things to do!
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Things to Do!
Sign in sheet Nametags Obj. & itin. Cover slide Table packets 4MAT signs
LEE
I. Opening: Feedback on feedback Framing the day Community builder Discussion: Beliefs chapter
Welcome to Day 2PleaseSign inWear your name tagFind a seat; but don’t get too
cozy, we’ll be re-seating shortly.
• What practices or concepts have become clearer to you as a result of today’s class?
• How will this knowledge support your growth as an instructional leader?
MCPS Standards The Professional Growth System Developing a common language Post Observation Conference Report (POCR) Taking literal notes; specific techniques & practice 10-2; 30-90 Attention & momentum moves; tools for professional growth Ways to help maximize the potential of teachers CEIJ- and how a write-up is constructed How observing and analyzing are parts of continuous
improvement Writing context paragraphs The Knowledge Base on Teaching (triangle) our common
source Steps of pre-observation, observation, and post-observation Being objective and not rush to judgment
Materials organized* * * * * * * * * *
Pacing * * * * * * * * Breaks in lecture * * * * * * Video & scripting
opportunity * * * * * * Discussion * * * * Examples * * * CEIJ * * Modeling strategies * * Food * * Good information –
Attention & Momentum * Clear, concise language *
Like having two instructors*
Flexibility Treating us like adults Context paragraph Use of props Addressing all class
members comments & questions
Variety of teaching approaches
Welcoming environment Everything is going great!
Pacing/processing – too slow/too little * * *
Pacing/processing – too fast/too much *
Frequency of breaks; shorter lunch*
Lot of information Incorporate more
movement Clarify questions Chunk material better Include directions and pg.
numbers for activities Summaries- Fillers Explain work standards Provide strategy sheet Snow!
Line Up: Divide & Slide
Years in Education Count Off
Framing Framing the the
LearningLearning
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
By the end of the day you will be able to:• Explain how supervision and evaluation support the purpose
of the Professional Growth System.• Explain different levels of thinking about lesson planning and
their implications for student learning.• Evaluate objectives based on the criteria for a mastery
objective.• Analyze evidence to determine if a teacher is planning and
instructing for mastery.• Write an objective paragraph in a post-observation
conference report. • Identify components of a teacher’s repertoire for framing
learning and explain their importance to students.• Explain the importance of literal note-taking and
determine whether notes are literal or descriptive.
• Community builder / framing
• Building our leadership vision
• Planning for mastery
• Writing about planning: the objective/planning paragraph
• Clarity: framing the big picture
• Data sources / literal notes
• Summary
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
Effort Based Belief
CONFIDENCECONFIDENCE
ACHIEVEMENTACHIEVEMENT
EFFECTIVEEFFORT
EFFECTIVEEFFORT
AbilityAbility
Hard WorkHard Work StrategiesStrategies
+
+
Beliefs in Our Buildings
Which of the seven beliefs are alive, well, and in evidence in your workplace? What effect do you see them having on student learning?
Which are least evident? Why? How does their absence influence student learning?
Discuss the implications of your responses for your leadership role.
NB page 227; Chapter 2
Smart is notsomething you just are;smart issomething you can get.
Jeff HowardThe Efficacy Institute
I. Teachers are committed to students and their learning.
II. Teachers know the subjects they teach and how to teach those subjects to students.
III. Teachers are responsible for establishing and managing student learning in a positive environment.
IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement.
V. Teachers are committed to continuous improvement and professional development.
VI. Teachers exhibit a high degree of professionalism.
MCPS Teacher StandardsMCPS Teacher Standards
By the end of the day you will be able to:
• Explain how supervision and evaluation support the purpose of the Professional Growth System.
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Frequent high-quality feedback by individuals who know what they’re talking about in order to stimulate teachers’ thinking about their decisions.
Maintaining high minimum standards of teacher performance.
SUPERVISION EVALUATION
OAT I
RBT
superVision
To involve members in spreading a vision of high quality learning and teaching across an entire school.
Glickman
PURPOSE OF SUPERVISION
To increase the opportunity and the capacity of schools to make a difference for student learning.
Sergiovanni
OAT I
RBTNB pg. 23
What Do We Want Our Systems of Supervision
and Evaluation to Accomplish?
Which of the major purposes of supervision and evaluation have been most and least successfully addressed in MCPS?
NB pg.5
What does it take?
KNOWLEDGE
COURAGE
POWER
Where is the balance of these three aspects of leadership in your current work? What goals might you set for yourself in relationship to these three aspects?
KNOWLEDGE
COURAGE
POWER
NB pg. 26
29
44
79
96
0
20
40
60
80
100
Test Scores by
Percentile
Students with 3 Least EffectiveTeachers
Students with 3 AverageEffective Teachers
Students with 3 Most EffectiveTeachers
FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TESTBASED ON TEACHER SEQUENCE IN GRADES 3, 4, 5
(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)
30
FIFTH GRADE MATH SCORES ON TENNESSEE STATEWIDE TEST BASED ON TEACHER SEQUENCE IN GRADES 3.4.5
(Second Grade Scores Equalized)Research by Sanders & Rivers (1996)
29
50
83
44
79
96
0
20
40
60
80
100
120
Students with 3 Least EffectiveTeachers
Students with 3 Average EffectiveTeachers
Students with 3 Most EffectiveTeachers
Test
Sco
res
by P
erc
enti
le
School System B
School System A
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
1. Context paragraph/heading2. Objective/mastery planning
paragraph3. C E I J paragraphs
Recipe for a Post-Recipe for a Post-Observation Conference Observation Conference
ReportReport
*Claim – area of performance*Evidence*Impact (thus, as a result, therefore)*Judgment
4. Post-observation conference summary (including goal-setting)
5. Summary
Provides information about… Teacher Students Course or unit of study Special factors Announced or unannounced
observation
Teacher: Observation Date:
Observer: Observation Time:
School: Conference Date:
Subject / Grade:
Feedback: Information on the ways in which a product or performance meets or does not meet established criteria for success/standards.
Peer Peer Feedback: Feedback:
The Context The Context ParagraphParagraph
CLAIM: statement that a teacher performs a certain teaching skill [generalization]
EVIDENCE: a quote or literal description of something said or done
IMPACT: statement of what the behavior accomplished [or intended]; its effect on students
JUDGMENT: adjective, adverb, sentence, phrase that lets the reader know what the writer thought of the behavior
Balanced WritingBalanced Writing
NB pg. 16
Share and compare your labeling of the CEIJ paragraphs.
Come to conclusion and be prepared to share with group.
Feedback: CEIJ Labeling Sarah
Smith
NB pg. 16
Mrs. Smith effectively presented information through explanatory devices.
•She created a graphic organizer on the overhead projector to guide the students through defining run off.
•She translated the words dissolved and suspended into simpler language by way of a class discussion (“Spring-time…fertilizer on grass to make it greener…that salt fertilizer will mix with water and dissolve…we need to talk about what that word suspended means…okay we’re talking about debris..anything that doesn’t get dissolved…”).
•She also presented the students with environmental pictures (“To get started I have pictures with pretend news articles about the Chesapeake Bay…”).
As a result, students with a variety of learning styles were focused and engaged.
Sarah Smith CEIJ #1
Mrs. Smith used several instructional strategies to help the students make cognitive connections.
•She used questioning as a way to prompt a resemblance to the students’ experiences (“What’s usually included with pictures?...If something gets dissolved, what does that mean?”)
•She used a personal experience to help the students related the content to their own lives (“I took my cup of coffee and put sugar in it. It got dissolved in the coffee...” ).
•She asked the students to compare and contrast in order to make a connection to today’s learning (“Think about the pictures we looked at yesterday…”).
Thus, students’ prior learning was utilized and connected with the new information given during this lesson.
Sarah Smith CEIJ #2
Mrs. Smith has built a classroom climate in which students feel safe to take risks.
•She made several comments throughout the lesson to promote risk taking (“..could be…you could make that up…you don’t have to be perfect…”). She stated, “…as long as someone at your table has something to share we’re good.”).
•After the students were told to write captions for given pictures, a student asked, “What’s a caption?” Mrs. Smith did not chastise the student for not knowing or remembering the meaning of the word caption, but answered her calmly and respectfully.
•Another student asked a question and Mrs. Smith replied quietly.
Therefore, students could safely communicate their level of understanding and signal their need to move on or request help.
Sarah Smith CEIJ #3
• An impact is a statement of what was accomplished by the behavior just described in the claims and evidence.
• An impact establishes what was significant about the move in terms of its impact on students.
Effective impact statements:Impact and Impact and EvidenceImpact and Impact and Evidence
Thus, students were able to make connections to their previous learning.
As a result, students were not engaged by the lecture.
are context-specific.
follow pieces of evidence that have a unique effect.
show a logical cause-effect relationship with the claim.
often include judgment by stating the quality (positive or negative) of the impact on students and their learning.
Strengthening Your
Impact Statements1.Silently read and highlight NB pages
45-46.
2.Reflect on and respond to these questions on the bottom of NB page 46.
3.When ready, share of your important points with others at your table.
What purpose does the impact statement serve?
What are some important points you want to remember when writing an impact?
More examples on NB pg. 21-22
Let’s Take a Break!
By the end of the day you will be able to:
• Explain different levels of thinking about lesson planning and their implications for student learning.
• Evaluate objectives based on the criteria for a mastery objective.
• Analyze evidence to determine if a teacher is planning and instructing for mastery.
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
What are the characteristics of standards-based
instruction?
What might a student experience in a lesson planned for mastery?
To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.
Stephen CoveyThe Seven Habits of Highly Effective
People
Planning Decision
52
1
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.
TST, pg. 397
“Check in with the curriculum, the standards you’re working on, and particularly the big idea (enduring understanding) that’s on the table to be sure the lesson you’re planning connects explicitly to it.”
NB pg. 252
What concepts am I teaching?
What activities will develop these skills?
What key values do I want them to adopt?
How will I get them engaged?
What thinking skills do they need to know?
What do I want them to know/be able to do… how will I know they know/can do it?
NB pg. 252
Explain the different levels of thinking
about planning and
their implications for teacher
planning and student
learning.
Planning Decision
56
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.
TST, p. 397
“Articulate the mastery objective of this lesson (or series of lessons) to yourself fully. Say exactly what the students will know or be able to do, or do better, at the end of the lesson. Dig into the content to examine its nuances and central ideas before arriving at this statement.”
2
Our Data
Data From Pre-Assessment:Objectives and Criteria for Success
Meets standard
NY
(not yet)
Objectives 74% 26%Criteria for Success
22%
78%
60
Observing for Mastery Sort your cards into 2 piles:
Mastery objectiveNot a mastery objective
Check how you did.Green – mastery objectiveRed - not a mastery objective
Draw a conclusion.What are the critical attributes of a mastery
objective?
A mastery objective
states what students will know and be able to do by
the end of the lesson in terms of the
academic curriculum.
A well-written mastery objective:
• is kid-friendly• is linked to
standards • uses an active
performance verb, describing how mastery will be demonstrated
• begins with “will be able to…”
• includes stated or implied assessment
• may include stated or implied criteria for success.
How might you coach a teacher to revise the
objective for a focus on mastery. What
questions would you ask?
Activities:
1. We will research and take notes about infectious diseases.
2. We will work as a group to ask and answer questions about infectious diseases.
3. We will complete today’s Learning Log.
Mastery Objective:
By the end of class today I will be able to identify an infectious disease, the pathogen that causes it, and how the pathogen is spread.
What do we want students to know and be able to do?
How will they get there?
Planning for MasteryMastery objective
Activities
Planning Decision
66
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.
TST, p. 397
“Plan how to communicate the objective to the students with unmistakable clarity in language they will understand.”
3
Reflection
What will you do as an instructional
leader to support teachers in writing mastery objectives?
By the end of the day you will be able to:
• Write an objective paragraph in a post-observation conference report.
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
1. Context paragraph/heading2. Objective/mastery planning
paragraph3. C E I J paragraphs
Recipe for a Post-Observation Conference
Report
*Claim – area of performance*Evidence*Impact (thus, as a result, therefore)*Judgment
4. Post-observation conference summary (including goal-setting)
5. Summary
The Objective / Planning
Paragraph
The purpose of the objective paragraph is to capture the
teacher’s thinking and planning for instruction that
is designed to lead students to mastery of curricular content
and skills.
What would you see/hear in a mastery focused lesson?
The objective paragraph should answer… What was the objective?
How was it communicated? Was the lesson planned and delivered
for student mastery? What activities did the teacher do to
lead students to mastery of the objective?
What are the assessment data on student mastery or progress toward mastery of the objective?
[
Two Cautions WhenLooking for ObjectivesDon’t fall into the trap of looking
for an objective, seeing it on the board, and assuming it’s being played out when it isn’t.
Likewise, don’t fall into the trap of assuming an objective doesn’t exit if it isn’t posted or stated.
the stated objective; the lived lesson (instructional delivery); and the worthiness of the objective and lesson
TST, p. 380, 386
Stoplight Analogy for Giving Mastery Objective Focused Feedback
RED- The objective does not reflect mastery thinking or planning. (Lesson only based on coverage, activity, or involvement thinking.) The delivery of instruction does not match or support the intended objective.
YELLOW- The objective may reflect mastery thinking or planning. The delivery of instruction does not match or support the intended objective.
GREEN- The objective reflects mastery thinking or planning. The delivery of instruction and teacher actions fully match and support the intended mastery objective.
Reflection
What will you do as an instructional leader to
support teachers in writing mastery objectives?
How will you, as an instructional leader, ensure that teachers plan lessons focused on student mastery?
Leadership Connections
What is something new you learned about mastery planning that will impact your work as an
instructional leader?
Let’s Take a Break!
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
Writer’s/Analyst’s Toolkit
CURRICULUMCURRICULUMPLANNINGPLANNING
CURRICULUMCURRICULUMPLANNINGPLANNING
MOTIVATIONMOTIVATIONMOTIVATIONMOTIVATION
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
INSTRUCTIONALINSTRUCTIONALSTRATEGIESSTRATEGIES
MANAGEMENTMANAGEMENTMANAGEMENTMANAGEMENT
FOUNDATION OF ESSENTIAL BELIEFS
KEY CONCEPTS• Areas of Performance• Repertoire• Matching Overarching
Objectives
CurriculumDesign
Planning
AssessmentLearning
Experiences
PersonalRelationship
BuildingClass Climate
Expectations
ClarityPrinciples of
LearningModels of Teaching
Space Time Routines
Attention Momentum Discipline
Objectives
The Knowledge Base on Teaching
By the end of the day you will be able to:
• Identify components of a teacher’s repertoire for framing learning and explain their importance to students.
How do adept teachers make concepts and skills clear and accessible to students?
Activator
ClarityI. Framing the Learning
II. Presenting Information
III. Creating Mental Engagement
IV. Cognitive Empathy
V. Anchoring LearningTST pg. 163
Framing the Learning The Big Picture
Objectives Itinerary Big Idea Reason it’s Worthwhile Reason for Activity Criteria for Success
TST pg. 163
What does Catherine do to frame the
lesson for her AP Biology students?
TST p. 163; NB p. 304
What does Valerie do to frame the lesson
for her math students?
TST p. 163; NB p. 304
Bernice McCarthy - About Learning, Inc.
Framing the Learning The Big Picture
Objectives Itinerary Big Idea Reason it’s Worthwhile Reason for Activity Criteria for Success
TST pg. 163
Framing the Learning The Big Picture
Objectives Itinerary Big Idea Reason it’s Worthwhile Reason for Activity Criteria for Success
Getting Ready for Instruction Activating Pre-assessing Anticipating confusions TST pg.
163
Nothing Nothing
means means
anything anything
until it until it
connects connects
to to
somethingsomething
..
David Sousa
How the Brain Learns
ActivatorsCognitively engage students
Identify current knowledge
Surface/address misconceptions
Empower the learner: “I know…”
Brainstorm and categorize Brainstorm “Flexibility Style” and web Carousel brainstorming Draw a picture/diagram Given a skeleton/outline of…, fill in details Graphic organizers Human treasure hunt Know/think I know/want to know Line-ups Medium-size circle Mental imagery Paired verbal fluency Sort cards or pictures Walking tour Word or picture splash Write 5 words NB pg.
303
What will you take away from today’s discussions of Framing the Learning?
How will your work as an instructional leader be affected by what you’ve learned?
Summary
Let’s Do
Lunch!
KNOWLEDGE ABOUT TEACHING
EFFECTIVE COMMUNICATION
DATA ABOUT TEACHING & LEARNING
HIGH EXPECTATIONSFOR ADULTS
OAT I
RBT
InstructionalLeadership
Read about the opportunities and obligations for using data.
Work with your table group to make additions to the web.
• Are mainly quotes and descriptions of behavior.
• Capture the essence of important events, actions, conversations; occasionally note what time it is.
• Include specific names.
• Record factual observations, not analysis or inferences.
• Describe characteristics of interactions and settings.
NB pg. 78-79
Literal Notes
1
Cheerleading
1
Cheerleading
3
Improvement
3
Improvement
4
Real Problems
4
Real Problems
2
Enrichment
2
Enrichment
Why Literal Notes?
Literal Notes Example #2: Real Life
NB pg. 81
• Compare the literal notes on NB p. 165.
• What are the messages students receive from the teacher in each example?
• Which set of literal notes would be most valuable for giving a teacher feedback?
Narrative notes from a 6th grade math observation:
“The teacher went over the homework.”
Mara Observation
Take literal notes of lesson
record times focus on salient events use abbreviations
First Steps in Analysis
Read over and clean up your notes. Holistic impressions
What do you infer the lesson objective to be? What teaching strategies stood out as
positive, negative or missing? What questions might you want to ask?
Label important events by asking yourself what did it accomplish or intend to accomplish? (framing the learning- text page 163)
What claims can you make based on the evidence?
Observation, Analysis and Writing Practice
Review Clarity in Analyst’s Tool KitNB pg. 53
Identify “Framing” moves in Ms. Mara’s write-up.
Draft a CEIJ paragraph
Literal Notes Example #3: Real Life, Analyzed
On a sheet of paper,
1.Trace your hand.
2.On each finger write a key idea from today’s class.
3.On the palm, ask a question or comment on today’s topics.
It’s a Handful
1.End of Class Routine
4.
2.
3.Side Table
See you Thursday!
See you February 12
Planning Decision
125
Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 397.
TST, p. 397
“Decide what evidence you will use as confirmation of student mastery.”
4
Coaching for Mastery Sort your cards into 2 piles:
Criteria for successNot criteria for success
Check how you did.Green – criteria for successRed - not criteria for success
Draw a conclusion.What are the critical attributes of criteria for
success?
Criteria for SuccessKid friendly.
Has the product or performance as the subject.
Describes the attributes of a successful product or performance.
Learning Objective:By the end of class today I will be able to identify an infectious disease, the pathogen that causes it,
and how the pathogen is spread.
Summarizer: Exit Card
1. Name an infectious disease.2. What kind of pathogen causes it?3. How is the pathogen spread?
What do we want students to know and be able to do?
How will they get there?
What task will tell us they can do it?
What should successful performance look like?
Planning for MasteryMastery objective
Activities
Assessment
Criteria for success
MCPS Indicator
Recognize instances of propaganda and persuasive techniques (1.8.6.1)
Mastery Objective
You will be able to analyze magazine advertisements for techniques that advertisers use to convince people to buy their products.
Criteria for Success
The analysis includes evidence to show the use of appeals to emotion andfalse logic.
As an instructional leader, how might
you coach a teacher to increase his/her focus on mastery?
Table Discussion
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