in conjunction with lessons taught earl de mott odu career switchers social studies methodologies...

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BORICH READINGSREFERENCE INFORMATION

OVERVIEW (TAKEN FROM CLASS SYLLABUS (JULY 2015)TASKS

EXEMPLARSCONTENT

TERMS AND CONCEPTSRUBRIC

LESSON PLANNING MATERIAL

In Conjunction with lessons taught

Earl De Mottwww.careerswitcherssocial.wikispaces.com

ODU Career Switchers Social Studies Methodologies

Updated July 2015

Borich Readings for Social Studies Content / De Mott

http://www.careerswitcherssocial.wikispaces.com/

http://www.careerswitcherssocial.wikispaces.com/

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Class Readings / Chapters 8, 10, 11, 13Borich, G. D. (2014). Effective teaching methods: Research-based

practice (8th ed.). Upper Saddle River, NJ: Pearson. (ISBN: 978-0132849609)

Chapter 8: Questioning Strategies (pp. 224-251)Chapter 10: Teaching Strategies for Indirect Instruction (pp. 284-321)Chapter 11: Self-Directed Learning (pp. 322-351)Chapter 13: Assessing Learners (pp. 378-423)

Disclaimer: The Borich Readings are extracted for this segment of Career Switchers, however, it is assumed that students benefit best when reading the book in its entirety.

Class Websitewww.careerswitcherssocial.wikispaces.com


REFERENCE INFORMATION

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OVERVIEW: TAKEN FROM CLASS SYLLABUS (JULY 2015) Prior to start of the course, candidates should read the following chapter(s) within the

Borich text: Ch. 8 – Questioning Strategies (to be completed prior to first meeting) Ch. 10 –Teaching Strategies for Indirect Instruction (to be completed prior to first

meeting) Ch 11 – Self-Directed Learning (to be completed prior to the second meeting) Ch 13 – Assessing Learners (to be completed prior to the third meeting)

TASKS (Short Form) Task One / Questions Task Two / Elements of the Social Studies Curriculum Task Three / Self Directed Learning Task Four / Essay Question Development

Additional Assessment(s) / (Not covered in this PowerPoint)Lesson Plan Draft Assessment – Please see the “Lesson Plan Assessment” section of your Career Switchers

Program Handbook for a thorough explanation of this program requirement. During this module, please complete the entirety of the “Lesson Plan,” in rough draft form. Please feel free to merge previously worked on sections of the “Lesson Plan Template” with your additions for this module to complete the task. listed below based on the content within this module. Please consult the rubric at the end of this syllabus for focus points and assessment criteria.


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OVERVIEW: HOW TO USE THIS POWER POINT(JULY 2015)

As this Power Point is supplemental material to both the out-of-class readings and the in-class material, the Power Point should assist the student in completing the required tasks, and help formulate a deeper understanding of the teaching profession and their role in it.

The Borich Readings extracted for this segment of Career Switchers should not stand alone. It is assumed, therefore, that students benefit best when reading the book in its entirety, and lessons benefit from an approach that takes material from all portions of the Career Switcher Program.

This PowerPoint is an aid to the material, and is excerpted. Please refer to the syllabi and Career Switchers regulations and requirements when completing tasks that will be assessed. With that said, students may find instructions and exemplars for the Social Studies Content in this PowerPoint.


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CHAPTER 8 / TASK 1


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Task One (Due after first meeting / references Borich Ch. 8)

Considering your lesson plan, construct a set of questions that can be used to address the seven purposes of questions. Label each item as convergent or divergent and identify the target(s) in which each question might be used. Additionally, identify the level of question being used. Answers will vary based on all of these elements, including the phrasings of questions. Attempt to make the questions relevant to your lesson design so that you might use the chart in the delivery of your lesson later in the CS program, as well as positive in wording, etc.


TASK ONE

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TASK ONE EXEMPLAR


Purpose Convergent/ DivergentAnd LEVEL of Question

Target Sample Question

(Sample) Getting Interest and Attention

(Sample) Divergent/ Evaluative

(Sample) More Complex / Entire Class

(Sample) Given the art and artists discussed in class, which artist most represented the ideals of the Italian Renaissance?

Getting Interest and AttentionDiagnosing /Checking

Recalling Specific Facts

Managing

Encouraging Higher Level Thought ProcessesStructuring / Redirecting

Allowing Expression of Affect

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CHAPTER 8 CONTENT / BORICH


What Is a Question? (p. 226)

Are We Asking the Right Questions? (p. 227)

What are the Purposes of Questions? (p. 227)

What does Research Say about Asking Convergent and Divergent Questions? (p. 228)

Who are the Targets of Questions (p. 229)

What Sequence of Questions are Used? (p. 230)

What Level of Questions Are Used? (p. 231)

What is a Probe? (p. 237)

What is Culturally Responsive Questioning (p. 241)

What Are Common Problems in Using Questions (p. 243)

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WHAT IS A QUESTION? (P. 226)


How do all of these Examples from Borich constitute questions?

Raise your hand if you know the answer.

Aren’t you going to answer the question?

You said the president can have two terms in office?

The president can have two terms in office?

We all have done our homework today, haven’t we?

Definition of “Question” (Borich): “Any oral statement or gesture intended to evoke a student response is considered a question.”

Definition of “Effective Question” (Borich): A question which “evokes a response that actively engages a student in the learning process.”

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ARE WE ASKING THE RIGHT QUESTIONS? (P. 227)


In research conducted in 1935 and 1940(Corey, 1940; Haynes, 1935), it was found that of the questions asked by educators:

70 to 80 percent = recall of facts20 to 30 percent = higher level thinking

In research conducted in 1991, 1993, and 2001(Atwood & Wilen, 1991; Brown, 2001;

Brown & Wragg, 1993; Wragg, 2001) , it was found that of the questions asked by educators:

3 of 5 questions = recall 1 of 5 = managerial1 of 5 = higher level of thinking

Student Response:What is the effect of this unchanging pattern on learning? On society?

Do you agree with Chuska, 2003; Dantonio & Beisenherz, 2001; Power & Hubbard, 1999; Wiske, 1997 that “The behaviors most frequently required in adult life, at work, and in advanced training – those at the higher levels of cognitive complexity involving analysis, synthesis, and evaluation – seem to be the least practiced behaviors in the classroom” ?

What is the answer to the question posed as the title of the subsection: “Are We Asking the Right Questions?”

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WHAT ARE THE PURPOSES OF QUESTIONS? (P. 227)


Based on these examples from Borich: What is the function of each question? (Please note: I’ve changed the order.)

“Did you ask my permission?”

“What did you like about Charlotte’s Web?”

“If you could go to the moon, what would be the first thing you would notice?”

“Now that we have covered the narrative form, are we ready to go on to expository writing?”

“What are the names of the main characters in The Adventures of Huckleberry Finn?”

“What is the meaning of the Latin word via?”

“Putting together all that we have learned, what household products exhibit characteristics associated with the element sodium?”

Student Response:Which of the question types above would typically constitute Convergent Questions? Which would constitute Divergent Questions?

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WHAT DOES RESEARCH SAY ABOUT ASKING CONVERGENT AND DIVERGENT QUESTIONS? (P. 228)


There’s a good deal of “food for thought” in this subsection. Most importantly, though, I think the material begets some interesting questions.

Think about the following:

How is effectiveness measured in convergent questions?

How is it measured in divergent questions?

Is it even fair to compare the level of effectiveness if “effective” suggests “right” or “wrong”, concepts contrary to the purpose of divergent questions?

How can a teacher allocate time to the different question types if each demand significant difference in both time commitment and level of ambiguity of measurement.

What effect does “getting through the content” have on the ability to teach with a variety of question types?

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WHO ARE THE TARGETS OF QUESTIONS (P. 229)


What strategies can you employ regarding the following:

-Less Complex vs. More Complex Questioning

-Phrasing or Framing of Questions

-Use of “Advance Organizers, hints and clues”

-Use of variety of question types based on heterogeneous makeup of class

-Use of variety of question types for differentiation purposes

-Use of the same content with different levels of complexity of questioning

-Use of tentative vs. direct questioning

-Use of follow up questions

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WHAT SEQUENCE OF QUESTIONS ARE USED? (P. 230)


What different results can you expect from changing up the sequence. Speculate on the following:

A. Structuring – Soliciting – Reacting B. Divergent – ConvergentC. General to SpecificD. Specific to GeneralE. Convergent – DivergentF. Reacting – Soliciting – Structuring

How does the sequencing of questions involve Inductive Teaching?

How does the sequencing of questions involve Deductive Teaching?

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WHAT LEVEL OF QUESTIONS ARE USED? (P. 231)


Match the verbs listed below to the levels of questions: Knowledge – Analysis – Comprehension – Synthesis – Application – EvaluationVerbsApplyAppraiseAssessBreak DownCompareConvertCreateDecideDefendDefineDemonstrateDescribe DeviseDifferentiateDistinguishEmployExplainExtendFormulateIdentifyJudgeJustifyListNameOperateParaphrasePoint OutPredictProduceReciteRelateRephraseSolveSummarizeSupportUse

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WHAT IS A PROBE? (P. 237)


Put in your own words the following:

Probe -

Eliciting Probe -

Soliciting Probe -

Redirecting Probe -

Provide Examples of Each of the Above as it would apply to your lesson:

Probe:

Eliciting Probe:

Soliciting Probe:

Redirecting Probe:

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WHAT IS CULTURALLY RESPONSIVE QUESTIONING (P. 241)


After reading through this subsection, evaluate Borich’s advice on how to be culturally responsive and provide commentary and practical application to each point. Please note, I’ve excerpted from the text, so be sure to read the entirety of his points found on p. 243.

1. Emphasize other forms of communication – incl. the visual, kinesthetic, & tactile modalities – to supplement your teaching objectives.

Pros-

Cons-

Commentary-

Practical Application-

2. Be sensitive to cultural differences.Pros-

Cons-

Commentary-


3. Evaluate the reading level and format of the material you use.Pros-

Cons-

Commentary-


4. Do not confuse language proficiency with subject matter achievement or ability.Pros-

Cons-

Commentary-


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WHAT ARE COMMON PROBLEMS IN USING QUESTIONS (P. 243)


Phase Two Reflective Challenge:

When you actually get in front of students with a full day’s lesson that involves a significant amount of questioning, try this for some metacognitive reflection:

1. Record yourself in a way that is non-obtrusive to your teaching.

2. Record yourself in the same segment of your lesson with other groups of students. For example if you teach four sections of World History II, and 10 minutes of your lesson is dedicated to questioning, record yourself four times in the same portion of the lesson.

3. Reread this subsection of Borich.

4. Evaluate your use of questioning based upon the Common Problems listed in this section. Are there consistency through all the class sections? Did your questioning change over the course of the different groups of students? How can you consciously improve your questioning strategies?

5. Be sure to reference other segments of the Borich reading to supply positives alongside your “needs improvement” reflection.

6. Offer a written reflection on your evaluation of your process. This can work as an entry for the Reflective Practitioner portions of your professional development.

7. Repeat the process at the end of the year. Record any changes in your evaluation.

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Summarize what Borich had to say about the following three concepts:

Reacting

Sociolinguistics

Wait Time 1 / Wait Time 2


CHAPTER 8 / TERMS & CONCEPTS

20Borich Readings for Social Studies Content / De

Mott

CHAPTER 10 / TASK 2

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TASK TWO


Task Two: (Due after first meeting / references Borich Ch. 10) Considering your lesson plan, identify ways in which you will integrate the five essential elements of the social studies curriculum. Although your individual lesson plan may not consist of all five, the unit in which the lesson lives should consider all of the elements. Additionally, justify your constructivist approach in terms of the promotion of In Depth Study, Higher Order Challenge, and Authentic Assessment. Answers will vary based on all of these elements, and some may promote multiple items. Attempt to make your answers relevant to your lesson design so that you might use the chart in the delivery of your lesson later in the CS program. Feel free to include any notes or explanations of your answers.

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TASK TWO EXEMPLAREssential Element Integration into Lesson Plan and/or Unit

PlanPromotion of In Depth Study / Higher Order Challenge / Authentic Assessment

(Sample) Global Perspective (Sample) Students will review numerous pieces of art from various periods and explain how the Italian Renaissance artwork has influenced these other pieces.

(Sample) In Depth Study / Higher Order Challenge

(Sample) Notes / Explanation: An understanding of the spread of ideas is essential in comprehending the impact of the Italian Renaissance on subsequent events in history.The Democratic Ideal

Cultural Diversity

Economic Development

Global Perspective

Participatory Citizenship

Notes/ Explanations


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The Cognitive Process of Learning (p. 289)Social Studies (p. 291)Teaching Strategies for Indirect Instruction (p. 293)Concept Learning (p. 299)Inquiry Learning (p. 300)Problem-Centered Learning (p. 302)Conceptual Movement: Induction and Deduction (p. 304)Learning Experiences and Use of Student Ideas (p. 308)Use of Group Discussion (p. 310)Culturally Responsive Indirect Instruction (p. 314)

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THE COGNITIVE PROCESS OF LEARNING (P. 289)


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SOCIAL STUDIES (P. 291)


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TEACHING STRATEGIES FOR INDIRECT INSTRUCTION (P. 293)


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CONCEPT LEARNING (P. 299)


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INQUIRY LEARNING (P. 300)


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PROBLEM-CENTERED LEARNING (P. 302)


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CONCEPTUAL MOVEMENT: INDUCTION AND DEDUCTION (P. 304)


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LEARNING EXPERIENCES AND USE OF STUDENT IDEAS (P. 308)


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USE OF GROUP DISCUSSION (P. 310)


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CULTURALLY RESPONSIVE INDIRECT INSTRUCTION (P. 314)



When you actually get in front of students with a full day’s lesson that involves a significant amount of questioning, try this for some metacognitive reflection:


2. Record yourself in the same segment of your lesson with other groups of students. For example if you teach four sections of World History II, and 10 minutes of your lesson is dedicated to questioning, record yourself four times in the same portion of the lesson.


4. Evaluate your use of questioning based upon the Culturally Responsive Indirect Instruction techniques listed in this section. Are there consistency through all the class sections? Did your strategies change over the course of the different groups of students? How can you consciously improve your strategies?




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Constructivism

Nonexamples

Unguided Discovery Learning

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CHAPTER 11 / TASK 3


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TASK THREE


Task Three: (Due after second meeting/ references Borich Ch. 11)

Considering the reading on Self-Directed learning, take notes on the chapter in the ROSE Quadrant format (i.e. Readings / Observations / Studies / Experiences). As always, answers may vary.

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TASK THREE EXEMPLARReadings: What does the reading say about the topic? This should be specific to the assigned text.

Observations: What are your personal observations about the topic? This should be related to the points made in the reading, but only include observed behaviours / practices regarding the points.

Studies: What do studies say about the topic? This should be related to the assigned text and may / may not include outside research.

Experiences: What are your personal experiences about the topic? This should be related to the points made in the reading, but include only experiences you have personally gone through.


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CHAPTER 11 CONTENT / BORICHSelf-Directed Learning (p. 324)Teacher Mediation (p. 327)Functional Errors (p. 330)The Social Dialogue of the Classroom (p. 334)Teaching Cognitive Strategies for Lifelong Learning (p. 339)Comprehension Monitoring (p. 340)The Role of Tasks in Project-Based Learning (p. 342)The Role of the Learner in Project-Based Learning (p. 343)The Role of the Teacher in Project-Based Learning (p. 344)Culturally Responsive Self-Directed Learning (p. 345)


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SELF-DIRECTED LEARNING (P. 324)


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TEACHER MEDIATION (P. 327)


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FUNCTIONAL ERRORS (P. 330)


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THE SOCIAL DIALOGUE OF THE CLASSROOM (P. 334)


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TEACHING COGNITIVE STRATEGIES FOR LIFELONG LEARNING (P. 339)


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COMPREHENSION MONITORING (P. 340)


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THE ROLE OF TASKS IN PROJECT-BASED LEARNING (P. 342)


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THE ROLE OF THE LEARNER IN PROJECT-BASED LEARNING (P. 343)


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THE ROLE OF THE TEACHER IN PROJECT-BASED LEARNING (P. 344)



When you actually get in front of students with a full day’s lesson that involves project based learning, try this for some metacognitive reflection:


2. Record yourself in the same segment of your lesson with other groups of students.


4. Evaluate your role in the context of items listed in this section. Are there consistency through all the class sections? Did your delivery change over the course of the different groups of students? How can you consciously improve your strategies?




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CULTURALLY RESPONSIVE SELF-DIRECTED LEARNING (P. 345)


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Inner Speech

Reciprocal Teaching

Zone of Maximum Response Opportunity

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CHAPTER 13 / TASK 4


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TASK FOUR Task Four: (Due after third meeting/ references Borich Ch.

13)

Considering the content in your lesson plan write one essay question. Analyze the quality of your question using the criteria found on pp. 392-394. Some criteria may not apply. Offer suggestions for improvement and/or provide examples of expected results from your question. You may wish to reference Chapter 5 for Key Verbs and Appendix C for Mental Processes as you complete the task.


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SAMPLE Question (First Draft): List the impacts the Renaissance had on society. Identify the Key Verb(s) in the posed question (See Chapter 5): “List”Learning Outcomes (Strong, Moderate, Poor, N/A)

Suggestions for Improvements

Analysis of Relationships Poor Should include a more specific element of “renaissance”, and narrow the definition of “society”

Compare / Contrast Positions N/A N/A

State Necessary Assumptions Poor Assumes that the renaissance is impactful. Question should allow student to bring this out.

Identify Appropriate Conclusions Poor Question should allow student to draw a conclusion as to why and/or how the renaissance made an impact.

Explain Cause and Effect Relations Moderate Although there is a definite cause/effect aspect to the question, there is not any room for an explanation of the relationship.

Make Predictions N/A N/A

Organize Data to Support a Viewpoint Poor No viewpoint can be presented if there is only listing taking place.

Point out Strengths and Weaknesses N/A N/A

Integrate Data from Several Sources Poor The answer to this question should allow for multiple sources to prove the student’s point. However, this is limited due to the wording of the question.

Evaluate the Quality / Worth of an Item / Product / Action

Poor There is an invitation to evaluate what causes an impact, however the lack of explanation / elaboration disallows for an in depth evaluation.

SAMPLE Revised Question: Consider the works of two artist from the Italian Renaissance. Illustrate how each artist promoted the ideals of humanism, and explain how these ideals transferred into the political, economic, and religious views of European Society of the 15th and 16th centuries.Identify Key Verbs: “Consider”, “Illustrate”, and “Explain”


TASK FOUR EXEMPLAR PART I

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TASK FOUR EXEMPLAR PART II

Question (First Draft):

Learning Outcomes (Strong, Moderate, Poor, N/A)

Suggestions for Improvements

Analysis of Relationships

Compare / Contrast Positions

State Necessary Assumptions

Identify Appropriate Conclusions

Explain Cause and Effect Relations

Make Predictions

Organize Data to Support a Viewpoint

Point out Strengths and Weaknesses

Integrate Data from Several Sources

Evaluate the Quality / Worth of an Item / Product / Action

Revised Question: Identify Key Verbs:


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The Test Blueprint (p. 382)Objective Test Items (p. 383)Higher Level Multiple-Choice Questions (p. 387)Extended-Response Questions (p. 390)Restricted-Response Questions (p. 392)When Should You Use Essay Questions (p. 392)Validity and Reliability (p. 396)Marks and Grading Systems (p. 397)Performance Assessments (p. 402)The Portfolio (p. 404)




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THE TEST BLUEPRINT (P. 382)


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OBJECTIVE TEST ITEMS (P. 383)


When you actually get in front of students with a full day’s lesson that involves teacher created objective test items, try this for some metacognitive reflection:

Analyze your test item creation based on the criteria set forth by Borich.

Repeat your analysis on subsequent tests to see where improvements were made.

Be sure to reference Borich in your reflective journaling, and elaborate on what worked, what needs improvement, and what needs continued maintenance.


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HIGHER LEVEL MULTIPLE-CHOICE QUESTIONS (P. 387)


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EXTENDED-RESPONSE QUESTIONS (P. 390)


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RESTRICTED-RESPONSE QUESTIONS (P. 392)


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WHEN SHOULD YOU USE ESSAY QUESTIONS (P. 392)


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VALIDITY AND RELIABILITY (P. 396)


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MARKS AND GRADING SYSTEMS (P. 397)


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PERFORMANCE ASSESSMENTS (P. 402)


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THE PORTFOLIO (P. 404)

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CH 13 / TERMS & CONCEPTS



Criterion-referenced test

Individuals with Disabilities Education Improvement Act

Norm-referenced test


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RUBRICS & ADDITIONAL MATERIAL

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Task Excellent (3 pts.)

Above Average (2 pts.)

Average (1 pt.)

Below Expectations (0 pts.)

Task One / Questions Candidate shows understanding of question types and relates items on chart to specific lesson

Most (not all) of the items in the chart are appropriately assigned / explained.

At least half of the items in the chart are appropriately assigned / explained

Little to no understanding is evident in the submitted work.

Task Two / Elements of the Social Studies Curriculum

Candidate shows understanding of elements of social studies curriculum and clearly communicates its relevance in terms of designed lesson.




Task Three / Self Directed Learning

Candidate shows understanding of concepts presented in the self directed learning chapter and uses ROSE Quadrant appropriately




Task Four / Essay Question Development

Candidate uses chart to improve question technique and shows deep understanding of the analysis necessary to create effective essay question.





RUBRIC FOR TASKS 1-4

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LESSON PLANNING MATERIAL 1Criteria /Description Excellent Below Expectations

Procedures

Lesson Set The activities in this section capture the student's attention, stimulate their thinking and help them access prior knowledge (e.g., KWLH; discrepant event, inquiry-based question/activity; free write; reading from piece of literature; demonstration, etc.).

Lesson Set sufficiently stimulates thinking of the students, and sets up the lesson as a whole.

Lesson Set is unrelated and/or does not engage the students.

Rationale Describe how you will relate this lesson to previous learning and to real-life experiences to explain the importance of the learning to the students.

Rationale justifies the purpose for the lesson in terms of relevance to the student and/or significance within the context of what is being taught.

Rationale does not satisfactorily show larger picture significance of lesson.

Techniques and Activities List the step-by-step activities in sequential order as they occur in the lesson. Be sure to clearly identify what is to take place in the lesson. Include a variety of teaching strategies (methods). Activities are to be student-centered (e.g., solve problems, construct models, design and perform experiments, read authentic resources, answer open-ended questions, support ideas with evidence, compose, analyze and interpret maps, draw conclusions). Include guided process of learning. Include the opportunities students will have to expand and solidify their understanding of the concept and/or apply it to a real-world situation. List any independent practice activities.

Techniques and Activities clearly indicates process order, estimated time of delivery, clear distinctions of what the teacher is to do within that numbered activity, and what each student is to do. Each activity is explained in a way which is observable. Content is referenced, but not necessarily included. All levels of the guided process of learning are evident. The techniques and activities include expansion opportunities and independent practice.

Any of the criteria for techniques and activities described in the “excellent” column is missing or underdeveloped.

Lesson Closure How will you close the lesson, summarize the lesson content, relate the lesson to future lessons, and actively involve the students? Develop reflective questions that you will pose during the closure. Describe how you will actively involve the students during the debriefing of the lesson and/or student presentations.

Lesson Closure shows evidence of student engagement in the summation process and / or reflection of the significance of the lesson.

Lesson Closure does not relate to lesson set / techniques and activities or does not offer opportunity for reflection or summation.


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LESSON PLANNING MATERIAL 2

Criteria /Description Excellent Below Expectations

ProceduresAssessment/ Evaluation Describe the evaluation process that you will use to measure whether the students achieved the instructional objectives. Describe the criteria for achievement, and performance level. Describe how you will assess that students have learned. Describe your methods for monitoring student progress. The criteria should directly align to the instructional objectives and standards. Describe your plan for providing feedback to your students.

Assessment / Evaluation includes alignment of the assessment to the instructional objectives and standards, criteria for achievement / performance, a plan for assessment and monitoring progress, and criteria for student feedback.

Any of the criteria for Assessment/ Evaluation described in the “excellent” column is missing or underdeveloped.

Student Products Describe artifacts or products students will create as a result of the lesson. How will these performance products allow you to assess conceptual understanding and/or mastery of procedural skills? Some examples include: participate in a debate; use evidence to solve a mystery; infer the main idea of a written piece; propose and justify a way to resolve a problem; design a museum exhibit; apply rules to particular situations; draw a picture that illustrates what's described in a story or article; conduct a poll on consumer preferences; display results graphically; state conclusions in written format; critique a performance or a work of art; design an experiment; build a model.

Student Products include a “performance artifact” that is observable, measurable, and tangible and creates evidence of student understanding or mastery.

Student Products does not include elements of observability, measurability, or tangibility, and/or does not provide evidence of student understanding or mastery.

Supplemental Activities: Extension and Remediation Extensions are activities for students who grasped the concepts quickly and need a deeper challenge. The purpose of extensions is to allow students to further explore the concept in more depth and add a new dimension in the learning of the content. Extensions should not be more of the same work. Explore the remediation activities. Include methods to reteach the learning for students who need more instruction/practice.

Supplemental Activities addresses the needs of students who need an extension and/or deeper challenge. Activities are related to the main content, however add depth or dimension to the lesson. Supplemental Activities also address the needs of students who need remediation and/or reteaching of material. Activities include variation of modality in the delivery of the lesson.

Supplemental Activities are underdeveloped and/or do not provide significant variation in depth, dimension, or modality to address needs of all students.


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LESSON PLANNING MATERIAL 3Focus: Borich Tasks

Take Aways

Implementation

Variations

Task One / Questions





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LESSON PLANNING MATERIAL 4Focus: Extension /Controversial Issues

Your Answer Practical Application Commentary

In Class Question:What is the social studies question you would feel most uncomfortable asking to a teenage student? Why?

Extension / Controversial Issues

Design a set of questions regarding your controversial issue.

Extension /Controversial Issues

Considering your design, who is the target audience for this set of questions? If you’ve a heterogeneous class, what adjustments would you make?

Extension / Controversial Issues

How can you apply your design to the lesson you are presently planning? If applicable, attempt to include elements of this chart into your lesson(s).


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LESSON PLANNING MATERIAL 5Focus Take Aways Implementa

tionVariations






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LESSON PLANNING MATERIAL 6Focus Take Aways Implementa

tionVariations






in conjunction with lessons taught earl de mott odu career switchers social studies methodologies...

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