2. Day 2 Induction Lesson Design Pennsbury School District Maureen Gradel

3. Welcome! Please sign in for either Stipend or Act 48 hours. Please sign in for either Stipend or Act 48 hours. Find your assigned seat. Find your assigned seat. Help yourself to refreshments. Help yourself to refreshments. Catch up with your colleagues. Catch up with your colleagues. Be prepared to share a New Year’s Resolution Be prepared to share a New Year’s Resolution

4. New Year’s Resolution! Share with your table group any resolutions you may have made for the new year… Personal Professional

5. Agenda Welcome Welcome Reminders Reminders –Sponge Activities –Demo teacher observations –Trade Day / My Learning Plan –Video analysis –Best Practices –Winter Needs Assessment Objectives Objectives Lesson Design: Day 1 Review Lesson Design: Day 1 Review Bloom’s Taxonomy Bloom’s Taxonomy Input (critical attributes, concepts, generalization, graphic organizers) Input (critical attributes, concepts, generalization, graphic organizers) Modeling Modeling Hemisphericity Hemisphericity Uses of Chalkboard/Overhead/LCD Projector Uses of Chalkboard/Overhead/LCD Projector Assignment Assignment Closure Closure

6. INDUCTION DAY TWO OBJECTIVES Overall objective: Participants will be able to plan and teach a lesson concentrating on the component parts of Input and Modeling.

7. Ongoing Objectives The participants can: define and explain critical attributes, concepts, generalizations and organizers explain and devise an organizer for using the three principles of giving information effectively analyze organizers for their grade level define and explain the critical attributes of modeling explain and demonstrate the four principles of using a chalkboard, overhead, or powerpoint correctly.

8. Clock Buddies Make an appointment with 12 people – one for each hour on the clock.

9. Lesson Design Review Meet your 9:00 partner. Sit together and complete the Lesson Design Format handout. Be prepared to share your information aloud.

10. LESSON DESIGN FORMAT 1. Anticipatory Set - helps to focus the learner and transfer any prior learning. 2. Objective - Select at the correct level and delineate the learnings and the behavior. 3. Purpose - Provides meaning which aids in retention. Why I have chosen this lesson or objective? 4. Input - provide information (content) to match the objectives. 5. Modeling - Through use of examples you demonstrate that what you presented is clear and fits the information you provided. Correct modeling aids in retention.

11. Lesson Design Menu

12. Learning Styles Review Meet with your 3:00 partner. Sit together and review the Learning Styles.

13. Oreo Activity Meet with your 12:00 partner. Enjoy an oreo cookie. We all eat oreos differently. How do you eat an oreo? Refer to page 4 for more information.

14. Peer Practice Activity Meet with your 6:00 partner. Decide who is Partner A and who is Partner B. Quiz one another using the appropriate labeled paper.

16. Strengthening Instruction Strengthening Instruction

17. Bloom’s Taxonomy Assignment Find your 4:00 partner. Discuss ways that you have used Higher Order Thinking Skills (HOTS) in your lessons this week. Be prepared to share with the class.

18. Quickwrite Use the Quickwrite page in your booklet to jot down what you know about the provided headings. Use the Quickwrite page in your booklet to jot down what you know about the provided headings. You will be given 2 minutes per heading. You will be given 2 minutes per heading.

19. INPUT 1. Determine Basic Organization (critical attributes, concepts, generalizations) 2. Present Information in simplest and clearest form (graphic organizers) 3. Model Information or Process (Modeling) (Hemisphericity) (Guidelines for chalkboard/overhead/LCD projector)

21. Definitions Theory = Theory = group of general principles Generalization = Generalization = the act or process of generalizing; a general statement Concept = Concept = a general notion or idea Fact = Fact = reality; truth

22. Critical Attributes Critical Attributes are the basic characteristics of a concept. What are the basic characteristics or critical attributes of fruits and vegetables? Name some critical attributes of a concept in your subject matter using the provided web.

23. What are concepts? Concepts are categories into which experiences are organized. Understanding a concept requires some level of critical thinking in order to make associations.

24. Concept Generalization Two or more concepts in a relationship Conceptual ideas that transfer Develop “Deep Understanding. ” ©Pennsbury School District. All rights reserved.

25. Sample Generalizations Science ¤ Properties distinguish living and non-living things ¤ Genetic and environmental influences lead to diversity of populations. ¤ Environmental factors influence an organism’s biology and behavior patterns.

26. Sample Generalizations Art ¤ Line defines shape and adds meaning. ¤ Texture conveys nuance. ¤ Positive and negative space create balance. ¤ Color creates mood.

27. CHARACTERISTICS OF A CONCEPT Abstract and broad Universal Timeless Represented through different examples, but the examples all have common attributes To illustrate: Conflict, as a concept, has many different examples, but the examples share the attributes of “opposing forces,” and “friction.”

28. CONFLICT Guiding Questions Who is a citizen? What kind of issues do concerned citizens work on? What do you think a good citizen does? Justify your view. How does society reward or judge good/bad citizens? In what ways do citizens work on their own and/or in a group?? What does “Justice for All” mean? How is citizenship defined in other cultures? Generalizations Life experiences influence perception Different groups define citizenship differently, based on their values & world views. Different social groups may have competing views of citizenship. Competing social views create tensions that often result in social and political change.

29. Concept Attainment Strategy Sample 1 EXAMPLES NON-EXAMPLES birdhousekitchen bedroom computer backyard lightning streetcarengine butterflytornado CONCEPT: Compound words ATTRIBUTES:Two words with separate meanings put together to form a new word with a different meaning.

30. Examples Non-examples Concept: Attributes : Four sides are equal and opposite are parallel Rhombus

31. Concept Attainment Lesson Plan EXAMPLESNON-EXAMPLES

32. Agenda Welcome Reminders Sponge Activities Demo teacher observations Trade Day / My Learning Plan Video analysis Best Practices Winter Needs Assessment Objectives Lesson Design: Day 1 Review Bloom’s Taxonomy Input (critical attributes, concepts, generalization, graphic organizers) Modeling Hemisphericity Uses of Chalkboard/Overhead/LCD Projector Assignment Closure

33. Day 2 Induction – Session A Review Meet with your 8:00 partner. Meet with your 8:00 partner. Discuss what you can recall from our last session regarding: Discuss what you can recall from our last session regarding: –Bloom’s Taxonomy –Input –Critical Attributes –Concepts –Generalizations –Share your Concept Attainment Lesson Plan.

34. Pennsbury School District A model for the process of Barbara Tantala Staff Developer Concept Formation Concept Formation What did you see? hear? note? Listing data What belongs together? Grouping data (common properties) What would you call these groups? Labeling data What belongs together? Categorizing data Interpretation of Data What did you notice? see? hear? Identifying critical relationships Why did this happen? Exploring relationships What does this mean? Making inferences What would conclude?

36. Concept Formation Lesson Plan French: Students will classify classroom nouns into masculine or feminine categories Masculine (un) cahierlivreportablebureaustylo Feminine (une) trousse calculatrice table fenetre porte

37. Acquiring and Integrating Declarative Knowledge Organizing: 1. Have students create physical and pictographic representations of information. 2. Have students use graphs and charts. 3. Have students use organization patterns and their graphic representations. 4. Provide students with advance organizer questions. 5. Present note-taking strategies that employ graphic representations. *

38. Why Use Them? (Talk Walk)

39. Higher-Level Thinking Comprehension Memory Brain-Based Learning Multiple Intelligences Language Learning & ESL BENEFITS OF GRAPHIC ORGANIZERS

40. 1. Very familiar - use it a lot 2. Know about - but don’t use it 3. Clueless - never saw this before

41. Use of Graphic Organizers Share your categorization with your group: Share your categorization with your group: –With which organizers are you familiar? –Can anyone in your group give an example of how to use the organizers with which you are not familiar? –Create a graphic organizer that you could use in an upcoming lesson.

42. Note-Taking Strategies Read through the various Note-Taking Strategies. Read through the various Note-Taking Strategies. Find one that you feel you could use or repurpose. Find one that you feel you could use or repurpose. Share your ideas with your group. Share your ideas with your group.

43. Modeling 3-Minute Pause Find your 11:00 partner. Find your 11:00 partner. Determine who is Partner A and who is Partner B. Determine who is Partner A and who is Partner B. Watch the video segment on Modeling. Watch the video segment on Modeling. Following the segment, Partner A should summarize the segment, then Partner B should discuss what he/she found interesting. Following the segment, Partner A should summarize the segment, then Partner B should discuss what he/she found interesting.

44. Modeling Video Clip Modeling Video Clip

45. Definition Modeling is a process of showing and telling or demonstrating the precise form that is to be learned. * The first model presented should be a correct and relevant example. * Learners should be aware of and watching for the critical attributes.

46. Paired Reading Begin by reading the Agree/Disagree Chart individually. Check off whether or not you agree in the Before set of columns. Begin by reading the Agree/Disagree Chart individually. Check off whether or not you agree in the Before set of columns. Meet with your 1:00 partner. Meet with your 1:00 partner. Arrange yourselves in the proper seating pattern (as described). Arrange yourselves in the proper seating pattern (as described). Read the first page of Providing Information Effectively Read the first page of Providing Information Effectively

47. Reciprocal Teaching Begin in your table group. Begin in your table group. Assign the following roles to each group member: Summarizer, Questioner, Clarifier, Predictor (as per handout). Assign the following roles to each group member: Summarizer, Questioner, Clarifier, Predictor (as per handout). Use the reciprocal teaching technique to finish and discuss the Providing Information Effectively article. Use the reciprocal teaching technique to finish and discuss the Providing Information Effectively article. Go back to the Agree/Disagree Chart and individually complete the After column. Go back to the Agree/Disagree Chart and individually complete the After column.

48. 1 2 3 4 5 6 7 8 9 10

49. Hemisphericity The two hemispheres of the brain process information differently. Read through the Left/Right Brain Dominance Characteristics handout. Read through the Left/Right Brain Dominance Characteristics handout. With which hemisphere do you most identify? With which hemisphere do you most identify?

50. Guidelines for Using Chalkboard/Overhead/LCD Projector

51. Say, then write. Key words - diagrams Position Erase before new concept

52. Whiteboard Activity Each person should take a whiteboard. Each person should take a whiteboard. Each table will share whiteboard markers and eraser. Each table will share whiteboard markers and eraser. Redesign the chalkboard information shown so as to better fit our discussion regarding tips. What would this information look like in your classroom? Redesign the chalkboard information shown so as to better fit our discussion regarding tips. What would this information look like in your classroom?

54. Assignment During our next conference, we will discuss the provided Planning Guide in which you will pre- plan, teach, and analyze a classroom lesson of your choice. Describe how you will incorporate the listed lesson components (stated on planning guide) Describe how you will incorporate the listed lesson components (stated on planning guide) Analyze how each part of the lesson went/worked Analyze how each part of the lesson went/worked Tell what you would have done/plan to do differently, if anything. Tell what you would have done/plan to do differently, if anything.

55. Closure Please complete the provided closure feedback form. Please complete the provided closure feedback form. Place your name on the form and hand it in to me prior to leaving today. Place your name on the form and hand it in to me prior to leaving today. Have a great close to the 2 nd marking period/1 st semester! Have a great close to the 2 nd marking period/1 st semester!