1. EDUC 4464 – Class 4 J/I Methods Bell Work As a group, discuss why it is important to create lessons which have the students involved in their own learning?

2. Reviewing the DILP 1.Refine the expectation 2.Create assessment and application 3.From the application pull out the Content you need to teach 4.Directly across from the Content put the step- by-step Teaching Strategies 5.Create a Consolidation (quick review) 6.Create a Hook 7.Anything for the Lesson Conclusion? 8.All the Preassessment: students, environment and adjustments, resources 9.Reflect after the lesson has been taught

3. Direct Instruction & Activity Nipissing Lesson Planning Formats DILP ALP Teacher-directed Student activity at end is more passive (i.e., a note, working from a text book, ….) or practice Most of the lesson has the students involved in an activity which, though introduced in the lesson, is more discovery-based (i.e., science experiments, working on a group research project …) – learning mostly occurs during the activity The activity is not picked based on the format; the format is picked based on the activity. Ask yourself – This is what I want to do …. Which format fits best? Sage on the Stage Guide on the Side New concepts given by the teacher Learning mostly occurs from discovery ( experiment, group discussion ) Students’ role Teacher’s role

4. Sometimes it is easy to figure out which LP to use; sometimes it is hard. Look at the applications below. As future professional teachers, discuss as a group if they belong in a DILP or ALP: Copy the note from the blackboard Rotate around the biology labs following the directions on each centre card I have showed you the correct T-formation for a free throw. In your squads, practice the free throw. Look at the baseball cards on the table. As a group discuss the best stages your arm should go through as it throws. After you have isolated the stages, go and practice. Here are the stages of process writing. Write a story. Write a story based on the theme we discussed using the stages of process writing. In the application, the students are to:

5. Modelling an Activity Lesson Lower or shut off your laptops please Thanks!

6. Welcome to Grade 6 Science! Good day class. Let’s begin by reviewing what we already know about electricity. Your Task: 1. Have one person from your group come up to get the materials 2. Your task is to make the light bulb light 3. Lift your hand up when your group does it

7. Activity Planning Format For Lesson Plans Subject/Course: Science & TechnologyName: Ms. Barnett Grade Level: Grade 6Date: October 5, 2009 Topic: Electricity: Simple CircuitsTime: 12:30 – 1:15 (45 min) 1.Instructional Expectations and Opportunities The grade 6 learners will: a)Expectations: 1) from the curriculum documents …. 6s52 Grade 6Science and Technology Energy and Control Overall Expectations design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy; Today, students will: This part is the same as a DILP 1

8. Activity Planning Format For Lesson Plans Subject/Course: Science & TechnologyName: Ms. Barnett Grade Level: Grade 6Date: October 5, 2009 Topic: Electricity: Simple CircuitsTime: 12:30 – 1:15 (45 min) 1.Instructional Expectations and Opportunities The grade 6 learners will: a)Expectations: 1) from the curriculum documents …. 6s52 Grade 6Science and Technology Energy and Control Overall Expectations design and construct a variety of electrical circuits and investigate ways in which electrical energy is transformed into other forms of energy; Today, students will: This part is the same as a GLP 1 2) Now make it specific to your lesson discover how to construct a simple electrical circuit

9. Remember Design-Down How am I going to assess the students? Expectation: discover how to construct a simple electrical circuit Does it reflect the expectation? 2 Flip down to find the Assessment section 6s52Grade 6Science and Technology - Electricity discover how to construct a simple electrical circuit How could I make this stronger by self or peer assessment? Using a clipboard and class list as a checklist, observe students during the Application as they try to light the light bulb using a simple electrical circuit; - Note a S if the student has discovered how to construct a simple electrical circuit as evidenced by the light bulb lighting - Note an X in the first column if the student requires extensive remediation to construct a simple electrical circuit, - Note a P if the students are able to construct the circuit and get the light bulb to light after receiving some prompts from the group or the teacher - Note an E for a level 4 (achieved an S for discovering how to construct a simple electrical circuit and went beyond expectation by figured it out quickly. Further if they went beyond expectation by using scientific terminology, which too would warrant an E if an S were achieved). - Class list is attached. When assessment is complete please date the sheet and return it to the blue assessment binder in my desk, top right-hand drawer Learning Skills (not to be included in assessment of the expectation) Note: a B for behavioral issue. Note: if any student was not participating fully Record learning skills in students’ individual folders located in the file cabinet under each student’s name Learning Skills

10. An advance notice… In Ontario, assessment is based on achievement of the expectations only. If you design down, this naturally happens. Just so you know (and I cover this when we do the report card in block 3) the following can be tracked but not assessed for a mark or contributing to a grade: Independent Work Initiative Homework Completion Use of Information Cooperation with others Conflict Resolution Class Participation Problem-solving Goal-setting to improve work Learning Skills from the Ontario Report Card Up-keeping notes Up-keeping a notebook Marks can not be subtracted for lateness In Addition Because?

11. 1.4. Teaching / Learning Strategies a) Introducing the Activity a) Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate? For fast finishers: Ask students to explain what is happening. Encourge students to use the terminology previously used and apply it to their discovery. Give groups of fast finishers ‘extra’s’ (i.e., doorbell, switches, etc…) and see if the group can get these to work as well. Lesson Conclusion 2b What are the routines? Include general routines that apply to this subject and routines specific to this lesson

12. 1.3. Content Topic: Simple current (Electricity Unit) Application: Closed circuit needed; electrons must travel along the wire, through the light bulb (filament), back into the wire, through the battery, and back. They need to be able to use this terminology in their explanation. Open Closed Remember Design-Down The content for the activity will the students be doing 2c

13. 1.4. Teaching / Learning Strategies a) Introducing the Activity Part A: Hook turn the light in the room off and on; do same with flashlight – have finger to lips to indicate silence (Hook) Part B: Teaching Strategy Remind class of what we learned about static and circuit electricity and the movement of electrons by reviewing last two classes (specifically, remind students of open and closed simple circuits and how during closed the path is complete so the electrons can move and thus the object works because the electrons can move through it) Part C: Instructions for Application Tell students that as a group they are to use the materials that will be on their table to make the light bulb light. They can begin as soon as they have their material. Ask one student from each group to come up to me and get the material. a) Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous 2b How will I introduce the lesson? 3

14. 1.4. Teaching / Learning Strategies a) Introducing the Activity a) Routines Application: (approx. 15 min depending on student success rate) One student needs to come up and get resources for table Students problem solve and through trail and error (strategy) apply previous knowledge (application level) to make the light bulb light Students are to lift up their hands when they get the light bulb to light Teacher goes to student group – can they demonstrate? For fast finishers: Ask students to explain what is happening. Encourge students to use the terminology previously used and apply it to their discovery. Give groups of fast finishers ‘extra’s’ (i.e., doorbell, switches, etc…) and see if the group can get these to work as well. Lesson Conclusion At end of lesson, take up the findings as a class – draw on board the different ways students lit the light bulb – isolate common elements – have students copy the illustration and put in the findings section of the scientific method for this lesson in their notebooks (Consolidation of Learning: 10 min) 2b 4 3

15. 5 Same as DILP What do the students need to know before they can be successful in this lesson? How must the environment be set-up? What resources are needed? 5 5

16. Go to the PT Handbook. OR use the ALP ‘What Goes Where’ Handout Fill out the reflection based on the lesson presented and the questions on these pages. After the lesson is over Clear Statement including indicators describing to which the expectations were achieved; Reflect on the learning expectations –Is there a better expectation you could have chosen? Was the assessment reliable and valid? Reflect on the quality of your delivery of the lesson. Think about communication, your planning, the implementation of the plan, organization, your teaching/learning strategies, questioning, did you motivate, etc….How effective was this lesson? How effective were the individual parts of the lesson? What needs to be done next in the following lesson? What needs to be reviewed? What needs to be taught? Reflect on pro-active classroom management strategies you could use next time What do you need to remember for the next time you do this specific lesson (i.e., next year)? Dr. J. Barnett 6 Same as DILP

17. Please take out your PT Handbook Please take out what ever you need to make notes

18. Placement Review Take out your PT Handbook and turn to the placement chart on pp. 5-6. Binder Organization: pp. 11-12 Sample PT Report: pp.50-53 Your Role: pp. 9-10 Growth Descriptor Rubric Checklist for DILP: pp. 20-22pp.54-56 Checklist for ALP: pp. 33-35

19. Lesson Conclusion