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Week One Faculty Notes
Teacher as Decision Maker and Planner
• Identify the framework for teaching and the National Board for Professional Teaching Standards’
core propositions.
• Identify the main factors considered in lesson planning.
• Recognize the difference between goals and observable and measurable objectives.
Preview
ALL DELIVERY METHODS
Facilitate introductions and a course overview discussion.
CLASSROOM AND ONLINE
Form Learning Teams.
Discuss Learning Team Meetings.
Discuss required Learning Team Logs.
Discuss the Learning Team Charter assignment.
DIRECTED STUDY AND ONLINE
Set expectations for the Learning Summaries and responses to discussion questions.
Framework for teaching
Based on the Educational Testing Service (ETS) Praxis III Classroom Performance Assessments and
Charlotte Danielson’s (2007) book Enhancing Professional Practice: A Framework for Teaching
Teachers are responsible for addressing the following four domains in planning and instruction:
Planning and instruction
Demonstrating knowledge of content and pedagogy
Demonstrating knowledge of students
Selecting instructional goals
Demonstrating knowledge of resources
Designing coherent instruction
Assessing student learning by setting criteria and standards of performance
Classroom environment
Creating an environment of respect and rapport
Establishing a culture for learning
Managing classroom procedures
Managing student behavior
Organizing physical space
Instruction
Communicating clearly and accurately
Using questioning and discussion techniques
Engaging students in learning
Providing feedback to students
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Demonstrating flexibility and responsiveness
Professional responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Contributing to school and district
Growing and developing professionally
Showing professionalism
National Board for Professional Teaching Standards’ core propositions
Five core propositions that articulate what accomplished teachers should know and be able to do:
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects.
Teachers are responsible for managing and monitoring student learning.
Teachers think systematically about their practice and learn from experience.
Teachers are members of learning communities.
Factors to consider in lesson planning
Reasons for planning
Approaches to planning
Resources for planning
Standards
Domains of learning
Psychomotor
Reflex movements
Fundamental movements
Perceptual abilities
Physical abilities
Skilled movements
Nondiscursive communication
Affective
Receiving
Responding
Valuing
Organization
Characterization by a value or a value complex
Cognitive
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Content in the cognitive domain
Abstractions
Concepts
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Generalizations
Facts
Higher-level thinking skills
Goals
Sources
Standards
Child
Society
Academic discipline
Diversity
Measurable and observable objectives
Aligned to the standards
Can be observed and results shown through assessment
ABCD method
A – Audience
B – Behavior
C – Conditions
D – Degree
Summary
ALL DELIVERY METHODS
Review key points and preview Week Two.
Remind students to submit the Main Factors of Lesson Plans Paper.
DIRECTED STUDY AND ONLINE
Remind students to submit their Learning Summaries.
Remind students to submit their responses to the discussion questions. Note. There are two almost
identical discussion questions this week. These were created in anticipation of national standards
being replaced by core standards. Select the applicable discussion question based on the current
standards in effect:
• How do the state standards relate to the national standards?
• How do the state standards relate to the core standards?
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Week Two Faculty Notes
Learner-Centered Planning and Instruction
• Identify essential lesson plan components and lesson plan models.
• Describe instructional strategies.
• Recognize the purposes for direct and indirect instructional strategies.
• Apply knowledge of different learning styles to the development of instruction.
• Formulate learning objectives that reflect selected state standards.
• Develop a standards-based lesson plan.
Preview
ALL DELIVERY METHODS
Present Week Two overview.
Essential lesson plan components
Anticipatory set
Objectives
Content considerations
Instructional strategies
Procedures
Check for understanding
Differentiation
Assessment
Materials
Resources
Lesson plan models
Linear-rational
Mental-image approach
Backward mapping (backward design)
Hunter model
Instructional strategies
Questioning
Kinds of questions
Questions for the learning domain
Convergent and divergent questions
Types of questions
Focusing
Prompting
Probing
Questioning techniques
Random selection of students
Variety and unpredictability
Ask the question before calling on a student
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Wait time
Relate questions to real life
Teacher-centered strategies: direct instruction
Learner-centered instruction: indirect instruction
Direct and indirect instructional strategies
Direct
Deductive
Explicit
Four key components
Clear determination and articulation of goals
Teacher-directed instruction
Careful monitoring of students’ outcomes
Consistent use of effective classroom organization and management methods
Indirect
Inductive
Concept attainment approaches
Comparisons
Classification
Metaphor
Analogies
Inquiry, discovery, and problem-solving
Projects, reports, and problems
Social approaches
Discussions
Cooperative learning
Informal groups
Formal groups
Base groups
Panels and debates
Role playing, simulations and games
Independent approaches
Learning centers or stations
Contracts and independent work
Learning styles and instruction
Cognitive styles
Metacognition
Howard Gardner’s multiple intelligences
Linguistic
Logical-mathematical
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
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Naturalist
Formulate learning objectives that align with state standards.
Summary
ALL DELIVERY METHODS
Review key points and preview Week Three.
Remind students to submit the following:
Lesson Plan Components Table
Writing Objectives Activity
DIRECTED STUDY AND ONLINE
Remind students to submit their Learning Summaries.
Remind students to submit their responses to the discussion questions.
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Week Three Faculty Notes
Learner-Centered Planning and Instruction – Differentiation for the Diverse Learner
• Identify differentiation techniques that accommodate diverse learners.
• Identify cooperative learning structures.
• Describe important components of group building.
• Explain different ways to govern groups.
• Design a cooperative learning activity.
Preview
ALL DELIVERY METHODS
Present Week Three overview.
Differentiation techniques
Content
Product
Process
Universal design for learning
Multiple means of representation
Multiple means of expression
Multiple means of engagement
Diverse learners
Implications
Sources
Cognitive area
Struggling learners
Gifted or talented learners
Affective area
Physical area
Learning style
Cognitive style
Brain hemispherity
Sensory modality
Gender
Language
Cultural diversity
Exceptionalities
Socioeconomic status
Cooperative learning
Students have specific responsibilities within a larger group task or project.
Students work together on a common project or task.
Students take responsibility for all group members’ learning.
Five essential elements
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Social interaction is used to facilitate learning.
Students work together in groups on clearly assigned tasks.
Learning objectives create group goals that direct learning activities within the group.
Teachers hold students individually accountable for their learning.
Students develop collaboration skills while also learning content objectives.
Components of group building
Heterogeneous
Homogeneous: can be negative for low-achieving students
Governing groups
Teach helpful interaction skills
Listening and questioning
Checking for understanding
Staying on task
Emotional support
Off task behaviors
Unclear task goals
Lack of accountability
Develop interactive skills
Name learning
Interview
Team name or logo
Cooperative learning activities
Group work
Think-pair-share
Pairs check
Student teams achievement division
Group investigation
Seven steps
Topic selection
Cooperative planning
Implementation
Analysis and synthesis
Presentation of final product
Evaluation
Jigsaw
Team-games-tournament
Team accelerated instruction
Learning together
Summary
ALL DELIVERY METHODS
Review key points and preview Week Four.
Remind students to submit the following:
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Cooperative Learning Presentation
Cooperative Learning Activity and Lesson Plan
DIRECTED STUDY AND ONLINE
Remind students to submit their Learning Summaries.
Remind students to submit their responses to the discussion questions.
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Week Four Faculty Notes
Learner-Centered Assessment
• Explain the importance of assessing prior knowledge.
• Define formative and summative assessment.
• Identify formal and informal assessment.
• Explain authentic assessment.
Preview
ALL DELIVERY METHODS
Present Week Four overview.
Types of evaluation
Diagnostic
Formative
Summative
Assessing prior knowledge
Diagnostic evaluation: done at the beginning of learning to determine students’ individual levels of
competence, to identify those who have already achieved mastery of the requisite learning, and to
help classify students into tentative small groups for learning
Formative assessment
Monitors learning progress during instruction
Provides continuous feedback to students and parents
Frequent and systematic
Summative assessment
End of the unit, marking period, or course
Purposes
Determines the extent of the students’ achievement and competence
Provides a basis for assigning grades
Provides the data from which reports to families and transcripts can be prepared
Characteristics of good assessments
Reliability – consistency of results
Validity – the extent to which a measuring device measures what it purports to measure
Practicality – the ease of administering and interpreting results
Formal assessment
Process of systematically gathering information and making decisions about the learning process
Types of formal assessment
Objective tests
Performance-based assessments
High-stakes tests
Norm-referenced tests – used to interpret a score of an individual by comparing it with the scores of
other individuals
Criterion-referenced tests – used to interpret an individual’s performance by comparing it to a specific
criterion, such as performance standards
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Informal assessment: process of gathering incidental information about learning progress and making
decisions based on that information
Authentic assessment: performance-based assessment that requires the students to perform real-world
tasks and show meaningful application of knowledge and skills
Summary
ALL DELIVERY METHODS
Review key points and preview Week Five.
Remind students to submit the following:
Teacher Interview and Observation on Lesson Implementation
Field Experience Record Review
Assessment Presentation
DIRECTED STUDY AND ONLINE
Remind students to submit their Learning Summaries.
Remind students to submit their responses to the discussion questions.
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Week Five Faculty Notes
Teacher as Reflector
• State the importance of reflection in teaching.
• Examine how to use reflection to improve decision making.
• Identify how to use reflection to revise instruction.
Teacher as a Technological Leader
• Identify ways to integrate technology in lesson planning.
• List technological tools for improving planning, student learning, and assessment.
Preview
ALL DELIVERY METHODS
Present Week Five overview.
Teacher as a reflector
Reflection in teaching
What works?
Today
This week
This year
What needs to be improved?
Reflection to improve decision making
Reflection can be defined as a way of thinking about educational matters that involves the ability to make
rational choices and assume responsibility for those choices.
Reflection requires that the teacher be introspective, open-minded, and willing to accept responsibility for
decisions and actions.
Reflection to revise instruction: Reflective practice is a problem-solving strategy by which individuals or
groups can work to improve practice by reviewing routines and the procedures and other aspects of
the instructional environment.
Teacher as a technological teacher leader
Integrating technology
Computer-assisted instruction
Computer-managed instruction
Design of instructional materials
Information tools for students
Informational retrieval
Processing
Multimedia learning
Technological teaching tools
Document cameras
Interactive whiteboards
Blogs
Podcasts
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Teacher websites
Computer software
Computer-assisted technology
Website tools
Wikis
Grading systems
Electronic portfolios
Simulations
Summary
ALL DELIVERY METHODS
Present course summary.
Remind students to complete the Student-End-of-Course Survey located on the student website.
Remind students to submit the following:
Lesson Plan to eCampus and e-portfolio
Video Reflection Chart and Summary
Note. Scan, upload and submit the completed formal field experience evaluation to your e-
portfolio by the last day of class.
DIRECTED STUDY AND ONLINE
Remind students to submit their Learning Summaries.
Remind students to submit their responses to the discussion questions.