1. From Framework to Homework

3.  Sights  Sounds  Smells  Interactions  All tell you something about the way the teacher works.  It’s not unlike walking into a business or a restaurant.

4.  How things look  How relaxed, warm, ready you are  How well you have planned  What happens first  The first things you say and do  Dead Poets Society  The tone of the “pep talk”  Pygmalion

5.  Seating Arrangement (Theirs and Yours)  What Decorates the Walls  Lighting  Plants, animals, minerals, artifacts, equipment, other stuff  Learning Stations  Compensations for Poor Space  Wallpaper murals

6.  The reflective teacher is always intentional.  He/She asks how will this physical environment effect my students?  Does this seating arrangement stress order, allow for activities, create community?  Reflective teachers know their management style and use it (or modify it) to their students’ advantage

7.  Study by Emmer, Evertson, and Anderson 27 Third Grade Classrooms 8 Elementary Schools  All teachers had rules and procedures  The more effective group spent most of the first day and a significant amount of time in the first three weeks training their students in these procedures.

8.  An extended scope and sequence  Thorough and well-conceived  They inform the curriculum plan but are not the plan itself.

9.  Each school or school system should have a written curriculum which is based on the frameworks  When you begin teaching you should be shown a curriculum guide.  From the curriculum guide you will develop units and lessons.

10.  A graphic representation of the school-year which describes what you will do and when  This is very general and shows general topics.

11.  This is a fairly detailed chart or outline describing the content, activities, materials and resources in an instructional unit  What is an instructional unit?

12.  A detailed plan for a single lesson, usually 20- 50 minutes long depending on the level of the students.  Lesson vs. Activity

13.  This is a fairly detailed chart or outline describing the content, activities, materials and resources in an instructional unit  What is an instructional unit?

16.  A detailed plan for a single lesson, usually 20- 50 minutes long depending on the level of the students.  Lesson vs. Activity

17. 1. Specific Objective(s) based on previous Diagnosis and learner traits. 2. Anticipatory Set which helps students Perceive the Lesson Purpose 3. Learning Activities /Opportunities 4. Modeling 5. Check for Understanding (usually through) Guided Practice 6. Independent Practice (also known as homework)

18.  Presentation / Content  Lecture  Activitie(s)  Timeframes  Script/Materials/Cues

19.  What If?  Plan B  Experimenting and revising  Grade/ability level issues  Variations in student responses

20.  Direct Instruction  Reflective Activity  Rule of thumb

21.  Goals  Objectives  Strategies  Methods

22.  Consider Modalities  Visual  Auditory  Kinesthetic  Consider Domains  Cognitive  Affective  Psycho-Motor

23.  (What will students be able to do at the conclusion of this lesson?) 1. 2. 3. Varying Objectives for Individual Needs How will I vary these objectives for students who a) Don’t understand? b) Have already mastered the concept? C) Are presently learning English?

24.  “After practice-writing the spelling words five times each, the student will write the words when dictated by the teacher, spelling 18 of the 20 words correctly.”  Conditions, Behavior, Criteria  Behavioral Objective

25.  Problem-solving Objective  “ When given a battery, a light bulb, and a piece of copper wire, the student will figure out how to make the bulb light.”

26.  Decide the meaning of your sequence  Some skills are prerequisites to others  Some subjects are more flexible  You can always play with the lesson sequence  Whole to part /Part to whole  Past to present / Present to past  Problem to prerequisite skills / Prerequisite skills to problem

27.  Knowledge-level behavioral objective: When given a meter stick, students will point to the length of a meter, a decimeter, and a centimeter with no errors.  Comprehension-level behavioral objective: When asked to state a purpose or use for each of the following units of measure, the student will write a short response for meter, centimeter liter, milliliter, gram, and kilogram, with no more than one error.

28.  Application-level problem-solving objective: Using a unit of measure of their choice, students will measure the length and width of the classroom and compute the area.  Analysis-level problem-solving objective: Students will create a chart showing five logical uses or purposes for each measuring unit in the metric family.

29.  Synthesis-level expressive outcome: A group of four students will hide a “treasure” on the playground and create a set of instructions using metric measures that will enable another group to locate the treasure.  Evaluation-level expressive outcome: Students will debate their preference for  metric or non-metric measurement as a standard form of measurement.

31.  Sections should be timed and paced.  Total time depends on activity times.  Things that can effect timing  Some activities are more easily paced than others.  Overlapping can help with timing issues.

32.  Systematic approach  Cards or other cues for you.  Avoiding the “T”  Minimizing the gregarious, maximizing the shy.  Involving reluctant students without “shaming” them.  You might think they deserve it.  Whom and when do you “confront”

33.  Thematic Units  Alone  With Team Members

35.  http://www.mustardseedschool.org/

37.  Grade Contracts  Honors Contracts  Independent Studies  Alternative Projects

38.  Projects  Centers  In and Out of Class  Writing center in CAK English Department

39.  The point is to learn to work in teams  This is a reflection of the way much of society works. (or should)

40.  Enhancing Achievement (mixed pre-tested groups)  Learning Basic Skills (Throwback to Lancaster Method)  Hands on Science  Literary Groups  Peacemaking (socialization)

41.  Your Teaching  Their Learning  Their Learning of Technology

42.  Your Teaching  Powerpoint / “Clicker Quizzes” / Grading / Flexcam / Web-based  Their Learning  Content / Drill / Reteaching / Enrichment  Their Learning of Technology  Spreadsheets for science. Etc.

43.  Virtual Field Trips  The Proliferation of Home Computers  Research  Satellite Data / Seismology / Weather  Cooperative Projects  Other schools  Other agencies

44.  Online Courses  Enrichment  Dual Enrollment  Courses Small Schools Can’t Offer  Make-up Classes (especially when time is important)

45.  Websites  Message Boards  School / System Planning Sites