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Presenting Instructional Content

Presenting Instructional Content. October 4, 2012. Objective. Teachers will be able to explain how the indicators for the presenting instructional content portion of the rubric are implemented at a proficient level in the classroom. . Agenda. Evaluation Review Differentiation

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Presenting Instructional Content

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  1. Presenting Instructional Content October 4, 2012

  2. Objective Teachers will be able to explain how the indicators for the presenting instructional content portion of the rubric are implemented at a proficient level in the classroom.

  3. Agenda Evaluation Review Differentiation Identify Need Reinforcement objectives and qualitative walk through information Obtain New Learning Modeling Visuals Development Develop modeling script Apply (In your classroom)

  4. Evaluation How did you differentiate for your students? What examples can you provide from your lessons last week?

  5. Need

  6. Descriptors for PIC • visuals that establish the purpose of the lesson, preview the organization of the lesson, and include internal summaries of the lesson. • examples, illustrations, analogies, and labels for new concepts and ideas. • modeling by the teacher to demonstrate his or her performance expectations. • concise communication. • logical sequencing and segmenting. • all essential information. • no irrelevant, confusing, or non-essential information.

  7. Research about PIC Kagan (1992) found that student performance is higher in classrooms where teacher expectations for what the student is to learn (i.e., lesson goal) and what the student is to do (i.e., instructions) are explicitly stated. Anderson (1985) concluded that students perform better in classrooms where the instructional goal is clearly communicated because the goal provides directions to the student (Good & Brophy, 1984) and provides the basis for evaluation and mastery (Bloom, 1976).

  8. Obtain New Learning • I Do • Model Visual • We Do • Practice a visual with a similar idea. • You Do • Develop and implement a visual in your lessons next week.

  9. Compare and Contrast

  10. We Do: Modeling

  11. Development • Develop a model with a visual for your lesson • What visuals will you include in the lesson. • How will you make sure that students know exactly what you expect them to do/know? • How will you sequence your instruction to support all learners in your classroom? • How will you connect previous indicators in your lessons next week.

  12. Go Forth & Apply Describe what you will be modeling next week

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