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EDUC 4454 CLASS 10 PLANNING & PREPARATION FOR PRACTICE TEACHING EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING EDUC 4454 AGENDA FOR PLANNING & PREPARATION FOR PRACTICE TEACHING

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EDUC 4454

CLASS 10

PLANNING & PREPARATION FOR PRACTICE TEACHING


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING


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EDUC 4454 AGENDA FOR PLANNING & PREPARATION FOR PRACTICE TEACHING

  • Individual plans – Pair/Share/Repair

  • Debrief planning: “How do I do…?”

  • Organization of Practice Teaching Binder

  • Overview of Assignment #2

  • Taping for Communication Assignment


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

Pair/Share/Repair:

  • Partner up.

  • Share your SAPF & MAPF.

    • Check for proper format, headings, details, task cards, tracking sheets

    • Use the lesson plan questions to review

  • Repair – Make the necessary changes.


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

Debriefing Planning:

Teachers write lesson plans to create a well-organized set of learning experiences for their students.


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

  • Expectations/Opportunities:

    • Use wording from the curriculum documents

    • Be precise. Drop all unnecessary wording.

    • Limit the number.

    • Focus on the knowledge, skill or attitude. (What will your students ideally know/feel as a result of the lesson?)

    • Did you have to modify?


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

5. Assessment:

  • How will you know the expectations have been achieved? Relate back to the expectations.

  • Be succinct!


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

2. Pre-assessment:

a) Learners:

  • What do the students know about the topic?

  • How will you find out? (Associate Teacher)

  • Include the modifications/accommodations you plan to make for students with special needs.


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

b) Learning Environment:

  • How will you organize the room?

  • Indicate where you will be located and any transitions during the lesson.

    c) Resources:

  • List what you need to teach the lesson.


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

3. Content:

  • “What” you are teaching. (point form, nouns only)

  • Be specific. (Break down the content!)

  • Sequence logically.


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

4. Strategies:

  • How you will teach the content. Be specific! What will you do? What questions will you ask?

  • Include “key” questions.

  • This section is different depending on the format used (GPF, SAPF, MAPF).


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GPF:

  • Split page (Match up content item and strategy)

  • Be specific!!! (Include step-by-step details)


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EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

GPF:

4. b) Consolidation of Learning:

  • What will I do to see if the students understand? (Quick check)

  • Include the specific questions.

    4. c) Application/Reaction:

  • What will the students do on their own to demonstrate the knowledge/skill/attitude from the lesson? (Explain the details.)

  • What will you be doing when they are doing this work?


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SAPF:Content and Strategies are separated

3. Content:

  • Listed

    4. Strategies:

    a) Introducing the Activity:

  • How you will introduce the activity?

  • How you present expectations and procedures?

    b) Routines:

  • What are the routines? (task cards/on chart paper/blackboard)

    c) Student Teacher’s Role:

  • How will you monitor the class? (key questions)

  • What you are doing?


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MAPF:Content and Strategies are separated and

in columns.

3. Content:

  • Listed

    4. Strategies:

  • Rules and Routines:

    • What are the routines? (task cards/on chart paper/blackboard)

  • Teacher’s Role:

    • How will you monitor the class? (key questions)

    • What will you be doing?


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    6. Reflections:

    • Learning:

      • Expectations (Focus on Learners.)

      • Opportunities (Focus on Learners.)

    • Effectiveness:

      • Focus on you. (communication, planning, implementation, classroom organization, management)

    • Next Step:

      • What should be a follow-up?

      • What needs to be addressed?


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    How do I do…

    • Planning for split grades?

    • Are there exceptions?


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Planning for split grades:

    • Different Treatment/Different Lessons

      • Two lesson plans

    • Same Treatment/Same Lesson

      • One lesson plan


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Planning for split grades:

    3. Different Treatment/Same Lesson

    • Expectations for each grade

    • Pre-assessment of learners for each grade

    • Same content and strategies

    • Different consolidation of learning and application

    • Same assessment but may be measured differently


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Expectations for #3:

    The grade 4/5 learners will:

    • (Grade 4) formulate questions related to their own experiences with light.

    • (Grade 5) formulate questions related to protection of the natural environment.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Consolidation of Learning:

    Include specific questions for grade 4 and specific questions for grade 5.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Application for #3:

    Grade 4:

    The students will work in pairs with a light source

    and various equipment such as mirrors, prisms and opaque, translucent and transparent slides to brainstorm questions about light and its properties.

    Grade 5:

    The students will work in pairs to view a series of pictures of piles of garbage in various settings and to brainstorm questions about the protection of the natural environment.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    EXCEPTIONS WHEN PLANNING…

    (Practice Teaching Handbook)

    • p.26 Consolidation of Learning & Application

      – may be included in the “Establishing the Learning” section in some GPF lessons

    • p.34 A GPF lesson may take place over 2 days… what to do!

      • you will need separate reflections for each day.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    EXCEPTIONS WHEN PLANNING…

    • AM/PM Kindergarten class but teaching the same lesson…what will you do?

    • Separate pre-assessment of learners (AM/PM)

    • Separate reflections (AM/PM)


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    EXCEPTIONS WHEN PLANNING …

    • Routines: (page 8 Practice Teaching Handbook)

      • do not require a lesson plan BUT must

        * include Purpose and Procedure

        * be placed in rules and routines section of your Practice Teaching Binder

      • separate routines into:

        *Management-Related Routines

        *Curricular-Related Routines

        (page 76 Practice Teaching Handbook)


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    Example: Entry & Dismissal Routine

    • Purpose:

      The students must get ready for class (or home). Allowing the children to be responsible for their belongings increases their sense of responsibility and independence.

    • Procedure:

      • The entire student body enters the classroom (portable) as the bell rings.

      • They are to go directly to their hook and take off their coats, boots, etc. and then go to their desks and place planners on the right corner of their desks.

      • At dismissal time, it is their responsibility to look at the assignments board for any homework due the next day and record it in their planners.

      • They are to go their area and begin getting ready for home.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Organization of Practice Teaching Binder:

    • Will be covered in Practice Teaching Class

    • Check my website:

      http://www.nipissingu.ca/faculty/lindak/lkeuhlhome/


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    Overview of Assignment #2 -

    “Planning for Learning”

    • Interview one of the following: your associate teacher, principal, vice-principal…

    • Bring your notes to first methods class

      • Personal and group notes need to be submitted to me but will not be part of your portfolio

    • After the class discussion, write a brief one-page reflective summary. ONLY your reflective summary for Assignment # 2 is to be included in your portfolio.


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    Communication Assignment:

    • Tape one of your lessons during the week of

      October 18-22.

    • Do not do anything but tape the lesson. We will discuss this assignment in the first class when you return.


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    EDUC 4454 PLANNING & PREPARATION FOR PRACTICE TEACHING

    Things to Focus On:

    • Work on getting the elements of each format down.

    • Include detail – Err on the side of “too much” or “more”.

    • Enjoy the experience & have fun!!!


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