Domain 4: Delivery of Instruction for Effective Teaching and Learning Course Planning Page



Domain 4 course day 1 ppt as of 062512

Notes from 5/8/12 work session

Course syllabus

Project rubric

Notes from 5/1/12 work session
MSDE CPD approval form

ERO course proposal form


Domain 4 rubric

Skeleton powerpoint 050112

Syllabus template for domain courses

Notes from 5/1/12 planning meeting


Day I: Knowing the learner and engaging the learner


learning preferences, interests
21st century learners- tech, real world connections
student choice

http://daretodifferentiate.wikispaces.com/Knowing+the+Learner

Knowing Our Learners ppt

21st century learners

http://letsgetengaged.wikispaces.com/Real+World+Connections

http://daretodifferentiate.wikispaces.com/21st+Century+Learners+and+Learning

http://www.iste.org/standards.aspx

student participation
differentiation
grouping strategies

http://letsgetengaged.wikispaces.com/The+Power+of+Us

http://daretodifferentiate.wikispaces.com/Flexible+Grouping


http://letsgetengaged.wikispaces.com/Can+We+Talk%3F

Day 2: Leading the learning and assessing the learning


directions
transitions, pacing
wait time, student-teacher talk

Wait Time and Student Teacher Talk

questioning and discussion techniques
feedback
student self-assessment
checking for understanding and responding to formative data


http://letsgetengaged.wikispaces.com/Popping+the+Questions

http://daretodifferentiate.wikispaces.com/Questioning

http://letthedatabeyourguide.wikispaces.com/Formative+Assessment+Strategies

http://letthedatabeyourguide.wikispaces.com/Responding+to+formative+data

Feedback powerpoint


Session I: Overview

Outcomes: Participants will


  • Reflect on their verbal and nonverbal communication skills
  • Practice techniques for giving clear directions
  • Explore ways for students to give feedback on directions

Content/Processes:



Applications/Assignments:


  1. Collect data from students about how they best understand directions given.
  2. Practice check-ins with students to verify understanding of directions and reflect on their impact on student learning
  3. Diversify the modalities of direction-giving in a lesson and evaluate its impact.
  4. Create a rubric/checklist for effective direction-giving. Practice giving directions and receive feedback on how you did.

Resources:


http://daretodifferentiate.wikispaces.com/Knowing+the+Learner




Session 2: Engaging students in learning Part I

Outcomes: Participants will


  • Explore research around student engagement and discuss its implications in the classroom
  • Make connections between multiple intelligences and presentation modalities
  • Discuss the importance of authenticity and real world connections for 21st century learners.

Content/Processes:

Applications/Assignments:


  1. Analyze a lesson you have recently taught for the variety of modalities present. Reflect on how you might reengineer that lesson to include more variety.
  2. Revise a project or assignment you have assigned to be more authentic and real world and reflect on it.
  3. Collect data about the levels of student engagement you observe in a class. Analyze the data using what you’ve learned about student engagement.
  4. Collect data from students regarding their learning preferences (environmental, multiple intelligences, learning styles, interests).
  5. Evaluate a lesson for attention to 21st century learners and reengineer it based on your findings.


Resources:


http://letsgetengaged.wikispaces.com/

http://letsgetengaged.wikispaces.com/Real+World+Connections

http://daretodifferentiate.wikispaces.com/21st+Century+Learners+and+Learning

http://www.iste.org/standards.aspx


Session 3: Engaging students in learning Part 2

Outcomes: Participants will


  • Become familiar with technology standards and best practices
  • Explore options for flexible grouping in the classroom
  • Examine lesson transitions and pacing and strategies for maximizing class time.

Content/Processes:

Applications/Assignments:


  1. Implement a new flexible grouping strategy and collect formative data about its impact.
  2. Ask a colleague to observe a lesson you teach and collect data on your transitions and pacing. This can also be achieved through videotaping a lesson. What did you learn from the experience?
  3. Challenge yourself to learn and implement a new technology into your classroom and collect data from the students about it. Write a reflection on what you learned about yourself and your students.
  4. Create a lesson plan that includes appropriate integration of a new technology.
  5. Choose a resource from the wiki on flexible grouping and reflect on how you can implement it.

Resources:


http://letsgetengaged.wikispaces.com/The+Power+of+Us

http://daretodifferentiate.wikispaces.com/Flexible+Grouping

Productive Group Work (Frey & Fisher)- Leslie’s library


Session 4: Provides effective feedback to students & Demonstrates flexibility and responsiveness

Outcomes: Participants will


  • Explore research on feedback and its effects on learning
  • Become familiar with best practices in giving feedback to students
  • Explore strategies for student self-assessment
  • Become familiar with research on differentiated instruction and build a repertoire of differentiation strategies
  • Explore ways to respond to formative data to maximize student learning

Content/Processes:

Applications/Assignments:


  1. Intentionally make your feedback more meaningful for your students and then reflect on its impact.
  2. Try out a feedback strategy and reflect on its effectiveness.
  3. Choose a differentiation strategy and implement it. Reflect on its effectiveness and how you might adapt it for future use.
  4. Incorporate into your instruction some responses to formative data that are new to you and reflect on their impact.
  5. Using the examples from the wiki for inspiration, create an original student self-assessment for a unit you teach.
  6. Analyze a lesson for differentiation and reengineer it to include differentiation of content, process, or product.

Resources:


http://letsgetengaged.wikispaces.com/Empowering+Students+Through+Reflection+and+Feedback

http://daretodifferentiate.wikispaces.com/

http://letthedatabeyourguide.wikispaces.com/Formative+Assessment+Strategies

http://letthedatabeyourguide.wikispaces.com/Responding+to+formative+data




Session 5: Use questioning and discussion techniques effectively

Outcomes: Participants will


  • Practice questioning techniques corresponding to Bloom’s revised taxonomy
  • Become familiar with research around wait time and teacher/student talk in the classroom.
  • Explore ways to create a culture of inquiry in the classroom
  • Explore ways to encourage student participation.


Content/Processes:

Applications/Assignments:


  1. Collect data on teacher talk vs. student talk in the classroom and reflect on it.
  2. Collect data on question being asked by teacher and students and where they fall on Bloom’s taxonomy and reflect on it.
  3. Collect data on student participation in class and reflect on patterns and trends you see.
  4. Intentionally incorporate strategies for wait time and student participation, collect data on them and reflect.

Resources:


http://letsgetengaged.wikispaces.com/Popping+the+Questions

http://letsgetengaged.wikispaces.com/Can+We+Talk%3F

http://daretodifferentiate.wikispaces.com/Questioning


Total Participation Techniques (Himmele & Himmele)- Leslie’s library