Download - Instructional Technology and Curriculum Development-Day Two

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Collaboratively Developed for Project P.a.C.E.byMs. Diane Sidoroff-Austin ISD Online Curriculum [email protected]. Dotti Shelton- Pedagogical Shift Pedagogy Expert and Curriculum & Instruction [email protected]

Instructional Technology and Curriculum Development-Day Two1Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Quotable Quotes Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Read

Personal Connectionand/orProfessional Connection

Workshop ObjectivesMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Participants will have opportunities to learn about electronic resources to use in their lessons.

Participants will have opportunities to deepen their understanding of how to effectively implement technology into their lesson plans.

Participants will have opportunities to demonstrate their understanding about the TEKS.

Participants will have opportunities to demonstrate their understanding about the connections between curriculum and instruction.

Participants will have opportunities to deepen their understanding about how to effectively plan meaningful & relevant lessons.

Participants will present a model week-long lesson based on specific criteria.

TEKSDistrict Guidelines4Texas Essential Knowledge & Skillshttp://www.tea.state.tx.us/curriculum/teks/Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Readiness, Supporting, Enduring, LeveragingReadiness: Broad, general information about the skill students are expected to master;Support: Specific skills that support the general skill;Enduring: How might this be helpful outside the classroom?Leveraging: How does this skill/content/thinking intertwine with other disciplines? (Threads)

5

Blooms Revised TaxonomyKnowledgeEvaluationApplicationSynthesisAnalysisComprehensionType(s) of Thinking/Skills/Content

compare/contrast: animal and plant cellscategorize: types of conflicts define: linear equationIdentify: parts of speech and their functionscreate: song and lyricslisten/speakpredict: what will happen next?Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Steps in planning a lesson

Link to videos5 minute videohttps://www.youtube.com/watch?v=HPPkwfLbzkMParts of Speech Raphttps://www.youtube.com/watch?v=LGuDYHmc8_Y&feature=kp

Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Beforegetting them readyAfterretaining informationDuringprocessing informationThe Lesson Cycle Planning Process

10Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

1) Determine Lesson Concept/Topic-TEKS/Resources Parts of SpeechNon-linear equationsCauses of the American RevolutionMitosis2) Determine Formative/Summative AssessmentsOral/Written ResponsesHomework PracticeGroup WorkWeekly QuizFinal Individual Project3) Determine Prerequisites to Learning/ToolsHow well do my students comprehend what is read and discussed?Can my students summarize information?Do my students know how to correctly use a flow map?4) Prepare Students to Learn-Activities/Tools/StrategiesTeach students how to take three column notesTeach students the Key Word Notes strategyRemind students how to use a flow map

STEPS

IN

PLANNING

TEKSDistrict Guidelines11Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

5) Provide Opportunities to Process Information-Guided PracticeHow much class timehow much homework?What activities/tools/strategies will I have students use to practice demonstrating they understand and can correctly do what it is they are expected to do as a result of this lesson?6) Provide Opportunities to Deepen UnderstandingWhat additional activities/tools/strategies can I use to help students build their capacity?What about my GT studentsmy ELLsmy SPED students?7) Provide Opportunities for RetentionWhat can I have my students do that will help them retain the information?Whole Class/Small Group/Pairs/Individual?8) How well did my students learn the concept/topic/skill?Project? Complete an Exam? Respond to Questions?How do you know?STEPS

IN

PLANNING

TEKSDistrict Guidelines12


Before-PrimingDuring-ProcessingAfter-RetentionDifferentiation of ActivitiesESL/LEP/ELLSPEDGT/Pre-AP/APREMEMBERTie into STAAR Creating a TimelineMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Class StartsGetting them readyBefore Day 1Closure

Day 5ModelingProcessingDay 2Group PracticeRetentionDay 4Maximizing Instructional TimeGuided PracticeProcessingDay 2GroupPracticeProcessingDays 3 & 4Formative/Summative Assessment

TIMELINE USING TIMETOASTGroup Task=Final Product: A Week Long Lesson Plan

Use the TEKS to decide on a lesson based upon thinking processes and skills

Identify Grade Level and Content Area(s)

Use the Steps in the Planning Process

Create a realistic timeline

Identify Blooms Levels of Thinking

Identify your differentiation for the following:Auditory Learners Visual Learners Tactile Learners Kinesthetic Learners Special Needs Students ELL/ESL/LEP Students GT /PRE-AP/AP

Effectively utilize two technological resources in the lesson

Presentation in Jigsaw/Carousel


110.18. English Language Arts and Reading, Grade 6What does the state say students need to know and be able to do? READINESS STANDARD(19)Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: SUPPORTING STANDARDS(A)use and understand the function of the parts of speech in the context of reading, writing, and speaking:(C)use a variety of complete sentences(26)Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:(B)listen to and interpret a speaker's purpose by explaining the content(A)followcomplex oral instructions to perform specific tasks(C)summarize formal and informal presentations(27)Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. (28)Listening and Speaking/Teamwork. Students work productively with others in teamsparticipate productively in discussionsset time limits for speakers, take notes 110.18. English Language Arts and Reading, Grade 6What does the state say students need to know and be able to do? 17

Task MasterMaterials HandlerTime ManagerTechnology WizardCould also have a Mediator, Parlimentarian, Journalist, Scribe, etc. Cards with job descriptionsstrategically assigned based on strengths or skills that need improvement. 18Day One- 45 minutes-Priming Students for Learning: In heterogeneous cooperative groups, students will create a circle map that will help them to define the functions of parts of speechPARTS OF SPEECHwordsmake into sentences

What teaching and learning activities/ resources will I use to help students learn those knowledge & skills?PARTS

OF

SPEECH


What teaching and learning activities/ resources will I use to help students learn those knowledge & skills?

Continue Day One-Priming Students for Learning: Students will watch and listen to rap on parts of speech. Afterwards, students will discuss in their groups what they saw and heard and add to/adjust their circle maps. Using this information, students will define the purpose for learning the parts of speech.20Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Days Two 45 minutes-Processing Information: In different groups, students will revisit what was learned yesterday, including revisiting the video clip about parts of speech, and use the information on their circle maps and create a tree map, sorting the parts of speech. In the frame, an original sentence will be created and each part of speech identified.Tree Map for Parts of SpeechNouns

What teaching and learning activities/ resources will I use to help students learn those knowledge & skills?ProperCommonPronounBarack ObamaProject P.a.C.E.U.S. flagPresidentprogramflagHimHeHisTheyThemIt


Days Three-45 minutes-Processing Information: In different groups, students will revisit what was learned on days one and two, including revisiting the video clip about parts of speech, and use the information on their circle maps and tree map, and create appropriate movements for each part of speech. Then students will share these movements with other groups.What teaching and learning activities/ resources will I use to help students learn those knowledge & skills?


Day Four-45 minutes-Retention of Information/Assessment: In different groups, students will be assigned a specific part of speech from which they must build a Museum Room in Virtual Museum. Groups must define the part of speech, give examples of such, and be prepared to present their Room to other groups.

Day Four-Alternate Assignment: In different groups, students will be assigned a specific part of speech from which they will create a Defining Format. Included in this template is the name of the part of speech, its category, and its characteristics. Groups must be prepared to present their information to other groups.

Day Four-Alternate Assignment: In different groups, students will be assigned a specific part of speech from which they will create a Frayer Model. Included in this template is the name of the part of speech, examples and non-examples, characteristics and non-characteristics. Groups must be prepared to present their information to other groups.

POST on EDMODO to SHARE


Day Five-45 minutes-Retention of Information/Assessment: In same groups with one speaker representing each group as the rest jigsaw carousel, students will articulate to each group of students their information on their assigned part of speech. Those who remain stationary will be informed by their teammates upon finishing the jigsaw carousel, each team member taking a turn to share the information.

All students will complete an EXIT ticket that encompasses three elements: 1) One element they knew, or thought they knew, about parts of speech prior to the week long lesson; 2) One element they found most surprising about parts of speech; and 3) How knowing about parts of speech can help them along their academic journey.

This can be written or oral.What teaching and learning activities/ resources will I use to help students learn those knowledge & skills?Ms. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Differentiation is addressed for the following:Auditory Listening to the video and team mates; EXIT ticketVisual Watching the video and seeing others creationsTactile Creation of circle map, tree mapKinesthetic Movement during carouselSpecial Needs Students Provide sentence stems, strategic placement in groups, demonstration of depth of understanding appropriate to IEP; oral demonstrations; non-linguistic representationsELL/ESL/LEP Students Lots of oral practice, strategic placement in groups, sentence stems, non-linguistic representations (circle and tree maps), movements of parts of speech (TPR)GT/Pre-AP/AP Students Can extend the defining format and Frayer Model to an essay, strategic placement in groups, explanations to team matesMs. Diane Sidoroff-Austin ISD Online Curriculum SpecialistDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Creating: Movement, Group Sentence, Paragraph/Essay, Virtual Museum

Evaluating: Sorting of parts of speech, identifying parts of speech in sentence

Analyzing: Known to Unknown, Video to Circle Map and Tree Map

Applying: Circle Map and Tree Map

Understanding: Listening, Discussing

Remembering: Revisit each dayReflecting on your LessonWere all students active participants? What is your evidence?If so, why?If not, why not?Tweakings for next time?Reason for tweakings?

Did all students get it? What is your evidence?If so, why?If not, why not?Tweakings for next time?Reason for tweakings?

CLOSURE

How will the past two days of professional development help you

in your P.a.C.E. Program;

be a more effective 21st century teacher?

Download - Instructional Technology and Curriculum Development-Day Two

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