Using a Meta-Planning Process Tool to Tailor Lessons for Student Success

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3 Purpose of this Session Participants will be able to identify benefits of using a pre- and post- instructional process to address standards for all students. Participants will be able to identify teacher pre- and post-lesson decision making guided by the Meta-Planning Process Tool that support improved planning and instruction. Participants will be able to elaborate how the Meta-Planning Process Tool can be used in their planning process.

4 Our Session

Discuss with your table trio 1.Choose a recorder, leader, and timekeeper. 2. Consider the following questions.  Why is it important to plan prior to a lesson, even when the lesson is “ready made?”  What planning factors should we consider before a lesson?  Why is it important to debrief/reflect after a lesson? What can be gained from this routine?  What questions should we try to answer after a lesson? 5

6 Our Session

Meta-Planning Process Tool Review the tool and underline sections that capture your factors. Consider why they are important to include. Circle sections that tap into factors that you did not capture. Consider why they were important to include. 7

8 Our Session

Preparation for Using the Tool 1.Read and annotate lesson text. 2.Read and annotate lesson plan, focusing on potential barriers and adaptations that teachers may address in the pre-lesson planning stage on the Meta-Planning Process Tool. 9

Meta-Planning Process Tool Teacher Reflections (Steps 1 & 2) 1.View video reflections of steps 1 and 2. 2.Using your Meta-Planning Process Tool Note Catcher (Steps 1 & 2), consider the following:  How does the team approach using the tool? Holistically or sequentially?  What information regarding student variability is discussed?  How does the team address essential lesson elements and apply considerations for priorities, given classroom realities, student variability, and the focused standards?  Were there any factors not discussed that you think should have been included? 10

Meta-Planning Process Tool Teacher Reflections (Insert Pre-Lesson Teacher Reflections) 11

Analysis & Discussion Review the co-teachers’ Meta-Planning Process Form artifact. Annotate/ highlight comparing your steps 1 and 2 pre-lesson reflections of the video demonstration with teachers' notes on the planning form. With your table trio, discuss the points you captured in your Meta-Planning Process Tool Note Catcher (Steps 1 & 2). Be prepared to share with the larger group. 12

Lesson Video Segments (Insert Lesson Segments Here) Masterful reading/annotating Vocabulary Close reading lines

Post-Lesson Reflections 1.Review the co-teacher team’s post-lesson reflections (Step 3). 2.Using your Post-Lesson Note Catcher (Step 3), consider the following:  How did the team use the identified elements and priorities to make decisions for future lessons?  How did the team note and expand practices of engagement, representation and expression to meet the instructional needs of the class for future lessons?  How did the team maintain rigor while scaffolding instruction?  Were there any factors not discussed that you think should have been included? 14

Meta-Planning Process Tool Teacher Reflections (Insert Post-Lesson Teacher Reflections) 15

Analysis & Discussion With your table trio, discuss the points you captured in your Post-Lesson Note Catcher (Step 3). Be prepared to share with the larger group. 16

17 Our Session

The Planning and Instructional Improvement Loop 18

Discussion & Reflection With your table trio, discuss these questions:  How does the Meta-Planning Process Tool support tailoring lessons to meet standards?  What are ways the Meta-Planning Process Tool can be used to guide teachers across different settings in inclusive schools?  How can you incorporate the Meta-Planning Process Tool to support all learners to meet grade level standards?  How will you incorporate the Meta-Planning Process Tool to support all learners to meet grade level standards? 19

20 Q & A

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