Lesson Planning & Delivery

1. Assistant Superintendent Nikolai Vitti Instructional Supervisors Lena Anderson, K-8 Mathematics Christian Carranza, Secondary Science Vanessa De La Pena, Reading Ursula Garbutt, Ed.D., Secondary Mathematics Darliny Katz, Reading Cecelia Magrath, Reading Daniela Simic, Elementary Science Curriculum Support Specialist Gladys Barrio, Science Christine Dahnke, ELL Julian Davenport, Mathematics Ernesto Gonzalez, Reading Roxana Hurtado, Reading Ronald Marcelo, Mathematics Chava Thomas, Writing Patricia Sosa, Reading Lois Saunders, Science Lesson Planning & Delivery Education Transformation Office

3. Assessment Resources • Next Generation Sunshine State Standards • www.floridastandards.org • www.cpalms.org • Crosswalks from Old to New Standards for Science • http://www.fldoestem.org/Uploads/1/docs/FLDOE/K-12%20crosswalk_draft3%20(2).pdf • Florida’s Test Item Specifications • Old Standards: http://fcat.fldoe.org/fcatis01.asp • NGSSS: http://www.floridastandards.org/Resource/FCAT_Item_Specifications.aspx • Florida’s Content Focus Reports • http://fcat.fldoe.org/fccontentfocus.asp • Webb’s Depth of Knowledge and Cognitive Complexity • http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf

4. Use your assessment resources to create your OBJECTIVES • How do you know where you are going? • What tools will help you on your journey? • How will you be assured your lessons provide the level of rigor needed for student success? • How will you determine if you are making expected progress?

5. Where do Essential Questions come from?

6. How do we create Essential Questions? • Select next benchmark from your curriculum guide or FCIM calendar. • Identify the specific part of the benchmark that you will teach in this lesson. • Write the identified specific part as the learning objective for this lesson. • Reword the learning objective into an essential question using student-friendly terms.

7. GENERATING ESSENTIAL QUESTIONS

8. GENERATING ESSENTIAL QUESTIONS

9. ESSENTIAL QUESTIONS ACTIVITYRewrite the learning objectives into questions using student friendly terms.

10. ESSENTIAL QUESTIONS ACTIVITY

11. Use theEssential Questionto Create&FOCUS your Lesson Plan

16. Well Planned Lessons lead to SmoothLesson Deliveries

17. Gradual Release of Responsibility “The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.” Duke and Pearson, 2002, p. 211

18. Lesson Delivery • Introduction (“Hook”) • How will I focus my students on what they need to learn? • Modeled Instruction (“I DO”) • How will I show my students exactly what they are expected to do during guided practice and eventually during independent work? • Guided Practice (“WE DO”) • How will I provide my students with opportunities to collaboratively work in pairs, trios, and/or quads to practice what they were taught during the modeled portion of the lesson? • Independent Practice (“YOU DO”) • How will I help my students independently apply what they have learned during modeled and guided practice? • Closure (“Wrap Up”) • How will help my students reflect on the key ideas they have learned during the lesson and answer the Essential Question?

19. Introduction (“Hook”) • Grab students’ attention with “Hooks”. To be used when introducing a new topic. • Make connections to previous learning. • Offer a precise explanation of what will be learned. • Introduce/review important vocabulary. • Refer to posted essential question.

20. HooksActivating Prior Knowledge • Anticipation Guide • Students respond to and discuss statements related to the topic to be studied. After reading or learning about the topic students rewrite their responses. • Word Splash • Students predict the relationship among a set of words and the topic to be studied. While reading or learning about the topic students check their statements for accuracy and make revisions as necessary. • Whole Class (KWL) Know - Want to Know – Learned • Students build a whole class KWL chart by writing their ideas on sticky notes and placing them under each of the three parts of the KWL as they are introduced by the teacher. • Walk Around Survey • Students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned.  • Graphic Organizers

21. Modeled Instruction (“I Do”) • Component of the lesson when students learn exactly what they are expected to do during guided practice and eventually during independent work. • Teacher conducts a think aloud while solving a problem or reading the text to explain thought processes or thinking patterns. • Model the use of a graphic organizer to organize key ideas during this step. • Demonstrate how to complete examples step by step. • Verbalize thinking, such as (teacher think-a-louds)… • forming mental pictures, • connecting information to prior knowledge, • creating analogies, • clarifying confusing points, and/or • making/revising predictions.

22. Modeled Instruction Examples • Think A-loud • Practice Problems • Demonstration • Process breakdown • Solving Equations • Drawing on the White Board • Picture Part Identification • Video • Virtual Dissection • Sample Foldable

23. Guided Practice (“We Do”) • Students work in pairs, trios and/or quads using collaborative strategies to practice what they were taught during the modeled portion of the lesson. • Students take part in laboratory investigations. • Teachers ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic. • Teachers conduct informal Checks for Understanding.

24. Collaborative Strategies Working in small groups is a helpful classroom strategy for interactive learning…… however, without a specific task, clear instructions and guidance on how to participate, small group work will not be as effective.

25. Collaborative Strategies • Incorporate Collaborative Structures for additional practice with peer support. • Think-Pair-Share • Rally Table • Pairs Check • Numbered Heads Together • Talking Chips • Team-Pair-Solo

26. Student Accountable Talk • Ask Higher Order Questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic. • Ask “Why” and “Why Not” questions • Use probing and clarifying questions • Allow students’ extended time to prepare responses • Require use of content specific vocabulary • Reference vocabulary acquisition tools (interactive word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.) • Prepare questions ahead of time

28. Student Accountable Talk Probing Questions • Students need opportunities to process information by justifying or explaining their responses--dealing with the why, how, and the based-upon what aspects of a concept. • Why do you think this is the case? • What would have to change in order for…? • What’s another way you might…? • What would it look like if…? • What do you think would happen if…? • How was…different from…? • How did you decide/determine/conclude…? • What is the connection between…and…? • What if the opposite were true? Then what?

29. Student Accountable Talk • Clarifying Questions

30. Student Accountable TalkWait-Time Wait time after posing a question In many classrooms, students know that all of the teacher’s questions will be answered by a few “star students.” Waiting after posing a question allows more students a chance to think and formulate a response. Wait time after calling on a student Teachers who use this kind of wait time effectively often explicitly tell the students that they are, in fact, waiting. As a student struggles to answer, they will say to other students things like, “That’s OK, give her time.” Or, “That’s OK, we’ll wait.” Wait time after student gives a response The teacher can help by finding ways to extend the time that the student’s answer “hangs in the air” by asking clarifying questions.

31. Checks for Understanding • Checks for Understanding can be used before the lesson, during the lesson and after the lesson • Thumbs Up/Down/Middle • White Board Responses • Response Cards • Reverse Think…Pair…Share • Student Accountable Talk • Journal Responses • Cornell Notes Summaries • Board Races

32. Independent Practice (“You Do”) • Opportunity for students to independently apply what they have learned during modeled and guided practice. • Teacher assigns students independent work that is directly aligned with the lesson objective. • Teacher circulates around the room to provide support and to determine who has mastered content and who needs further assistance. • Teacher pulls small groups.

33. Independent Practice Examples • Lab Write-up • Individual Project • Fill in Foldable • Research Project • Practice Problems • Science Journals

34. Real Scientists Use Journals: • Purpose of a Science Journal • To build science content and process skills • To increase student participation and practice in science. • To assess student achievement formatively • To identify evidence of student learning • To collect evidence of student growth over time • To identify students’ misconceptions

35. Good for experiments

36. CLASS NOTES

37. Left side/right side Concept maps

38. Interactive Notebook

39. Closure (“Wrap Up”) • Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds. • A closure should be a meaningful end to the lesson that… • makes a connection between the concrete and the abstract • reviews key points • gives students opportunities to draw conclusions • answers the essential question • previews future lessons • creating a smooth transition from one lesson to the next lesson • Although every lesson should end with a closure activity, it’s also good to stop and summarize along the way.

40. Closure Activities • 3-2-1 Response Students are asked to write down: 3 most important things learned, 2 questions that still need to be answered and 1 way their learning connects to what they knew before. • Dear Teacher Write a letter to an absent student, another teacher or the principal explaining what has been learned and answering Essential Question. • Ticket Out the Door (Exit Card) Students respond to a prompt which they in turn, share with the class or with a partner. • It’s Okay to Pass Summary Notes Students write a summary paragraph answering the Essential Question and exchange with a partner who responds to the accuracy of the answer. • Draw A Picture or Diagram

41. Homework an extension of Independent work • To achieve a positive impact on student learning homework assignments must be well-designed and carefully constructed. • Some specific research findings include: • Homework is most effective when it covers material already taught. • Homework is most effective when it is used to reinforce skills learned in previous days, weeks, or months. • Homework is less effective if it is used to teach complex skills.

42. Importance of Feedback • Providing students with specific, timely feedback is essential to learning. • Students need information about their strengths and weaknesses, what they know and don’t know, and how well they are performing. • Researchers have found that students who received personal, pertinent feedback about their homework errors outperformed students who received only scores on their homework assignments. • Researchers have identified four questions that teachers should ask themselves as they review a student’s homework assignment: • Is there an error? • What is the probable reason for the error? • How can I guide the student to avoid the error in the future? • What did the student do well that could be noted?

43. Sharing feedback with students through… *Switch to FCIM ppt Data Chats

44. How often are Data Chats conducted? • Weekly whole class data chat • Weekly student individual data tracking (in “Pride” folder) • Monthly/Quarterly teacher-student data chats (include parents as necessary and appropriate) • Semiannually administrator-student data chats (after baseline and midyear testing)

45. Teacher questions for student data chats • Have you shown improvement? • What barriers to learning are you experiencing? • What has helped you learn? Please state some specific activities or class interactions. • How do you feel about your progress in this class? • Ask students to complete a goal sheet. • Ask students to complete their action plan to reach their goal. • Review their progress on their goals monthly or quarterly. Establish this as a regular routine in your class.

46. Data Chats lead to Action Plans • As teacher-student data chats are held the opportunity arises to assist or expect a student created action plan. • Teacher provides data, discusses implications of data with student, asks questions related to their learning, and then expects student to record, monitor, and create an action plan.

49. Gradual Release Gradually move from to the 5E Model!

50. 5E Model What is the ? • Discovery model • Inquiry based model • Students form meaning and conceptual understanding before the teacher explains concepts • Change in mindset from the model of lesson planning most frequently used • Has attributes that blend with the gradual release model