evans step vertical align handouts
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Classroom Management:
Five-E Organization
ENGAGEMENT Time: Minutes
What the Teacher
Will Do andStudent
Misconceptions
Probing/Eliciting Questions andStudents Responses
What the Students Will Do
Include an
interesting and
understandable
attention grabber
that relates directly
to the concept being
taught.
Check for prior knowledge and
students experiences.
List critical questions that will
establish prior knowledge and
create a need to know.
List critical questions that will
address common student
misconceptions.
Include the hoped-for correct
responses that students might
give. [Give correct responses in
brackets.]
Describe what the students will
do.
Transition Statement
What will you say to transition students from the Engagement Section to the Exploration?
Important questions to answer:
(a) What is the purpose of the next activity?(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
EXPLORATION Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Probing/Eliciting
Questions and Student
Responses
What the Students Will Do
Describe what you will do and
say to introduce and guide the
student exploration.
Explain step-by-step what the
students will do to explore the
concept. Include information
on how the class will be
organized. Specific directions
for the exploration may be
included separately as a
Use questionsto guide
student explorations,
evaluate studentunderstanding, and
facilitate student
interaction and group
collaboration.
List questions you will
ask to check for
students understanding
List step by step what the
students will do to explore the
concept.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
2
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handout for students.
Check to make sure students
understand the procedures
before students begin the
activity.
of the activity before
they begin to work on
their own.
Also include probing
questions to guidestudent explorations and
evaluate student
understanding while
they are working.
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due to
misconceptions.
Transition Statement
What will you say to transition students from the Exploration Section to the Explanation?
Important questions to answer:
(a) What is the purpose of the next activity?(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
EXPLANATION Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Probing/Eliciting
Questions and Student
Responses
What the Students Will Do
Have students present and
explain the results of their
investigation.
Add additional content,
including definitions,
explanations, and new
vocabulary in the context of
concepts explored.
Summarize and clarify
List questions that will
deepen and clarify
students conceptualunderstanding and
skills.
List critical questions
that will address
common student
misconceptions.
Describe what the students will
do.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
3
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students understanding to
make sure that students will
be able to demonstrate the
performance objectives.
Relate the activity and resultsto the science and/or
mathematics concept(s).
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
Transition Statement
What will you say to transition students from the Explanation Section to the Elaboration?
Important questions to answer:
(a) What is the purpose of the next activity?
(b) Why do students need to know the information?
(c) How does the next activity connect to the engagement?
ELABORATION Time: Minutes
What the Teacher Will Do
and Student Misconceptions
Probing/Eliciting
Questions and Student
Responses
What the Students Will Do
Provide students with the
opportunity to transfer and
extend (apply) the concepts
and skills they have just
learned to new situations.
Connect and apply the
lesson to students
interests outside the
classroom (not intended
as a homework
assignment).
Include the hoped-for
correct responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that studentsmight give due to
misconceptions.
Describe student actions.
EVALUATION Time: Minutes
What the Teacher Will DoProbing/Eliciting
QuestionsWhat the Students Will Do
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
4
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Bring the lesson to closure.
Design an evaluation tool to
assess the students mastery
of the performance objectives.
During each lesson,
administer and collect a pre-
and post-test in order to
analyze students learning.
You may describe and use
student responses when
assessing prior knowledge
during ENGAGE as your pre-
assessment instrument.
Use probing questions to
check for mastery of
concepts and skills
presented in the lesson.
Include the hoped-forcorrect responses that
students might give.
[Give correct responses
in brackets.]
List any potential
misconceptions students
might have and the
possible incorrect
responses that students
might give due tomisconceptions.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
5
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Evaluation
1.
2.
3.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
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Overhead Transparency
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
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Activity Sheet
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
8
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7/28/2019 Evans Step Vertical Align Handouts
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LessonPlanningGuide
TEKS# StudentExpectation SampleTAKSProblem
Reviewatleast3differentLPresourcesbeforecompletingthenextpage.Deletetherowsofresources
thatyoudidnotreview.
Resource BriefDescription(pg#) Evaluation:Dislike(1)Like(5)
withRationale/CommentsActivitiesfromMT
RegionIVAccelerated
CurriculumGateway
tHLessonBank
ActivitiesfromtH
StudentWorker
Textbook
Web:ScienceTEKS
Toolkit
Web:ScienceBenchmark
Assessments
Web:MiddleSchool
Science
Web:PBS
Web:Texas
Instruments
Other
Science
Topic
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
9
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7/28/2019 Evans Step Vertical Align Handouts
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LessonPlanningGuide
Objectives
WriteobjectivesinSWBATform
EvaluationQuestions
Eachquestionshouldmatchthewrittenobjective
1
2
3
PossibleActivities(attachcopiesifnecessary)
Engage
Explore
Explain
Elaborate
Evaluate
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
10
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Science Step 2 Lesson Plan Rubric
Teach 1 Rubric 1 Present or Approachingrequirements 2 Meets requirements Comments Point
LESSON PLAN ELEMENTSConcept(s) Broad global statement about the
concept(s) you want your students to
learn which includes why this concept
is important for your students to learn.TEKS Includes process TEKS and content
TEKS which directly apply to lesson
objectives
Objectives for Lesson States an appropriate number ofobjectives. States an appropriate number ofspecific, measureable objectives with
clear power verbs.
Equipment list and
All student materials/Visual
AidsContains a detailed description of all
equipment that will be used by
students and instructor.
Includes copies of all materials (hand
outs, assessments, instructions) that
will be distributed to students.Safety Requirements Instructs students in safe experimental
procedures.
Classroom Management Incorporates all STEP 2 Goals/Skills
Engagement Includes an interesting and
understandable attention grabber that
directly relates to the concept being
taught.
Includes an interesting and
understandable attention grabber that
directly relates to the concept being
taught. Checks for prior knowledge.
Includes possible answers to allquestions. Correct responses are given
in brackets.Exploration Lists step by step what the students
will do to explore the concept. Probing
questions are included.
Lists step by step what the students will
do to explore the concept. Probing
questions are included. Includes
possible answers to all questions.
Correct responses are given in
brackets.
Paige Evans, Perri Segura,
onya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
11
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Teach 1 Rubric 1 Present or Approachingrequirements 2 Meets requirements Comments Point
LESSON PLAN ELEMENTSExplanation Allows students to present and explain
the results of their activity. Includes
questions that will deepen and clarify
students conceptual understanding.
Allows students to present and explain
the results of their activity. Includes
questions that will deepen and clarify
students conceptual understanding.
Includes possible answers to all
questions. Correct responses are given
in brackets.Elaboration Guides the students in applying the
concept(s) to new situations. Includes
questions to help students connect and
apply the lesson to their interests.
Guide the students in applying the
concept(s) to new situations. Includes
questions to help students connect and
apply the lesson to their interests.Includes possible answers to all
questions. Correct responses are given
in brackets.
Evaluation/Assessments Includes copy of assessment. Most
assessment questions match
performance objectives.Includes copy of all assessments (pre
and post). All assessment questions
are aligned with performance
objectives.
Use of Questioning Probing questions presented to help
student get at concept, but more
questions are needed
A sufficient number of in-depth
questions presented to help students
understand concepts.
Transition Statements All transition statements explaining the
goal of the next activity are included
and connect one E section to the next
E section. Written in a script form of
what will be said to the students.
TOTAL
Paige Evans, Perri Segura,
onya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
12
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FEEDBACK on Individual LessonsSTEP 1
Please fill this out and hand to student before he/she leaves your class.
Mentor Teacher Name: Student Name:
__________________________
Date: _____________________ Time: __________ to __________
(Circle One)Lesson 1 Lesson 2 Lesson 3
Observed: Evident Not
Evident
Comments
Arrived on time (at least 30 minutesearly)
Starts and ends on time
Dressed appropriately
Was well prepared
Spoke clearly, with appropriate volume
Used attention getting strategies
Did not talk over students
Addressed students by name
Gave clear instructions for activity
Activities strengthened studentsunderstanding of lesson objectives
Involved all students in the activity
Managed the activity materials well
Used good questions to get at studentunderstanding
Please fill out the back.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
13
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List two strengths:
List two areas for improvement:
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
14
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FEEDBACK on Individual LessonsSTEP 2
Please fill this out and hand to student before he/she leaves your class.
Mentor Teacher Name: Student Name:__________________________
Date: _____________________ Time: __________ to __________
(Circle One)Lesson 1 Lesson 2 Lesson 3
Observed: Evident NotEvident
Comments
Arrived on time (at least 30 minutesearly)
Starts and ends on time
Dressed appropriately
Was well prepared
Greeted students at the door
Spoke clearly, with appropriate volume
Used attention getting strategies
Did not talk over students
Addressed students by name
Gave clear instructions for activity
Activities strengthened studentsunderstanding of lesson objectives
Involved all students in the activity
Managed the activity materials well
Addressed all the lesson objectives
Asked good questions to get atstudent understanding
Please fill out the back.
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
15
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List two strengths:
List two areas for improvement:
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010
16
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ClassroomManagement
Courses Goals/Skills Evidence/ImplementationSTEP1 Usesattentiongettingstrategies
Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents
names
Assignsstudenttasksforcooperativegroups
Useseffectiveproceduresandroutineso Startsandendsontime
Utilizespowerpointtoenhanceimplementation
Documentedonmentorfeedbackform Documentedonmasterteacher
observationform
PlanswrittenoutonLessonPlanningGuide
Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom
studentsteachingexperiences
STEP2 Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents
names
Assignsstudenttasksforcooperativegroups
Useseffectiveproceduresandroutineso Startsandendsontimeo Assignstimelimitstoeachactivity
Developspowerpointtoenhanceimplementation
Greetstudentsatthedoor Useseffectivetransitionsforgrouping
Documentedonmentorfeedbackform Documentedonmasterteacher
observationform
PlanswrittenoutonLessonPlanningGuide
Roleplayingduringpracticeteach Writtenandverbalreflectionsfrom
studentsteachingexperiences
Classroom
Interactions
Usesattentiongettingstrategies Utilizesaneffectiveteachervoice Usesofamethodofknowingstudents
names
Developsstudenttasksforcooperativegroups
Useseffectiveproceduresandroutineso Startsandendsontimeo Assignstimelimitstoeachactivity
Developspowerpointtoenhanceimplementation
Greetstudentsatthedoor Useseffectivetransitionsforgrouping Disciplinemanagementstrategies
o Redirects/stopsinappropriatebehavior
(example:sleeping,talking,getting
outofseat,etc.)
o Proximityo Givesclearinstructions
Documentedonmentorfeedbackform Documentedonmasterteacher
observationform
Roleplayingduringpracticeteach Article,reflection,classwork Writtenandverbalreflectionsfrom
studentsteachingexperiences
Paige Evans, Perri Segura,
Tonya Jeffery
UTeach Institute - NMSI Annual Conference
Austin, TX / May 25 27, 2010