Domain+4-+Delivery+of+Instruction

=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

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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

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.

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

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 * 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.

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

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.

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