dr. dotti shelton-pedagogy expert & curriculum & instruction specialist ms. diane...

Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction Specialist

Ms. Diane Sidoroff-Austin ISD Online Curriculum Specialist

Please get into your lesson planning groups from yesterday! Thanks.

Collaboratively Developed for Project P.a.C.E.by

Dr. Dotti Shelton- Pedagogical Shift™ Pedagogy Expert and

Curriculum & Instruction [email protected]

andMs. Diane Sidoroff-Austin ISD Online Curriculum Specialist

[email protected]

Curriculum Development & Instructional Technology-Day

Two

mailto:[email protected]

mailto:[email protected]

Signing

In/Out

Get Organiz

ed



Water

Quotable Quote

Connections



Read!What are the

connections to curriculum?



Workshop ObjectivesParticipants 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.



Texas Essential Knowledge & Skillshttp://www.tea.state.tx.us/curriculum/teks/

Readiness, Supporting, Enduring, Leveraging



Content + Skills

http://www.tea.state.tx.us/curriculum/teks/

http://www.tea.state.tx.us/curriculum/teks/

Bloom’s Revised Taxonomy

Knowledge

Evaluation

Application

Synthesis

Analysis

Comprehension

Type(s) of Thinking/Content/Skillscompare/

contrast: animal and plant cells

categorize: types of conflicts

define: linear equation

Identify: parts of

speech and their

functions

create:

song and

lyrics

listen/speak

predict:

what will

happen

next?



Steps in planning a

lessonDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction

SpecialistMs. Diane Sidoroff-Austin ISD Online Curriculum Specialist

VIDEO

What does the state

say students need to

know and be able to

do?

What teaching and

learning activities/

resources will I use to help

students learn those

knowledge & skills?

How will I check for

and deepen understandin

gs?

Beforegetting them ready

Afterretaining

information

Duringprocessing information

The Lesson Cycle Planning Process

Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction SpecialistMs. Diane Sidoroff-Austin ISD Online Curriculum Specialist

1) Determine Lesson Concept/Topic-TEKS/Resources Parts of SpeechNon-linear equationsCauses of the American RevolutionMitosis

2) Determine Formative/Summative AssessmentsOral/Written ResponsesHomework PracticeGroup WorkWeekly QuizFinal Individual Project

3) 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/Strategies

Teach students how to take three column notesTeach students the “Key Word Notes” strategyRemind students how to use a flow map

STEPS

IN

PLANNING Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction


5) Provide Opportunities to Process Information-Guided Practice

How much class time…how 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 students…my ELLs…my 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 Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction


Before-PrimingDuring-

ProcessingAfter-

Retention

Differentiation of

Activities

ESL/LEP/ELL

SPED

GT/Pre-AP/AP

REMEMBER…Tie into STAAR



Learning StylesAuditoryVisualTactileKinesthetic

Creating a TimelineClass Starts

Getting them ready

Before Day 1

Assessment

ClosureDay 5

ModelingProcessin

gDay 2Group

PracticeRetention

Day 4

Maximizing Instructional Time

Guided Practice

Processing

Day 2Group

PracticeProcessin

gDays 3 &

4Formative/Summative

Assessment

TIMELINE USING TIMETOASTDr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction


http://www.timetoast.com/timelines/897305

Group 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 Bloom’s 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

Presentations

§110.18. English Language Arts and Reading, Grade 6

What does the state


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) follow…complex 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 teams…participate productively in discussions…set time limits for speakers, take notes…

§110.18. English Language Arts and Reading, Grade 6

What does the state


know and be able to

do?


Task Maste

r

Materials Handler

Time Manager

Technology Wizard



VIDEO

Day 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 speech…

PARTS OF

SPEECH

words

make into

sentences

What teaching

and learning

activities/ resources will I use to help


knowledge & skills?

PARTS

OF

SPEECH

Could use Lucidchart, Mindomo, Mindmeister

https://www.lucidchart.com/documents/edit/72307db7-acdf-4b7e-9c77-ea93b1c83869?

What teaching and




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.Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction


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 along with a Ziploc bag full of labels and examples of parts of speech 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 Speech

Nouns

What teaching and




knowledge & skills?

ProperCommon

PronounBarack Obama

Project P.a.C.E.U.S. flag

Presidentprogramflag

HimHeHisTheyThemIt



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.(Could use Screencast-o-matic)

What teaching and




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.

Day Four – Kahoot Quiz



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?



What teaching and learning

activities/ resources will I ue to help students

learn those knowledge &

skills?

Day Four-45 minutes-Retention of Information: In same groups, students will revisit what was learned the past three days about parts of speech, including revisiting the “rap” video, and using the same information, using the tool “defining format,” create one for their assigned part of speech.

Question Category Characteristics

What is a noun?A noun is… …a part of speech

that…1) Names a person, place,

thing, or idea;2) Is the subject of a sentence;3) Can be proper, common, or

a pronoun;4) Is, perhaps, the most used

part of speech

DEFINING FORMAT FOR PARTS OF SPEECH: NOUN



NOUNS

Characteristics

Name persons, places, things, ideas

Subjects of sentences

Proper, Common, Pronoun

End prepositional phrases

Examples

Non-Characteristics

Non-Examples

Tell which, what kind, or how many

Indicate when, where, how

Carefully

Beautiful

Tomorrow

FRAYER

MODEL



KAHOOT ASSESSMENT

https://create.kahoot.it/?_ga=1.235720770.231445100.1433973468#quiz/c1396663-a763-4a2f-ba55-841ff3e84f04

https://create.kahoot.it/?_ga=1.235720770.231445100.1433973468#quiz/c1396663-a763-4a2f-ba55-841ff3e84f04

Differentiation is addressed for the following:Auditory – Listening to the video and team

mates; EXIT ticketVisual – Watching the video and seeing

others’ creations, Screencast-o-matic, Kahoot quizTactile – Creation of circle map, tree map,

Kahoot quiz, LucidchartKinesthetic – Movement during carousel,

movement of wordsSpecial Needs Students – Provide sentence

stems, strategic placement in groups, demonstration of depth of understanding appropriate to IEP; oral demonstrations; non-linguistic representations

ELL/ESL/LEP Students – Lots of oral practice, Sstrategic 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 mates

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

Evaluating: Sorting of parts of speech, identifying parts of speech in sentence, Defining Format, Kahoot Quiz

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

Applying: Circle Map and Tree Map

Understanding: Listening, Discussing

Remembering: Revisit each day



What does the state


know and be able to

do?

What teaching and




knowledge & skills?

How will I check for

and deepen understandin

gs?

Beforegetting them ready

Afterretaining

information

Duringprocessing information

The Lesson Cycle Planning Process


Group 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 Bloom’s 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/CarouselTake a photo…post in Lino (http://en.linoit.com/)

Reflecting on your Lesson

Were 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?Dr. Dotti Shelton-Pedagogy Expert & Curriculum & Instruction


Session Feedback

Thank You!

dr. dotti shelton-pedagogy expert & curriculum & instruction specialist ms. diane...

Documents

lesson plans

lesson planning groups

model weeklong lesson

general information

general skillenduring

specific skills

specific criteria

meaningful relevant