introduction of instructional data notebook

8/13/2019 Introduction of Instructional Data Notebook

1/5

Lesson Plan Template

IntroductionTeacher: Lauren Prudenti Grade: 9, 10, 11, 12 Date(s) : 09/18/2013 (W)

Unit Title: Teachers Instructional ata !ote"oo# Corresponding Unit Task:Teachers $ill "e a"le to de%elo& an understandin' othe &ro&osed intent o the T * instructional datanote"oo#+

Essential Question(s): o$ can ha%in' instructional data note"oo#s i &ro%e our instruction- What are so e $a.s that instructional data note"oo#s can allo$ us to "e ore strate'ic and s&eci ic in

classroo instruction and inter%ention- Wh. $ill a data note"oo# "e a"le to hel& . or al o"ser%ation-

cti!ating "trateg#$ Lesson %ook:acilitator $ill lea%e instructional data note"oo#s out or teachers to 'ra" on their $a. in to the sta eetin'+nce read., acilitator $ill as# the teachers, Please &ic# t$o se&arate $ords that descri"e the e otional

res&onse .ou eel #no$in' .ou are 'oin' to "e as#ed to use instructional data note"oo#s+ I $ill 'i%e .ou 1

seconds o &ersonal thin# ti e+4!e5t, acilitator $ill as# 'rou& to share at 'rou& usin' a rall. ro"in strate'.+ The &erson at the ta"le $ith theost 6e$elr. $ill share one $ord and then the sharin' $ill 'o cloc#$ise around the ta"le+ 7ach &erson $ill

share his or her t$o $ords aloud to the ta"le 'rou& in a circular or at+acilitator $ill share her t$o $ords: e5cited, an5ious and as# or an.one else to share+

We can see a %ariet. o e otions 'oin' around the roo this is co on $hen there is so ethin' ne$, so Ias# that .ou #ee& an o&en ind as $e 6ourne. to'ether 4

&aterials$'esources$Technolog# Conte tual oca*ular# +ith Instructional "trateg#Teacher: Pre ade

instructional

data note"oo# tohand out toteachersincludin' ourta"s+

"tudent: Instructional ata !ote"oo#

Lesson &lan, &acin' 'uide, attendance data,odi ication lo', student data, &arent contact lo'

acilitator $ill dis&la. each un#no$n $ord on thescreen and act out each $ord+ The 'rou& o teachers$ill $or# to'ether to create de initions or each o theun#no$n $ords+

Learning E perience(s),alanced Literac#

Componentsddressed:

eadin' Writin' Word *tud. *&ea#in' ;

Listenin'

Gradual 'elease o-'esponsi*ilit#:

onstruct %ia"lear'u ents andcriti=ue thereasonin' oothers+

Adapted from WCS, NCDPI & Guilford County Schools Lesson Plan Templateune !"#!


2/5

*hared(Teacher/*tudent)

acilitatedLearnin'(?uidedPractice)

Inde&endentWor#

Learning andInno!ation "kills:

>reati%it. ;Inno%ation

>reati%it.Thin#in' ;Pro"le*ol%in'

>o unication ;>olla"oration

significant adults in the lives of their students. Teachers recognizethat educating children is a shared responsibility involving theschool, parents or guardians, and the community. Teachers improvecommunication and collaboration between the school and the homeand community in order to promote trust and understanding andbuild partnerships with all segments of the school community.Teachers seek solutions to overcome cultural and economicobstacles that may stand in the way of effective family andcommunity involvement in the education of their students.

Standard 3.1: Teachers align their instruction with the NorthCarolina Standard Course of Study. Teachers investigate the contentstandards developed by professional organizations in their specialtyarea.

Standard 4.1: Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical,social, and emotional development of their students. Teachersunderstand the influences that affect individual student learning

(development, culture, language proficiency, etc.) and differentiatetheir instruction accordingly. They adapt resources to address thestrengths and weaknesses of their students.

Standard 4.2 Teachers plan instruction appropriate for theirstudents . Teachers collaborate with their colleagues and use a varietyof data sources for short and long range planning based on the NorthCarolina Standard Course of Study. They understand thatinstructional plans must be constantly monitored and modified toenhance learning. Teachers make the curriculum responsive tocultural diversity and to individual learning needs.

Standard 4.3 Teachers use a variety of instructional methods.Teachers choose the methods and techniques that are most effectivein meeting the needs of their students as they strive to eliminateachievement gaps. Teachers employ a wide range of techniquesincluding information and communication technology, learningstyles, and differentiated instruction.

Standard 4.8 Teachers use a variety of methods to assess what eachstudent has learned. Teachers use multiple indicators, includingformative and summative assessments, to evaluate student progressand growth as they strive to eliminate achievement gaps.

Standard 5.1 Teachers analyze student learning. Teachers thinksystematically and critically about student learning in theirclassrooms and schools: why learning happens and what can be doneto improve achievement. Teachers collect and analyze studentperformance data to improve school and classroom effectiveness.They adapt their practice based on research and data to best meet theneeds of students.

@+


3/5

Standard 5.3 T eachers function effectively in a complex, dynamicenvironment. Understanding that change is constant, teachersactively investigate and consider new ideas that improve teachingand learning. They adapt their practice based on research and data tobest meet the needs of their students.

Interdisciplinar# 0pportunities: Theatre and anceE Teachers can &er or an inter&reti%e dance o their 6o.s o the instructional data

note"oo# (o&tional)+

I Can "tatement(s): I can articulate $here I $ill store hard co&ies o . lesson &lans+ I can understand the i &ortance o "ein' a"le to trac# student

data at a 'lance+ I can easil. access &arent contact in or ation ". usin' ta" @+ I can deter ine ho$ the instructional data note"oo# can "e used

as an arti act or teacher e%aluatin' standards+Instructional Plan: AtiliFe codes or GT Inte'ration and Learnin' *t.les GT1+ e e "er GT2+ Anderstand GT3+ C&&l.

GT@+ Cnal.Fe GT + 7%aluate GTB+ >reate L*1: Hisual L*2: Cuditor. L*3: inesthetic

1+ *ho$ =uote: Its not so uch that $ere a raid o chan'e or so inlo%e $ith the old $a.s, "ut its that &lace in "et$een $e ear itsli#e "ein' "et$een tra&eFes+ Its Linus $hen his "lan#et is in thedr.er+ Theres nothin' to hold on to+4 J asa school to share "est &ractices o ho$ to use data+

G. creatin' an area or odi ication lo's to "e #e&t readil.a%aila"le, T * $ill not ha%e to stress o%er $hich teachers $ill "eaudited+

>ontactin' &arents $ill assist in disci&linar. actions, "uildin'Adapted from WCS, NCDPI & Guilford County Schools Lesson Plan Template

une !"#!


4/5

co unit., and satis .in' our district initiati%e+ It is . assu &tionthat this $ill also "e i "edded $ithin our school i &ro%e ent &lan+Parent contact lo's can "e used as our arti acts+

+ Picture: I see a school, an. sta eetin's ro no$, $hereteachers ha&&il. carr. their instructional data note"oo#s to discussdata &oints and "est &ractices+

B+ Plan: This is not a chan'e,4 "ut rather a transition+ Kou ha%e allalread. "een satis .in' these e5&ectationsE no$, .ou are "ein' as#edto &ut the in the sa e location+

D+ Part: Lets tr. it to'etherE i e%er.one does their &art to tr. thisnote"oo#, in 'ood aith, then $e $ill "e a"le to see $hat &arts o thenote"oo# $or# $ell or our school+

Closing$"ummari1ing "trateg#

Look through YOUR instructional data notebook; turn to your shoulder partner and share with them some immediate resources you will be adding to your notebook. ny!uestions"

>reate a users 'uide to the Instructional ata !ote"oo# to "e shared $ith a ne$ stae "er+ Ase in or ation ro toda.s discussion+

Di--erentiation "trategiesIntentional 'e!ised ,looms Questioning

GT1+ e e "er GT2+ Anderstand GT3+ C&&l. GT@+ Cnal.Fe GT + 7%aluate GTB+ >reateTeachers not a"le to see the screen $ill recei%e !otes slides o Po$erPoint+Teachers can $rite ho$ the. elt at a &re%ious ti e in their li e $hen a ne$ chan'e occurred+

!on %er"al teachers can dra$ a &icture o ho$ the. eel $hen the. see the ne$ note"oo#s+

E tension$Enrichment Inter!ention Language De!elopmentTeachers can create $a.s totrac# their student data to add totheir note"oo#s+

Teachers can $rite letters to theircollea'ues to stress thei &ortance o #ee&in' aninstructional data note"oo#+

Teachers can 'o online toresearch the acade ici &ro%e ents "ein' adearound the countr. caused ".data note"oo#s+

Teachers can "e sho$n a case stud. or the toe5a ine the di erence "et$een a teacher that#ee&s an instructional data note"oo# and ateacher that does not to e%aluate $hich teacher$ill a#e the ost &ro'ress $ith their students+Teachers should co e to disco%er that aninstructional data note"oo# $ill assist inaccounta"ilit., or'aniFation, and results

Teachers a. useTeacher 7%aluation

u"ric and dictionar. tode ine an. un#no$n$ords+

acilitator can create$ord $all $ith the na eso each ta"+

ssessment(s) 2 'e-lectionPre3 ssessment(s): WL on data note"oo#

4ormati!e ssessment(s): *tand u&, and u&, Pair u& to $or# $ith &artner to 'enerate a list o &ositi%e e ectso a data note"oo#+ Muestion and ans$er ". acilitator+ Hoca" =uiF+



5/5

Post3 ssessment(s): >reate a users 'uide to the Instructional ata !ote"oo# to "e shared $ith a ne$ stae "er+ Ase in or ation ro toda.s discussion+

Teacher 'e-lection: (!e5t ste&s-)


introduction of instructional data notebook

Documents