Lesson planning 101 – Assessment & Questions with Edtpa and TEAM integration Dr. Leslie suters

Colgate’s Advertising Campaign What do you notice in these 3 pictures?

Misconceptions…. What can we be missing in our own classrooms because we aren’t looking or asking the right questions?

Assessment/Evaluation Criteria Align all assessment directly with techniques to measure performance on concepts, procedures, and/or mathematical procedures or problem solving. Assessment Types Formative Assessment Summative Assessment Academic Feedback - describe how feedback will be provided and how students will use the feedback

Formative Assessment A range of assessment procedures used by teachers during the learning process in order to modify teaching and learning activities to improve student achievement occurring throughout the lesson. Can include but should not be limited to observations and questioning with checklists during classroom instruction and small group work Use of Formative Assessment Classroom Techniques - 75 FACTS (by Keeley) Written or oral tasks - student construction of foldables; student notebooks; student reflections; use of an iPad or Web 2.0 tool to summarize; diagnostic interviews Construction tasks - create 3D shapes with K’nex; represent a number or operation with base-ten blocks; etc. Can incorporate the use of Math Tasks (similar to those you use for your Math Practice Presentations)

Summative Assessment Summative assessments occur at the end of the lesson to determine what students know and do not know. What evidence will you collect and how will it document individual student learning/mastery of lesson objectives? Include evaluation criteria such as a checklist, rubric, answer key, % earned for mastery, proficiency, etc. Attach copies of any documents that will be used as evidence. Summative Assessment can include: A test aligned with the curriculum at the end of a learning segment. A Worksheet used at the end of a lesson Performance on a math task Keep in mind that you need to include summative assessment at the end of every lesson to determine student mastery of your objectives.

Academic Feedback Based on your formative and summative assessments, How will you monitor and/or give academic feedback? How will students use the academic feedback? What opportunities are you giving students to use academic feedback? Feedback should be specific to the learning objective and focus on: strengths & areas of need Feedback should be descriptive rather than solely evaluative. Descriptive feedback can include a reminder, a scaffold, or an example of how to solve a problem correctly Evaluative feedback can include a score, a smiley face, or a checkmark Need to anticipate potential misconceptions and ways to redirect (see research & theory section) Students should be able to use the feedback to make changes to their current assignment during the learning segment

Instruction Major sections: Set/Hook/Motivator Instructional Procedures Closure Higher-Order Thinking Questions Pacing: Include a suggested time for each major activity Be sure to include both formative and summative assessment within your instructional plan. This plan should be highly detailed and carefully sequenced with information so that another teacher could implement your plan. The plan explains both student and teacher actions. Revisit the content, instructional activities, and assessment practices that you unpacked using the K-8 Common Core Flipbook for the specific grade level of choice to embed within your instruction. http://www.katm.org/baker/pages/common-core-resources.php

Higher-Order Thinking Questions Identify high order thinking questions that cannot be answered with a yes or no. These questions should be aligned with each section of the plan: set, procedures, and closure. Revised Bloom’s Levels

Set/Hook/Motivator This brief section at the beginning of the lesson grabs the students’ attention and focuses their thoughts on the learning objectives by utilizing knowledge of students’ academic, social, and cultural characteristics. Ideas for your set can include but are not limited to: Often begins with an “I can” statement or discussing lesson objectives Ask essential questions Pre-assessment Reading a children’s math book Viewing an engaging math video (such as BrainPop or use of EnVision’s materials) Actively linking content to students’ everyday lives Brief reviewing previous day’s lesson and linking it to new content

Instructional Procedures This is the body of the lesson plan; it is the way in which information is shared with students and the methods used to help them assume a level of mastery of that material. Ideas for your instructional procedures include but are not limited to: EnVision lesson plan activities (describe what the curriculum guide directs you and students to do in detail with whatever modifications you are making.) Teacher-directed modeling followed by student practice Student construction of concepts including opportunities for student conjectures Opportunities for use of hands-on manipulatives; virtual manipulatives, iPad apps Games for practice and developing automaticity with math facts and skills

Closure The closure provides an opportunity for STUDENTS to demonstrate that they’ve met the learning objectives for the lesson by actively engaging in a short task. Examples of tasks include exit tickets, think-pair-share, use of clickers, etc. The closure can include your summative assessment. Closure allows students to summarize main ideas, evaluate class processes, answer questions posed at the beginning of the lesson, and link to both the past and the future. Provides an opportunity for formative or summative assessment to help you decide if additional practice is needed; whether you need to reteach; and whether you can move on to the next part of the lesson. Ideas for your closure include but are not limited to: Repeat “I can” statement or revisit objectives. Journal Entry; Exit Ticket; 3-2-1 Thumbs Up/Thumbs Down Gallery Walk See 40 ways to Leave a Lesson reference included in references at end of presentation http://edc448uri.wikispaces.com/file/view/40_ways_to_leave_a_lesson.pdf