ldc

Learning Development

Center2012-13

http://host-d.oddcast.com//photofacev2/?mId=48247490.3

HousekeepingSign in (TACS and sheet)Expectations (refrain from going to your classes, one designee can get lunch for the group, attentiveness, participation, and honor breaks)Mutual understandings

Cornell Notes for Day 1A

LDC pt 1INPUT: take notes during present

ation

Output:Generate open-ended

questions

The answers to the questions you

generate

ESSENTIAL QUESTION

How can we align our instruction with the CCES

and NCES within a common lesson

planning template to meet individual student

needs?

Learning OutcomesProvide participants with an awareness and

understanding of the components of an effective lesson design using Common Core and Essential Standards.

Learn multiple ways to identify appropriate instructional strategies in lesson design.

Identify and implement district resources that aid in lesson plan development.

Use Common Core/Essential Standards curriculum with assessment results to adjust and facilitate appropriate instruction.

Develop an effective lesson plan driven by Common Core/Essential Standards and assessment results.

Performance Objectives

Remember-Identify (the components of an effective lesson plan)Understand-Research(interpret the components of effective lesson design)Analyze-Distinguish (the various components through guided practice) (associate the mission of Anson County Schools with the research explored)

Icebreaker (anticipatory

set)

Access http://www.todaysmeet.com/ACSLDC

Discuss what question(s) you have based on the learning

outcomes that we just discussed.

Annual Cycle of Improvement

Common Core Essential Standards

http://voicethread.com/share/3985677/

You will need to sign up for

voicethread.com and edmodo.com

for this interactive

activity

http://www.edmodo.com/home#/join/b0f4f26faf0dfc0889f4d22db22daa1f

group code

ELA shifts

Informational textsCiting evidence Complex text

ELA strategies and support

www.AVIDWEEKLY.ORG (informational texts)Socratic Seminars help with the citing evidence componentwww.lexile.com helps give a good understanding of text complexity

http://www.createdebate.com/debate/show/ELA_Common_Core_standards

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

EDMODO QUIZ TIME

Math shiftsFocus strongly on the major work of the grade levelCoherence : think across grade levels, link to major topicsRigor: require conceptual understanding, procedural skill and fluency, and application with intensity

http://norwoodfloydfan.wordpress.com/

CTE blueprintsReal world applications and connections of mathematical concepts

Various strands of literacy are essential for career success

History, demographics, geography, and economics are essential components of understanding the global economic issues

Biology, chemistry, and earth and environmental science are relevant to multiple CTE clusters

agriculture(animal science and horticulture)

health occupations

family consumer science (domestic and commercial safety and culinary arts)

trade and industry ( domestic and commercial safety, emphasis on OSHA-Occupational Safety Health Administration)

Nine Ways the Common Core Will Change ClassroomPractice

(handout)

Use the mark in text strategyUse the writing in the margins strategyDiscuss open-ended questions from the writing in the margins25 minutes

http://www.online-stopwatch.com/

http://www.xtranormal.com/watch/13983649/historical-figurez-moviehttp://www.online-stopwatch.com/

Total Instructional AlignmentMeaning of TIA

Components of TIA and connectionAlignment of curriculum, instruction, and assessmentDesigning lessons and using TIA documents

ThinkgateLocate resourcesData alignmentAssessment (view results)Navigation around ThinkgateSupport and “Thinkgate University” can help with any FAQs

http://www.online-stopwatch.com

/ (15 minutes)

edmodo poll time

http://www.youtube.com/watch?v=yKnFNCWFygs

Documents and their LocationDPI ACRE (http://

www.ncpublicschools.org/acre/)information and technology *add as bookmark

CCES *add as bookmark

Wiki (www.ncdpi.wikispaces.net) *make note of any strategies that can achieve the CCES or technology standards

http://www.online-stopwatch.com

/(browse for 30 minutes)

youtube clips

https://vialogues.com/vialogues/play/8063

Return to Cornell Notes

Generate questions on the left side

Discussion (amongst us or even on todaysmeet)

Summary

*time permitting if we are ahead of schedule, go to www.edmodo.com to set up your profile (there will be a lot of time in the afternoon to look at web resources too)

LUNCH!!!!!! (30 minutes)

Cornell Notes Day 1B

http://www.polleverywhere.com/free_text_polls/LTIxMzE0MzE4OTY

Unit Plans

Components of the Unit PlansLocate Unit Plans in Thinkgate Determine which unit you will use to develop a lesson

Lesson Plan Design

http://www.thinglink.com/scene/366732995526131713

Lesson Plan Design:Anticipato

ry SetMotivate instruction by focusing the learning

task, its importance, or the prior knowledge/experience of the learners.

Anticipatory Set SuggestionsAppropriate youtube/movie clips

yodio or animoto

Incorporate appropriate sites (www.todaysmeet.com or www.wallwisher.com)

Relevant cartoons (www.cagle.com)

Childhood stories (i.e. “The Three Little Pigs”)

Quickwrites or “Entrance Tickets”

Edmodo

Fakebook or Twister updates

Vokis/Oddcasts

www.goanimate.com

www.polleverywhere.com (it would be best to keep it open-ended in this spot)

meme creator

your turn!

Fakebook http://www.classtools.net/fb/home/page

Your turn? (In your group, determine an example to be used in your content)

Input and Modeling • The concept is clarified through teacher

input and modeling.

• The teacher scaffolds as they model to help students grasp the concept.

• Show/demonstrate the skill so that all students can acquire the essential skills.

• Use clear and frequent examples that directly tie to the objectives of your lesson.

• Use “think aloud” to help students make connections.

http://www.youtube.com/watch?v=z83fHRjnNAg

what not to do!

Input and Modeling examplesscaffolding

vocabulary words (model the meaning of essential vocabulary such as exaggerate, sleepy, bored, etc)Model the progression through Revised Bloom’s Taxonomy or Costa’s Levels of InquiryThink Alouds“Flipped Classroom” Model

“Flipped Classroom”

Google “flipped classroom”Read an articleUse your Diigo bookmarklet to highlight the siteUse your pink highlighter for the pros of this modelUse your blue highlighter for the cons of this model

Input/Modeling via “Flipped Classroom”

Screencast O MaticVoicethreadsVialogueMy BrainsharkZentation or Present MeTiny Chat/ Ustream/Twiddla (to help them at home)Voxopop

Soundcloud

Sign up using a yahoo,gmail, hotmail, or soSet up an accountGo to upload (you will have to go back to your email to activate)

Discuss your comments on the “flipped classroom”

http://www.online-stopwatch.com/ 10 min break

How will you check that the students have understood/learned the objective?

Important Points to

RememberChecking for understanding allows instructors to gauge what students are getting and what they need to work on more. For this to take place, teachers need to:

1. Avoid Yes/No Questions ( Concentrate on Open-Ended Questions such as “why,””how,””do you think?”)

2. Ask Students to Paraphrase Learnings

3. Integrate Bloom’s Taxonomy Revised

4. Avoid choral responses. *try this instead www.classtools.net/education-games-php/fruit_machine

5. Use online polls/flashcards/games

Review and Discuss

Handouts

your turn!

*Daniel Webb- www.polleverywhere.comMatt Burleson- annotated

timelinesDavid Parrish- Stump the

chumpDanny Norwood- jeopardylab andhttp://www.classtools.net/

mob/quiz_70/Civil_War_GFR34.htm

http://www.quia.com/webwww.quizlet.com

www.voicethread.com

www.brainflips.com

http://www.polleverywhere.com/multiple_choice_polls/LTcxNTYwNTg3OQ

Guided PracticeGuided

practice is how your

students will demonstrate

that they have

grasped the skills,

concepts, and

modeling that you

have

presented.

Guided practices

includes small group activities under teacher supervision.

Practice is short and meaningful.

5 Principles of Guided Practice

Remind students of the lesson objectivesImmediately and frequently monitor and check for understandingGive non-evaluative feedback Make tasks interactiveScaffold class activities

http://suite101.com/article/guided-practice-a214274

explore 5 minutes http://www.online-stopwatch.com

/

Guided Practice Examples

JigsawThink Pair ShareI have/Who has?Small GroupStudent Stations *keep them timedWeb 2.0 tool www.gliffy.comGraphic OrganizersYour turn!

Independent Practice

Independent Practice allows students to work independently while still maintaining the safety net of the classroom setting. This is important for mastery of new skills and integration of new knowledge. Teachers can pose new scenarios and variations of the new skills to see how students are able to apply their knowledge. Most of all the practice should be authentic and real-world relevant.

Independent Practice

ExamplesRead and summarize text

Interact with the reading(sticky notes,marking the text,writing in the margins)

Find a solution to a problem or conflict using the skills taught (problem solution journals)

“If/then” statements

Real world applications from the lesson

Synthesis Journal

Your turn!

Summary and Closure

How will I wrap the lesson in a manner that reinforces the intended student learning required for mastery?The lesson is summarized through the use of an appropriate strategy that ties to essential learnings.Students are able to answer the essential questions when an effective lesson plan is delivered.

Summary and Closure

ExamplesCornell Note summaries“Exit tickets”MYD points (What did you learn?)Todaysmeet (debriefing)Parking Lot ( virtual or poster)Learning Logs

DLIQ

Reflective Solution Journals

Your turn!

http://cel.ly/c/AHSLDC

Edmodo poll and posts

http://screencast-o-matic.com/watch/cll2bQVh9k

Ideas, Resources, and StrategiesDiscovery education

DiigoSmartboards/macbooksWICOR strategies (Writing, Inquiry, Organization, Collaboration, and Reading)Howard Gardner’s multiple intelligencesWWW.AVIDWEEKLY.ORG

Ideas, Resources, and Strategies cont.SMARTboard

keepvid

Macbooks

Fodey

Fakebook/Twister

Voki

Todays Meet/Wall Wisher

Epals

Discovery Educationhttp://www.scoop.it/t/good-sites-for-effective-lesson-planning (bookmark my scoop it)

Return to Cornell Notes

Generate questions on the left sideDiscuss questions SummaryConclude Day !

Cornell Notes Day 2A (only)

anticipatory set for http://

my.brainshark.com/resources-172048998?v=94#

.US0h1JmXOjc.twitter

WW

II

CC

OO

RR

Article on Technology in

the class1) Marking the text (number paragraphs, circle

essential vocabulary, underline author’s claims

that support the title)2) Summarizing an

Argument

Explore

google cool tools for schools

tinychat.com/8am69

http://www.twiddla.com/wtc

http://voicethread.com/?#u3436287.b3971690.i20438423

Assessment

PurposeTypes of Assessment

Formative

Summative

http://answergarden.ch/view/52058

Formative AssessmentDiagnostic

Battelle

Benchmarks

DFAs

PSAT/PLAN/EXPLORE

Fast ForWord

Gates-MacGinitie

Reading 3D

Nonverbal clues and cues

Quickwrites/Exit tickets

Quizlet and Brainflips

Your turn!

Summative Assessments

EOGs

EOCs

ACT/SAT

MSL’s Elementary and Middle School(NC Common Exam Science 4,6,7 and Social Studies 4-8 )

MSL’s High School (NC Common Exam All Core Courses except EOCs)

K-2 Assessment

Graduation Project

Current Relevant Data

Quiz on Data on Edmodo

Data Interpretation

What is it telling you?Are there trends?Can you identify standards to be targeted?

http://www.michigan.gov/documents/mde/4-3_383795_7.pdfUpload an

inspirational video, audio,

or picture about AHS to

www.historypin.com

Revisit Essential Question

http://www.polleverywhere.com/free_text_polls/taCnHH9Th8ACJRw

Reflect and Review

http://jeopardylabs.com/play/learning-development-center

http://animoto.com/play/5bFlPrW0OS6c96Hk11JfIg

join stumbleupon

*Go to Edmodo

https://vialogues.com/vialogues/play/8064

Return to Cornell Notes (last time)

Generate questions on the left sideDiscuss the questionsSummary 15 minute break

http://www.online-stopwatch.com/

http://poll.pollcode.com/4q5egx

http://www.yodio.com/yo.aspx?CardId=bTNFqou8tc5OsAa7pHe3Z8

Lets get it started!!!

http://www.youtube.com/watch?v=Nr1SkktyDcw&noredirect=1

www.scoop.it/t/good-sites-for-effective-lesson-planning

http://www.screencast-o-matic.com/watch/clli0PVfRr

ReflectionsAs a group, use your Unit Plans to reflect on next stepsBegin development of Lesson Design

Begin work on lessons to be used next week

Reminder of available resources (Discovery, Web 2.0 tools, AVID strategies, TIA resources, Word Walls, DPI documents, wikis, etc)

Determine the focus of

instructionTarget unit and sequenceTarget specific standardsTarget student groupsTarget various learning styles

END OF DAY 2

Day 3- Plan!!!!

- final Edmodo

interactions