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How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25, 2011 PowerPoint PPT Presentation


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How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25, 2011. Objective. We will identify and discuss some fundamental practices for effective instruction during the 90 minute class period. Classroom Management. Seating Chart

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How to Teach a 90 Minute Class Period Presented by Cristina Bennett, David Boatright , and Antoinette Howard July 25, 2011

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How to Teach a 90 Minute Class PeriodPresented by Cristina Bennett, David Boatright, and Antoinette HowardJuly 25, 2011


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Objective

  • We will identify and discuss some fundamental practices for effective instruction during the 90 minute class period.


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Classroom Management

Seating Chart

Classroom rules

Maintain teacher/student relationship at all times.

Student expectation must be clear. They must maintain YOUR rules.


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Structure

  • Variety of Activities

    • Bell Ringers

    • Warm up exercises

    • Tardy Quiz

    • Note taking

    • Guided Practice

    • Independent Practice

    • Closing


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Sample 90 minute class period

8:15 – 8:30 Bell ringer/Quiz/TAKS questions (musical cues)

8:30 – 8:40 Assess, go over TAKS questions

8:40 – 8:50 Copy notes (musical cues)

8:50 – 9:05 Go over lesson

9:05 – 9:20 Student led guided practice

9:20 – 9:40 Independent practice (musical cues)

9:40 – 9:45 Closing/Lesson summary


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The Notebook

Lesson is summarized by you, not by textbook writers.

Include several examples of homework problems.

Allow students to use notebook on quiz or test as a tool.

Prepares for college.


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Grading Procedure

  • Homework – make sure it is relevant because it can become busy work

  • Quizzes are a better indicator of understanding

  • Reasonable homework assignment

  • Test what you have taught

  • Review sheet for Major Tests and Finals

  • Extra credit on quiz – TAKS questions

  • Extra credit on Homework – Pre/AP, AP questions


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90 minute break down

20-60-10

  • 20 minute whole group instruction

  • 60 instruction or learning station rotation

  • 10 minute wrap up or summary


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The Formula for Quality Instruction


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The Fundamental 5

  • The Fundamental Five are the five critical practices that are at the core of highly effective instruction.

  • These practices are:

    • Frame the Lesson

    • Work in the Power Zone

    • Frequent, small group, purposeful talk about the learning

    • Recognize and Reinforce

    • Write Critically


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Frame the Lesson

  • Allows you to look at material you want to teach.

  • Helps you plan better.

  • Tells the learner what you are going to teach.

  • Share the closing product or task.

  • Improves the quality of feedback from observer.


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Working in the Power Zone

  • A teacher occupying the power zone is simply teaching or monitoring in close proximity to one student, a small group of students or the entire classroom full of students.

  • When teachers conduct their practice in the power zone a number of significant changes occur in the classroom dynamic.

    • On task behaviors increase

    • Discipline issues decrease

    • Student retention of content increases

    • Student achievement increases


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Power Zone, cont.

Make a conscious commitment to the practice.

Purposefully arrange the classroom to facilitate teacher movement.

Limit or remove common teacher distractions(i.e. turning computer off, keeping desk clean and organized).

Proximity instruction=position yourself in the action.

  • Move about the room checking on everyone.

  • Reinforce positive behaviors.

  • Perform frequent and ongoing formative assessment.

  • Continually micro-adjustments the instruction.


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Frequent, Small –Group Purposeful Talk about the Learning

  • After 10-15 minutes of teacher talk, then students talk

    (groups of 2-3).

    Seed Question: Practice of using pre-planned questions that guide student conversations toward the desired learning outcome.

  • Why should we stop & talk purposefully?

    *It can stretch the rigor & relevance of the lesson.

    *Allows for differentiated instruction.

    *Cements the learning for some.

    *Peer tutoring for those who didn’t get it.

    More time in Power Zone=better learning, better classroom management, and strategy enhancement.


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Recognize and Reinforce

  • Make a big deal of the small things.

    • A low performing student scores a passing grade on a test.

    • A student who never turns in homework, turns in an assignment.

  • Start reinforcing the work it takes to be successful.

    • Personalization and specificity allows you to shape the behavior.

  • Look for the positive, good things going on and be specific.

  • Benefits

    • Recognition provides students with motivation to continue pursuing academic success.

    • Reinforcing the work builds habits which allows for improvement in student performance.


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Writing Critically

  • Critical writing defined as writing for the purpose of organizing, clarifying, defending, refuting, analyzing, dissecting, connecting, and/or expanding on ideas or concepts.

  • Most natural and authentic way to increase the rigor.

  • Give the students time to do it (5-10 mins)

  • It can consist of a simple list, a short comparison paragraph, a quick summary, a mind map, purposeful note taking (i.e. Cornell notes), a written exit ticket, or a formal essay or term paper.

  • It is not copying neither is it a fill in the blank activity or free writing.

    Write more=remember more=reading improves=better understanding=own the learning


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A Vision for K-12 Students Today

  • http://youtu.be/_A-ZVCjfWf8


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Team/Department Expectation

for

Lesson Planning


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Lesson Plan Framework

  • Depts. must submit a team lesson plan to include all team member’s names.

  • SPED CWC teachers are expected to collaborate with their co-teacher and submit a lesson plan indicating modifications made to the lesson for their monitoring students.

  • Lesson plans must be submitted via email to your supervisor and ICC/ Dept. chair.

  • Lesson plans must be submitted every two weeks beginning August 1st by 8:00 a.m.

    Lesson Plan Due Dates (By 8:00 a.m.)

    August 1, 15 & 29November 14February 13, & 27

    September 12 & 26December 5March 12 & 26

    October 17 & 31January 5, 17 & 30April 16 & 30

    May 14


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Lesson Plan Format

Each dept. must have the following information on their lesson plan.

TEKS Objective

Student Expectation

Activities

  • Bell Ringer

  • Activity

  • Activity

  • Activity

    Assessment

    Formative

    Summative

    Key Vocabulary

    Resources

    **Differentiated instruction must show throughout the lesson plan


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Team Planning

  • Core departments/teams will meet the first 45 minutes of the designated team plan period on each day it occurs.

  • Refer to team planning schedule for designated periods and exact dates.

  • Teams will notify ICC/Dept. chair of the location of the meeting to be added to planning schedule.


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The game has changed; we must change the way we plan to win.


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Reference

Cain, S. and M. Laird. 2011.The Fundamental 5: The Formula for Quality Instruction.

Nesbitt, B. A Vision for K-12 Students Today.


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