implementation – social studies, science, and cte...

Day 2Day 2Implementation – Social Studies,

Science, and CTE CCSSScience, and CTE CCSS Session 7

Day 2 – Session 711:15‐4:30

OUTCOMESParticipants will increase their knowledge of:1. Formative assessment & CPALMS tools;2 The Comprehension Instructional Sequence as a way to teach2. The Comprehension Instructional Sequence as a way to teach

thorough comprehension of complex texts;3. Differentiated instruction and the Common Core Literacy

Standards;Standards; 4. Incorporating Problem Solving/Response to Intervention to

Maximize Student Outcomes;5 Th l it d f L i G l l d5. The clarity and purpose of Learning Goals, scales, and

learning activities; and6. Addressing the needs of all learners – working with English

l llanguage learners.

Parking Lot QuestionsParking Lot Questions

Send to: 37607 and in the message line textSend to: 37607 and in the message line text Code # 83374 and your response.Example: 83374 How does this all fit together?

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all y y y g,questions until the end of the presentation."

Day 2 Session 7Day 2 – Session 7

Comprehension Instructional SSequence

Content Area Lesson:Co te t ea essoWhat Thawed the Last Ice Age?

See handout: 7.2.7.Relevant benchmarks from Social Studies Science CTE docxSocial Studies‐Science‐CTE.docx

C h i I t ti lComprehension Instructional Sequence

(CIS)

Step One

Topic Question

Before reading:

What are our responsibilities as citizensWhat are our responsibilities as citizens regarding mankind’s impact on the environment?environment?

6

Predictive WritingPredictive Writing

Before text reading: Use the Complex Text‐Based Question Handout to record your answer to this question:

Predict which primary factors may cause global warming to occur.

Base your response on your current background knowledge. 7

Vocabulary Front LoadingVocabulary Front Loading

W d f V b l W d W ll– Words for Vocabulary Word Wall: • Words introduced in this article:

Circumpolar Deglaciation PaleoclimatologistCircumpolar, Deglaciation, Paleoclimatologist

• Word introduced previously in text‐reading:

Sediment, Proxies, Albeit, ,

8

Text Markingg

• Listen as the facilitator reads the first few paragraphs of the following text:“What Thawed the Last Ice Age?”What Thawed the Last Ice Age?

Mark the text with the following codes:Mark the text with the following codes:• F – this section of text shows a finding from research• O – this section of text shows a research observation• H – this section of text shows a scientific hypothesis

9

Text MarkingText Marking

• After text marking:

• In small groups, compare and discuss differences in text coding. g

• Support your suggested answers from the texttext.

10

First Writing Response After ReadingFirst Writing Response After Reading

After the initial reading, answer the following question on your handout:question on your handout:

According to the text, what are the primary factors that may cause global warming to occur?

11

Directed Note‐takingg

Guiding Question: Using evidence from the article, what are the primary factors that may cause global

i t ?warming to occur?

• Natural CO2 increaseNatural CO2 increase• Orbital change• Human Activity• Ocean Current Shifts

Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

12

After Directed Note‐takingAfter Directed Note taking

Compare notes in pairs or small groups

Place a star next to the most significant note in each category:

• Natural CO2 increase

• Orbital change

• Human Activity

• Ocean Current Shifts13

After Directed Note takingAfter Directed Note‐taking• Based on the information from the article and your ynotes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all g g j ypositions.

l CO2 i• Natural CO2 increase• Orbital change• Human ActivityHuman Activity• Ocean Current Shifts

• As part of whole class discussion record responses in• As part of whole class discussion, record responses in multiple choice format.

14


(CIS)

Step Two

Question GenerationQuestion Generation

1. What was the source of CO2 in the Southern Ocean?

2. How much of an impact could global warming have on agriculture?

Generate questions unanswered from your first text

have on agriculture?

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups.

16

Question Generation

Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learningand/or significant to learning

Record/post common and relevant/significant questions on the Question Generation Poster for future use in:

*extended text discussion*seeking answers in text‐reading throughout the g g g

remainder of the chapter/unit* focusing on unanswered questions in collaborative inquiryinquiry.

17


(CIS)

Step Three

d i l iText Based Essential Questions

According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

Use information from notes to help write final response on the Essential Question Handout.the Essential Question Handout.Share answers in small groups.

19

The Comprehension Instructional pSequence Facilitates Students:

• Using background knowledge, i.e., predicting, inferring

• Identifying key ideas from text

• Learning and using text structures

• Monitoring comprehension and employing fix‐up strategiesg p p y g p g

• Using a variety of reading strategies effectively

• Paraphrasing explaining and summarizing information to• Paraphrasing, explaining, and summarizing information to construct conclusions

• Engaging in question generationEngaging in question generation

• Extended text discussion and writing20

Parking Lot Questions

Send to: 37607 and in the message line text CodeSend to: 37607 and in the message line text Code # 83374 and your response.Example: 83374 I would like some clarification on the CIS in regards to

• A question you need to park (save) until the

the CIS in regards to ....

A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying "Please hold all• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

LUNCHLUNCH

Differentiated Instruction and the Common C Lit St d dCore Literacy Standardsby Florida’s Inclusion Network (FIN) and

Florida Diagnostic and Learning Resource System (FDLRS)Florida Diagnostic and Learning Resource System (FDLRS)

Common Core Summer Institute

Diff ti t d I t ti d thDifferentiated Instruction and the Common Core Literacy Standards

Presented by:Presented by:

The Florida Inclusion Network (FIN)and

The Florida Diagnostic & Learning Resources System (FDLRS)

“The fact that students differ may be inconvenient,

b i i i blbut it is inescapable. Adapting to that diversity is

the inevitable price ofthe inevitable price of productivity, high standards,

and fairness to kids ”and fairness to kids.

Theodore Sizer, Brown University

Differentiated instruction is…Differentiated instruction is…

...the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products.

Source: Susan Demirsky Allan, Grosse Pointe PS

The goals...The goals...

f d ff d... of a differentiated classroom are to maximize student growth and to promote g pthe success of each studentstudent.

D.I. = Complex Decision‐making

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic‐Tac‐Toe…Learning Contracts….Tiering…Learning/Interest Centers…Independent Studies…Multiple Intelligence

Preferences…Orbitals...Complex Instruction…etc.

Responsive Learning EnvironmentResponsive Learning Environment

• Key ingredient is the “mood”mood

• Lighting: natural is best

• Temperature: 68°–74°• The operation and tone of

the classroom

• Rules furniture

• Color

• Music: 60–80 beats per Rules, furniture arrangement, procedures, visuals, etc.

minute

• Humor

Clarity about the Learning GoalClarity about the Learning Goal

• Common Core State StandardsCommon Core State Standards

• Common Core Connectors

Continuous Assessment and Adjustment

“The goal is no longer to teach a unit and thenThe goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughoutprogressions toward learning goals throughout a unit and adjust teaching as necessary to guide

each student to successeach student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaezff , y , j ,

AssessmentAssessment

“Assessment is today’s means of

“Assessment should always have more to domeans of

understanding how to modify tomorrow’s

always have more to do with helping students grow than catalogingmodify tomorrow s

instruction.”grow than cataloging

their mistakes.”

Carol Ann Tomlinson

Flexible Grouping and Respectful p g pWork

• Concrete, representational, and abstract experiencesexperiences

• Interesting and engaging tasks related to the curriculum

• Variety of grouping strategies

Now let’s look at some ways the lessonNow let s look at some ways the lesson introduced earlier might be

diff ti t ddifferentiated.

What Thawed the Last Ice Age?g

The teacher…

– Prompts discussion: What are our responsibilities as citizens regarding mankind’s impact on the environment?regarding mankind s impact on the environment?

– This discussion could be a pre‐assessment.

– Some students may need assistive, augmentative i icommunication.

– Reads aloud to students as they mark texty– Some students may need digital content and highlight electronically.

– Some students may benefit from previewing the text theirSome students may benefit from previewing the text, their notes page, and a graphic organizer.

What Thawed the Last Ice Age?What Thawed the Last Ice Age?

The students…

– Read and/or listen to the text• Some students will need digital content with a screen reader andSome students will need digital content with a screen reader and to highlight electronically.

– Participate in directed note‐takingParticipate in directed note taking • Instead of doing this as an independent activity, break students into small, mixed‐readiness groups (or pairs). Students may use whichever note‐taking device that works best for them and students who are at a higher readiness level could coach their peers if needed.

• Some students will need cloze notes, some a structured note‐t ki f t lk t t t fttaking form, some talk‐to‐text software .

Tiered Assignments:g

Predict which primary factors may cause global warming to occur.

• Tier 1–List possible primary factorsTi 2 D i ibl i f h h d i• Tier 2–Depict possible primary factors through drawing or diorama

• Tier 3–Create a story from the perspective of someone impacted by global warming predicting possible primary factors

• Tier 4–Create a word map showing the interconnectingTier 4 Create a word map showing the interconnecting factors that may lead to global warming and its impact

Four Corners:Predict which primary factors may cause global warming to occur.

1. One different cause of global warming will be posted in each corner of the classroom.

2. Prior to reading passage #2, students will identify which of four causes g p g ythey believe has the greatest impact on global warming by moving to the corresponding corner of the classroom.

3. After reading/listening to the passage, the students will once again identify which of the four causes they believe has the greatest impact on global warming.

4. Each group will identify passages from the text that provide support for their position.

Vocabulary Instruction:Vocabulary Instruction:• Direct students to locate words introduced in the text by

paragraph number. p g p– Use matching colored highlighter tape or electronically highlight.

M d l f t d t h t d i d i ( ) f• Model for students how to derive word meaning(s) from word parts and/or context. Record meanings of word parts and words on chart paper. – Use lower level examples for some students, use graphic

representations.

– Display common prefixes, roots, and suffixes around the room.p y p , ,

Text‐marking: g

• F–this section of text shows a finding from hresearch

– What did they find?

• O–this section of text shows a research• O–this section of text shows a research observation – What did they see?

• H–this section of text shows a scientific hypothesis

h did h hi k?– What did they think?

• Model for students by reading the text aloud and coding a portion of the text. Students follow along (some with a screen reader) and mark theiralong (some with a screen reader) and mark their copy (some using removable tabs). Students proceed to code the rest of the text independently or in their groups/pairs.– Use MS Word AutoSummarize.

• Students share text markings with table group or partner.partner.

Directed Note‐Takingg

• Directed Note‐Taking–Record notes containing the most important information relevant to the guiding questionimportant information relevant to the guiding question

• Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?to occur?

– Use highlight tape or electronic highlighting» Natural CO2 Increase» Orbital Change» Orbital Change» Human Activity» Ocean Current Shifts

• Students may prefer a color‐coded word map and/or graphic depiction.

• C d t ll d h l ff t di i A k• Conduct small‐ and whole‐group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

Some students may need assistive augmentative– Some students may need assistive, augmentative communication.

d f d f h l• Students create a first draft written response to the essential question: According to the text, what are the primary factors that may cause global warming to occur?

i i f h i i k i k– Variations for the written response: Use sticky notes quick writes, collaborative partners (use a peer scribe), written conversations, choose from a list, depict graphically

Reading #3: Question generationg Q g• Teacher models re‐reading a portion of the text and

generates one or two questions.g q

• Students continue to review/scan the text and use their recorded notes to generate questions about informationrecorded notes to generate questions about information in the text collaboratively or independently. – Some students will need a model showing how to turn a simple

question into a complex questionquestion into a complex question.– A Bloom’s flip book or Webb’s Depth of Knowledge chart may be

helpful. – Some will need assistance through the use of probing questionsSome will need assistance through the use of probing questions.

Final Written Response to Complex Text‐Based Question

• According to the text and extended text discussion, which g ,factor is most likely the primary cause for global warming to occur?

Students create a dialogue among the listed factors each stating– Students create a dialogue among the listed factors, each stating their case as to why they should be the primary cause.

– Students demonstrate graphically the various factors and show primary by size or positionprimary by size or position

– Students compose a RAFT activity stating the case for the primary cause.

S d d i d d b h f h f h– Student groups design and debate the case for each of the causes.

Things to keep in mind while planning d t hiand teaching…

• There is a time for choice and a time for teacher directed activities.– When students are given choices in all situations, “their strengths

become stronger, and their weaknesses become weaker.” (Chapman, 2005)

• Students should be engaged in activity during all lessons.• Lessons should emphasize critical and creative thinking to p g

increase the rigor of the lesson.• Be clear on key concepts and “big ideas” to help students

form a framework for their new informationform a framework for their new information.

Source: Tina Holtz, DeKalb HS

What about when people say: “We aren’t preparing them for the real

world!”

• Differentiated instruction (done right)…Guides students to think on their own– Guides students to think on their own

– Helps students accept significant responsibility for learning

– Develop a sense of pride in what they doDevelop a sense of pride in what they do

– Makes learners an active participant in their evaluations

– Prepares students for a better quality of life

Source: Tina Holtz, DeKalb HS

Resources for Differentiating Instruction fromResources for Differentiating Instruction from FIN and FDLRS

FDLRS Online PDA ModulesTitle Based on: In‐service

Points

An Introduction to Differentiating Instruction: Responding to All Learners

Florida initiatives on DI 15

Differentiating Reading Instruction for Florida Reading Endorsement Competency 4 60ff g g fStudents: Making It Explicit

g p yand 5

Differentiating Science Instruction Florida initiatives on DIFlorida Standards and Access Points for

30

Science

Differentiating Mathematics Instruction

Florida initiatives on DIFlorida Standards and Access Points for Math

30

Formative Assessment Process for Differentiating Instruction

Florida initiatives on DI 15

More DI Resources for Teachers

And Targeted Workshops on Differentiating Instruction, Accommodations, Cooperative Learning, Formative Assessment for Differentiating Instruction, and others.

For more information about differentiating instruction contact:

h l d l k ( )The Florida Inclusion Network (FIN)

www.FloridaInclusionNetwork.com

and

The Florida Diagnostic & Learning Resources System (FDLRS)

www.FDLRS.org

Addressing the Needs of All Learners –W ki ith E li h L LWorking with English Language Learnersby Diane Staehr Fenner

Incorporating Problem Solving/Response to I t ti t M i i St d t O tIntervention to Maximize Student Outcomes by Rebecca Sarlo, University of South Florida

Define

1. Set a Goal and ID How to Measure that Goal

What do we want students to know and be

able to do?

2 ID

8. Evaluate if Goal in #1 was Achieved

2. ID Resources & Barriers

EvaluateIs it

working?7. Evaluate if Barriers were

AnalyzeWhy is this not

occurring?3. Prioritize

BarriersEliminated or Reduced

g

Implement 4. ID Strategies to Eli i t R d

6. Develop Follow-up Plan

5. Develop Action PlanWhat are we going to do about it?

Eliminate or Reduce Barriers

Plan

Expected Level of PerformanceExpected Level of Performance

Learning ObjectiveLearning Objective• Students will:

– Utilize text craft and structure to figure out theUtilize text craft and structure to figure out the key ideas and details of grade-level text

– Understand how the writer connects text structure and idea development to concisely express the meaning of the article R i th it t th– Recognize the ways a writer weaves together the mutually dependent elements of form and idea in the expression of meaningp g

Goal Level of PerformanceGoal Level of Performance

• All students will demonstrate mastery of allAll students will demonstrate mastery of all components of the learning objective as measured by:measured by:

• Informal formative assessment (e.g., teacher questioning and observationteacher questioning and observation, classroom discussions)F l f ti t (i• Formal formative assessment (i.e., performance on writing assignment

d ith t t d b i )measured with structured rubric)

Understanding Barriers to LearningUnderstanding Barriers to Learning

• Understand the barriers which preclude pstudents from mastering the learning objective with initial instruction is a prerequisite to developing effectiveprerequisite to developing effective supplemental instruction

• Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase theremove the barriers will increase the likelihood that initial instruction will be effective

Instructional/Intervention Designg

• A comprehensive understand of barriers to pmastery of learning objectives allows for development of effective instruction and interventionsinterventions

For example:– If student understanding of key vocabulary is a g y y

barrier then explicit pre-teaching of vocabulary should be included within the instructional design

– If content area text is significantly above students’If content area text is significantly above students independent reading level (e.g., 2 or more years), previewing and pre-teaching content and allowing the student to practice close reading strategy with p g gyindependent level text within reading intervention course prior to instruction may be effective

Response to InstructionResponse to Instruction• Learning objectives were measured by g j y

analyzing student writing samples utilizing a structured rubric

• Students whose current level does not reflect mastery of the learning objectives should bemastery of the learning objectives should be re-taught

• If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the largeinstruction was ineffective and the large group should be re-taught

Learning Goals, Scales, and Learning A ti iti Cl it d PActivities – Clarity and Purposeby Shane Fairbairn, Northeast Florida Educational Consortium

Central MessageCentral Message

What will I do to establish and communicateWhat will I do to establish and communicate

learning goals to my students, track student

h l d l bprogress on those goals, and celebrate success

in meeting or making progress on those learning

goals?

ContentContent

The content of this module has been reviewed by ythe Florida Department of Education and found to be:

• Consistent with contemporary research on• Consistent with contemporary research on instructional practices that, done correctly and in appropriate circumstance, have a significant probability of a positive impact on student learning.

• Appropriate content for Florida teachers at all grades and in all subjects. g j

ContentContent

• Aligned with Florida’s plan of action forAligned with Florida s plan of action for implementing standards‐based instruction.

• Consistent with all district classroom teacher l i i h i di f devaluation systems with indicators focused on

proficient use of learning goals with scales.

Module ObjectivesModule Objectives

At the conclusion of this course the teacher willAt the conclusion of this course, the teacher will

be able to:

• create clear learning goals aligned to course standards.

• develop a scale for each learning goal that p g gguides progress toward mastery.


At the conclusion of this course the teacher willAt the conclusion of this course, the teacher will

be able to:

• align learning activities with the purpose of the learning goal.

• communicate expectations to learners regarding purposeful learning activitiesregarding purposeful learning activities.


The teacher will understand how to:The teacher will understand how to:

di i i h b l i l d• distinguish between learning goals and learning activities.

• identify clear learning goals. y g g

Course StructureCourse Structure

• Divided into seven mini‐modulesDivided into seven mini modules

d bli h l• Focused on enabling teachers to create, apply, communicate, and monitor learning goals,

l d l i i i iscales, and learning activities.

• Culminates in a finished product for the Learning Goals Repository on CPALMSg p y

SectionsSections

• IntroductionIntroduction• Clear Learning Goals• Scales• Scales• Purposeful Learning ActivitiesC i ti E t ti d T ki• Communicating Expectations and Tracking ProgressM d l A ti iti• Module Activities

• Review

Standards‐Based InstructionStandards Based Instruction

Clear Learning Goals

Formative Assessments

Celebration of how success occurred

Praise for rigorous effort

Goal Setting Timely and

Scales

Goal Setting Processes

Tangible Rewards

Actionable Feedback

Purposeful Learning ActivitiesActivities

Learning Goals RepositoryLearning Goals Repository

Brief overviewBrief overview

Learning GoalCourse: 2109310 World History

Standard: SS.912.W.1.4 Explain how historians use historical inquiry and other sciences to understand the past.

Essential Question How has historical inquiry helped historians understand the end of the last ice age?

Score 4.0 Students apply and extend their understanding of bias in historical accounts, using examples, and are able to think and write critically about the effects of the use of historical inquiry on historical scholarship. Sample Progress Monitoring and Assessment Activities

• Give examples, orally or in writing, of historians using historical inquiry to understand the past.• Write a one‐page essay that explains some of the effects of the use of historical inquiry on historical scholarship.

Score 3.0 (Target) Students will be able to explain the ways that historians use historical inquiry and other sciences to understand the past.

The student exhibits no major errors or omissions.

Students will be able to explain the ways that historians use historical inquiry and other sciences to understand the past.

The student exhibits no major errors or omissions.

Score 2.0 Students will understand and be able to explain that primary source materials tend toward some sort of bias.

• In cooperative learning groups, make a list of primary sources and give a short example of bias in each.

Score 1.0 Students will be able to differentiate between primary and secondary sources.

Score 0.0 Students are not able to differentiate between primary and secondary sources.

Learning GoalCourse: 2000310 BiologyStandard: SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.

SC.912.L.17.9 Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.SC.912.N.1.1 Define a problem based on movement of matter and energy through the different biogeochemical cycles.

Essential Question

What role does carbon play in living systems?QuestionScore 4.0 The student will:

• Use qualitative descriptions of carbon movement through multiple processes in multiple scales. • Explain the role of gases in carbon-transforming processes.• Use information about chemical composition of organic substances.• Construct model-based accounts of all carbon transforming processes.

Sample Progress Monitoring and Assessment Activities

Score 3.0 The student will: Students define a problem based on transfer (Target) • Analyze the movement of matter and energy through the different biogeochemical cycles, including

water and carbon.• Identify gases as forms of matter and identifies reactants or products in carbon-transforming

processes.• Explain the pathway of energy transfer through trophic levels and the reduction of available energy

at successive trophic levels.• Explain that matter/energy is being passed through food chains, but cannot consistently identify

tt t f ti d h i l id titi f tt

of matter and energy through biogeochemical cycles, and use tools to gather, analyze, and interpret data; conduct systematic observations; pose answers, explanations, or descriptions of events; generate explanations to describe transfer of

matter transformation and chemical identities of matter.• Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and

nitrogen cycle.

matter and energy; and use appropriate evidence and reasoning to justify these explanations to others.

Score 2.0 The student will:• Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide,

water and chlorophyll; production of food; release of oxygen (SC.8.L.18.1)• Describe and investigate how cellular respiration breaks down food to provide energy and releases

Construct a scientific model of the carbon cycle to show how matter and energy are continuously transferred within and between

i d th i h i l i tesc be a d est gate o ce u a esp at o b ea s do ood to p o de e e gy a d e easescarbon dioxide (SC.8.L.18.2).

• Describe causal sequences of events for transfer of matter and energy through biogeochemical cycles.

• Identity chemical substances involved in biogeochemical cycles. • Explain food chains as a sequence.• Describes role of organisms in terms of trophic levels (producers, consumers, decomposers, etc).

organisms and their physical environment (SC.8.L.18.3)

Score 1.0 The student will:• Describe the process of photosynthesis, such as the roles of light, carbon dioxide, water and

chlorophyll; production of food; release of oxygen (SC.8.L.18.1).• Describe how cellular respiration breaks down food to provide energy and releases carbon dioxide

(SC.8.L.18.2).Score 0.0

Handout 11

Learning GoalCourse: Agriscience Foundations 1

Standard: 9.0 Apply leadership and citizenship skills09.01 Identify and describe leadership characteristics. 09.02 Identify opportunities to apply acquired leadership skills. 09.06 Conduct formal and informal meetings using correct parliamentary procedure skills. 09.07 Identify the opportunities for leadership development available through the National FFA Organization and/or professional

organizations.Essential Question What are the benefits of possessing effective leadership skills?

Score 4.0 Students can apply and extend their understanding of the characteristics of leadership and can correctly use (as chair and/or participant) correct parliamentary procedure in formal and informal settings.

Sample Progress Monitoring and Assessment ActivitiesStudent correctly chairs a mock Informal and/or

The student demonstrates leadership characteristics and skills effectively and can apply them to National, State, and local FFA Organization leadership development opportunities

formal meetingStudent participates in National, State , and/or localFFA leadership opportunities

Score 3.0 (Target) The student will understand and/or be able to:• Identify and demonstrate leadership characteristics and skills • Conduct formal and informal meeting using correct Parliamentary

Student correctly participates in mock Informal and formal meetingsStudent creates a presentation about National, State

Procedure skills• Describe National, State, and local FFA Organization leadership development opportunities

and local FFA opportunities

Score 2.0 Student can identify and describe leadership characteristics, correct parliamentary procedure skills, and National, State and local FFA opportunities.

The student identifies and describes the components of informal and formal meetings .The student identifies and describes National, State and local FFA opportunities

Score 1.0 Student can identify leadership characteristics ,correct parliamentary procedure skills, and National, State and local FFA opportunities

Score 0.0 Students are not able to identify leadership characteristics, correct parliamentary procedure skills, or National, State and local FFA opportunities

Handout 7

Reflective JournalReflective JournalPlease take a moment to reflect on thePlease take a moment to reflect on the instructional implications of the Comprehension InstructionalComprehension Instructional Sequence.

• What are the instructional implications of the Comprehension Instructional Sequence for your course(s)?q y ( )

ki h dLooking Ahead atDay 3 – Session 7Day 3 Session 7

Mathematical Practices and Questioning TechniquesQuestioning Techniques

implementation – social studies, science, and cte...

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