulate and defend a theory
  55. 55Process differentiation in concrete mannerPractical information
    centralized instruction
    narrow choices
    explicit directions
    clear beginning and end to a task
    use manipulative
    specific examples
    programmed materials
    self-checking
    guiding principles
  56. 56Strategies to differentiate processflexible grouping: small groups, independent, grouping based on ability or varying ability
    differentiated instructional activities engage students in different thinking or processing responses:
    choose a different activity than your original lesson plan
    Ex: role playing, discussions circles, Jigsaw, Think-pair-share
    consider multiple intelligence and present in different modes
  57. 57strategies to differentiate productchoice of varied product
    students can choose based on interest
    students can choose based on ability
    according to readiness
    products can be made easier or harder
  58. 58Strategies to differentiate contentUse text and resource materials (ex: text at different reading levels)
    using learning contracts
    learning menu or tic tac toe
    students choose what to work on; tasks at different levels of difficulty
    Provide mini lessons w/ less content (small chunks or more
    Introduce next grade level TEKS
    Provide support systems to make content of varying complexity
    reading partners or recording
    note taking organizers
    highlighted print materials
    digest or key ideas or answer key
    peer/adult mentors
    content for ELLS
    be mindful of vocabulary
    include pictures with words with directions
  59. 59Why do teachers coordinate and adjust instruction during a lesson? (3)In order to maintain coherence, ensure that lesson is responsive to students needs and use their time wisely.
  60. 60How do we coordinate and adjust instruction? (3)explicitly connect parts of the lesson, manage transitions carefully, make changes to the plan in response to student progress.
  61. 61Why do teachers analyze instruction?-in order to determine if instruction is effective and helping students understand new concepts
    -improve instruction

Information

Description
Flashcards on Untitled, created by Ana Ramon on 07/11/2018.
Created by
Ana Ramon
Views
1
Rating

Feedback

What is it about?

What do you think of the new look?

How do you like it?