WGU C368 SV - Instructional Planning and Presentation in Elementary Education Already Passed

WGU C368 SV - Instructional Planning and Presentation in Elementary Education Already Passed monitors student progress throughout and at the conclusion of the lesson Role of Formative Assessment determine student achievement level Role of Summative Assessment The process by which the shift of cognitive accountability for learning is passed from the teacher to the student Gradual Release of Responsibility Planning with the end result in mind Understanding by Design (UbD) tool to summarize and process large or complex ideas and concepts Graphic Organizers the use of lesson specific terminology in context Building Vocabulary activities where students interact with content and peers (discussion and etc) Engagement Strategies using academic content to simulate real world application Interactive Games Breaking the lesson into smaller manageable components for students to enrich student mastery Chunking Electronic student response system Clickers Grouping strategy used to quick peer collaboration (shoulder partner) Informal Grouping Strategy used to intentionally for longer periods of time (reading-ability groups) Formal Heterogeneous(adj.) composed of different kinds, diverse Heterogeneous Every member in the group is an expert on a particular topic in order to produce a group project Jigsaw Mixed ability group of students that work cooperatively to achieve a common learning goal (Student team-achievement STAD Role Play Dramatization of characters or situations Role Play Participation in a mock event Simulation Like ability grouping Homogeneous Friendly, caring and supportive classroom environment Inclusive communication and exchanges among peers that are free of negative experiences Positive Social Interaction working alone vs peer collaboration with group specific learner roles Individual vs Cooperative Individual vs Cooperative working alone vs peer collaboration with group specific learner roles Diverse Student Groups Included but not limited to: ELL, Diverse Cognitive Abilities, Struggling Learners, Gifted and Talented Gender, Culture, Socio-Economic Status Diverse Student Groups Positive sense of self efficacy in the learning environment Emotional Well-being an effective discipline plan with classroom procedures that ensure student accountability Classroom Management methods in which everyday routines are carried out Procedures consequences and rewards based on student actions Discipline Allows learners in on what is to take place in the classroom Allows learners an opportunity to find a connection to information that they already know Engages the learner in the topic of the day (HOOK) Constructivist Theory: learners construct meaning and understanding through prior knowledge and apply that knowledge to new and current situations (Burden & Byrd, 2012) Prior Learning How you monitor and assess your thinking -Thinking about thinking- Metacognition Model how to use critical thinking skills Teacher's Role in Metacognition Use of reflective thinking, about progress towards a goal Student's Role in Metacognition cross-curricular activities and assessments Integration of curriculum encouraging students to reflect on what they already know about a topic to guide their learning Metacognitive strategy: Pre-Assessment allowing students to recognize changes in thinking. (Before this lesson I thought evolution was ____, now I know that evolution is____) Metacognitive strategy: Retrospective Post Assessmentt Teacher models how to think through problem strategy Metacognitive strategy: Think-Aloud activity for civil discourse Debate/Discussion activity for civil discourse Letter to the Editor activity for civil discourse Assertion Jar activity for civil discourse Talk it over activity for civil discourse Ground rule for discussion activity for civil discourse Teaching Controversy NOT an activity for civil discourse Putting students on trial NOT an activity for civil discourse Allowing students to choose punishment for peers NOT an activity for civil discourse Direct command +prompts prior knowledge +allows students to use a metacognitive strategy during the lesson +allows closure to the lesson KWL chart Often used as groups of 2 to discuss or collaborate about a topic Think-Pair-Share What I know about ____________________ K of the KWL Chart What I want to know about ____________________ W of the KWL Chart What I learned about __________________________ L of KWL Chart Students are presented with a problem Students describe what is creating the problem Students identify solutions Students gather data and try solutions Students analyze the data Problem Based Learning Students work together to perform specific tasks in small mixed-ability groups with shared responsibility for learning. Cooperative Learning Competitive discussion of topic between individuals or teams of students. Debate Students engage in different pathways to learning designed to meet their needs and abilities. Differentiated Instruction - Students take an active role in their learning process by answering a series of questions or solving problems designed to introduce a concept or skill. Discovery Students are active in processing information, defining problems, understanding different points of view. Discussion Student works with teacher to define a topic or concept for an individualized plan of study Independent Study Students explore course content and learn to ask questions, make discoveries, or solve problems. Inquiry Students present and/or discuss information on important topics Panel Students act out roles or situations followed by a debriefing to define what they have learned Role Playing Students engage by becoming directly involved in mock events or conflict. Simulation/Games Teacher exhibits or displays an experiment, process, or skill to the class and discusses concepts embedded in lesson Demonstration Teacher-directed lesson with teacher verbalizing for a majority of the class time with questions often asked and answered Lecture Teacher clearly describes the skill or concept often in multi-sensory manner (tactile, visual, auditory, kinesthetic) and thinks aloud during modeling. Modeling Teacher uses questions to draw out student thinking and analysis Socratic Students will be using resources and most likely peers to work on identifying a potential solution to a problem (inside the circle) Role of the student in PBL Teachers are facilitators during the process (outside the circle) Role of the teacher in PBL Prompts a response from students Condition Measurable and observable Behavior States the performance level for mastery Criterion are lower level on Bloom's Taxonomy and can be completed in one or few lessons Short-term are higher level on Bloom's Taxonomy and will take longer amounts of time to complete Long-term the lesson begins with examples, and the students examine the examples in an effort to identify the main principle or concept. Inductive strategies the teacher starts with a known principle or concept followed by examples of the concept Deductive strategies parameters specified usually from the state level to indicate the learning that should be attained during a specific grade Standard a group of objectives (or daily learning targets) Goal written for daily lesson plans and are stated in terms that indicate what is to be observed and measured Objective Comparison scores Norm referenced Proficiency on specific objective Criteria referenced Work Samples Product-Based Live presentation Performance Based guides the planning of instruction Pre-Assessment during the process of learning Formative measures the outcome of the learning Summative