1. Personalized Learning Academy Train the Trainers III
Center on Innovations in Learning
Florida and the Islands Comprehensive Center
Virgin Islands Department of Education
2016

2. Lesson Planning Each teacher…
Creates 3“basic” lessons (lesson definition and lesson detail).
Enters the 3 lessons online (Lesson Design Studio - LDS).  
Obtains feedback on at least 1 lesson (Peer Feedback Form)
Teaches, then “adds a reflection” for each of the 3 lessons (LDS).
“Enhances” 1 of the 3 lessons (LDS)
STRATEGY: Reading Specialists & Chairpersons walk teachers through the process “together” in grade level prep times, for example.

3. The “Big 3” Teaching Strategies
Technology to Increase Engagement & View Learning (e.g., Kahoot)
Active Student Responding
(Choral Responding, Response Cards, Guided Notes)
Learning Pictures
(Student Graphs)
In the Personalized Learning Academy, we will create good lessons and use three specific instructional strategies known to improve student learning and to personalize learning.

4. Jumble

8. CIL’s EdShelf www.centeril.org(

9. Lesson plans ~ it’s a process; We get better by doing
REASONS FOR STATING OBJECTIVES
When clearly defined objectives are lacking, there is no sound basis for the selection or designing of instructional materials, content, or methods. If you don't know where you are going, it is difficult to select a suitable means for getting there.
A second important reason for stating objectives sharply has to do with finding out whether the objective has, in fact, been accomplished. Test or examination s are the mileposts along the road of learning and are supposed to tell instructors AND students whether they have been successful in achieving the course objectives. But unless objectives are stated clearly and are fixed in the minds of both parties, tests are at best misleading; at worst, they are irrelevant, unfair, or uninformative. Test items designed to measure whether important instructional outcomes have been accomplished can be selected or created intelligently only when those instructional outcomes have been made explicit.
A third advantage of clearly defined objectives is that they provide students with a means to organize their own efforts toward accomplishment of those objectives. Experience has shown that with clear objectives in view, students at all levels are better able to decide what activities on their part will help them get to where it is important for them to go.

10. Basic Enhanced Parts of a LESSON DEFINTION title standard objective …
DETAIL instructional mode
resources/materials
Accommodations
“Big 3” strategies …
ENHANCE more personalized learning
personal competencies …
Enhanced

11. Built for VIDE

16. Writing Lesson Objectives
Learner/Behavior
(the who/what)
Condition (the how)
Criterion (the extent)
Remember this?

17. Condition Learner-Behavior Criteria
During a driving test, students demonstrate the importance of safety by complying, at least with 90% accuracy, with the speed limits, traffic lights, and regulatory signs.

18. Condition Learner-Behavior Criteria
When driving on a multiple-lane freeway, test takers demonstrate skills in switching lanes safely by looking at the rearview mirror and over the shoulder to check for presence of other vehicles, signaling other vehicles at least two seconds ahead, changing to an adjacent lane, and cancelling the signal.

19. Condition Learner-Behavior Criteria
Given a scenario about driving under bad weather, test takers evaluate all scenario prompts and write 2 to 3 paragraphs responding to the prompts by listing the precautionary actions they would take to try to avoid an accident.

20. Increased activity starting in Feb. 2017

21. Increased activity starting in Feb. 2017
To date:
Over 400 lessons entered!
But with ___ teachers, ____ more to go.

23. DEMO: Making evidence-based claims using text
Let’s See Some Lessons
DEMO: Making evidence-based claims using text
Grammar- Kinds of Sentences

24. Determining Where We Are:
EDUCATOR LESSON PLANS & LESSON DESIGN STUDIO “WORKBOOK”
*Guided Notes Question
Competency-based education, or CBE, supports the idea that: TIME varies while LEARNING is held constant.
Have participants choral respond to fill in the blanks. Repeat until firm. Ask participants what this statement means to them. .

25. Determining Where We Are (School Teams)
Log into your LDS Account
Click on “Lesson Search”
Select your school from the “School” dropdown
Click “Search”
1. Log into your LDS account. 3. Select your school from the “School” dropdown.
2. Click on “Lesson Search” 4. Click “Search”

26. Weekly and Total Lesson Plans Entered (by School)
Activity 1
Weekly and Total Lesson Plans Entered (by School)
For Example: 15
How many educators should be entering lessons? [____]
Multiply by the number expected for each educator x 3
Number of plans to be entered by the end of year: =[____]
and
How many plans have been entered so far? [____]
How many plans remaining (need to be entered)? =[____]
Divide by #of weeks until end of school (June 23) ÷ 16
Average lessons per week to meet the goal? =[____] 45 11 34
2.1

27. Plot the current number of plans in LDS (d) as of 3/26/17.
Charting the Data
If your school will have more than 100 plans by the end of the year, please change the y axis accordingly.
Plot the current number of plans in LDS (d) as of 3/26/17.
Plot the expected number of plans that should be entered (c) for the end of year.
Draw a straight, dashed line between the two points.
Periodically check your totals in LDS and plot the total plans for that week. (This will help you determine if your school is on track for meeting its goal.)

28. ✪  Indicating your weekly goal:
Look at the number of lesson plans your teachers will need to complete per week (g).
Use the initial digit on the y axis as your number of lessons per week.
Draw a straight horizontal line across the chart at this level.
Periodically check your totals in LDS and plot the number of new plans entered for that week. (This will help you determine if your school is on track for meeting its goal.)

29. For Example: ✔ ✔
ELA 6 ok
TF/WC
ASR?

30. ✔ ✔ For Example: Mr. IgoTthis Teacher Progress Organizer # Place value
MS. DoinWell
# Place value
LrnG Pic
Yes ;-)
Proper nouns
Mr. thinker
ASR: R-cards
MoT-6

31. Enhanced Lesson Design

32. Basic Enhanced Parts of a LESSON DEFINTION title standard objective …
DETAIL instructional mode
resources/materials
accommodations
“Big 3” strategies …
ENHANCE more personalized learning
personal competencies …
Enhanced