Day 2 induction
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Day 2 Induction. Lesson Design Pennsbury School District Maureen Gradel. Welcome!. Please sign in for either Stipend or Act 48 hours. Find your assigned seat. Help yourself to refreshments. Catch up with your colleagues. Be prepared to share a New Year’s Resolution.

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Day 2 Induction

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Day 2 induction

Day 2 Induction

Lesson Design

Pennsbury School District

Maureen Gradel


Welcome

Welcome!

  • Please sign in for either Stipend or Act 48 hours.

  • Find your assigned seat.

  • Help yourself to refreshments.

  • Catch up with your colleagues.

  • Be prepared to share a New Year’s Resolution


New year s resolution

New Year’s Resolution!

Share with your table group any resolutions you may have made for the new year…

  • Personal

  • Professional


Agenda

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


Day 2 induction

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.


Day 2 induction

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.


Clock buddies

Clock Buddies

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


Lesson design review

Lesson Design Review

  • Meet your 9:00 partner.

  • Sit together and complete the Lesson Design Format handout.

  • Be prepared to share your information aloud.


Day 2 induction

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.


Day 2 induction

Lesson Design Menu


Learning styles review

Learning Styles Review

  • Meet with your 3:00 partner.

  • Sit together and review the Learning Styles.


Oreo activity

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.


Peer practice activity

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.


Strengthening instruction

Strengthening Instruction


Bloom s taxonomy assignment

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.


Quickwrite

Quickwrite

  • 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.


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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)


Definitions

Definitions

  • Theory = group of general principles

  • Generalization = the act or process of generalizing; a general statement

  • Concept = a general notion or idea

  • Fact = reality; truth


Critical attributes

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.


What are concepts

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.


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Generalization

Two or more concepts in a

relationship

Concept

Concept

  • Conceptual ideas that transfer

  • Develop “Deep Understanding.”

  • Pennsbury School District. All rights reserved.


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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.


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Sample Generalizations

Art

  • Line defines shape and adds meaning.

  • Texture conveys nuance.

  • Positive and negative space create balance.

  • Color creates mood.


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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.”


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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.


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Concept Attainment Strategy

Sample 1

EXAMPLES NON-EXAMPLES

birdhouse

kitchen

computer

bedroom

lightning

backyard

streetcar

engine

butterfly

tornado

CONCEPT:

Compound words

ATTRIBUTES:

Two words with separate meanings put together

to form a new word with a different meaning.


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Examples Non-examples

Concept:

Rhombus

Attributes:

Four sides are equal and opposite are parallel


Concept attainment lesson plan

EXAMPLES

NON-EXAMPLES

Concept Attainment Lesson Plan


Day 2 induction

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

  • Welcome

  • Reminders

    • Sponge Activities

    • Demo teacher observations

    • Trade Day / My Learning Plan

    • Video analysis

  • 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


Day 2 induction session a review

Day 2 Induction – Session A Review

  • Meet with your 8:00 partner.

  • Discuss what you can recall from our last session regarding:

    • Bloom’s Taxonomy

    • Input

    • Critical Attributes

    • Concepts

    • Generalizations

    • Share your Concept Attainment Lesson Plan.


Day 2 induction

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?


Day 2 induction

Masculine (un)

cahier

livre

portable

bureau

stylo

Feminine (une)

trousse

calculatrice

table

fenetre

porte

Concept Formation Lesson PlanFrench: Students will classify classroom nouns into masculine or feminine categories


Day 2 induction

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.


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Graphic Organizers

Why Use Them?

(Talk Walk)


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BENEFITS OF GRAPHIC

ORGANIZERS

Higher-Level Thinking

Comprehension

Memory

Brain-Based Learning

Multiple Intelligences

Language Learning & ESL


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Categorize the Organizers

1. Very familiar - use it a lot

2. Know about - but don’t use it

3. Clueless - never saw this before


Use of graphic organizers

Use of Graphic Organizers

  • 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.


Note taking strategies

Note-Taking Strategies

  • Read through the various Note-Taking Strategies.

  • Find one that you feel you could use or repurpose.

  • Share your ideas with your group.


Modeling

Modeling

3-Minute Pause

  • Find your 11:00 partner.

  • Determine who is Partner A and who is Partner B.

  • 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.


Modeling video clip

Modeling Video Clip


Day 2 induction

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.


Paired reading

Paired Reading

  • 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.

  • Arrange yourselves in the proper seating pattern (as described).

  • Read the first page of Providing Information Effectively


Reciprocal teaching

Reciprocal Teaching

  • Begin in your table group.

  • 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.

  • Go back to the Agree/Disagree Chart and individually complete the After column.


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1 2 3 4 5

6 7 8 9 10


Hemisphericity

Hemisphericity

The two hemispheres of the brain process information differently.

  • Read through the Left/Right Brain Dominance Characteristics handout.

  • With which hemisphere do you most identify?


Guidelines for using chalkboard overhead lcd projector

Guidelines for Using Chalkboard/Overhead/LCD Projector


Day 2 induction

Say, then write.

Key words - diagrams

Position

Erase before new concept


Whiteboard activity

Whiteboard Activity

  • Each person should take a whiteboard.

  • 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?


Assignment

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)

  • Analyze how each part of the lesson went/worked

  • Tell what you would have done/plan to do differently, if anything.


Closure

Closure

  • Please complete the provided closure feedback form.

  • Place your name on the form and hand it in to me prior to leaving today.

  • Have a great close to the 2nd marking period/1st semester!


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