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September 26, 2012
Week 4: September 24th and 26th, 2012
Agenda, Resources and Teaching Strategies:
This Week's Learning Goals:
Teacher Candidates will:
1. review the lesson planning
process
2. provide constructive
feedback to peers regarding
a draft lesson plan
3. explore a new questioning
tool to support scaffolding
questions
Success Criteria
( describes in very
specific terms, what successful
attainment of the learning goals
look like/sound like; how will
students specifically provide
evidence of their learning to
demonstrate their knowledge and
skills, also refer to achievement
charts for the subject; co-
constructed with students?)
Teacher Candidates will
demonstrate their understanding
of lesson planning processes by
providing appropriate
feedback to a peer regarding
a lesson plan draft
accurately apply lesson
planning processes to
"scenarios" in an online
review
applying the Q-matrix to a
problem scenario
Time
Agenda
Item/Topi
c
Teaching and
Learning Strategy
Required
Reading
and/or
Preparatio
n
Assessment
1:10 - 1:20pm
3:10 - 3:20pm
Re-cap
and
overview
of day
Pick the Best
Response -
Introduction activi
ty - where the
Participatio
n in
previous
classes
Observation
- observe for
correct number
of fingers from
Only pages 1-3 are available for preview. Some parts have been intentionally blurred.
teacher asks
students to all
select the best
response based on
previous days'
lessons. Questions
that are numbered
are presented to
students. All
students participate
by holding up
number of fingers
that corresponds to
the "correct"
response.
students; look
for general
misconception
s that might
require
additional
clarification
1:20 - 2:05pm
3:20 - 4:05pm
Peer
Review
Peer Review
Description
Students follow a
very structured
checklist to review
a partner's rough
draft of work.
Method
The teacher:
• plans composition
of pairs, carefully
selecting them to
encourage the
comfort level of
students;
• establishes a
checklist of items
for students to
consider when peer
reviewing a
partner's work
• reviews and
models how to go
through the
checklist
• sets clear
expectations
regarding
appropriate
behaviours,
comments
• establishes clear
steps for students
to follow
• gives appropriate
time lines;
• monitors student
activity and
First/rough
draft of
lesson plan
Observation
- for
understanding
of task
-
participationwit
h partner
Q & A
- circulate and
assist small
groups,
individuals as
needed; collect
questions that
represent
general
misconception
s that might
require group
clarification
Only pages 1-3 are available for preview. Some parts have been intentionally blurred.
understanding by
moving about and
listening;
Lesson plan
checklist [This opens
in a new window.]
11:05 - 11:10am
2:05 - 2:10pm
4:05 - 4:10pm
Break?
2:10 - 2:30pm
4:10 - 4:30pm
Questions
,
Questions
,
Questions
?
Visiting the
Parking Lot
This allows for the
teacher to address
any of the
questions or items
listed in the
"parking lot" or any
other questions
that were evident
through
observation and
circulation
throughout the
lesson.
Q-Matrix
Overview
Teacher
Demonstration -
Direct Teaching
Strategy
Description
Demonstration
involves modelling
a process, showing
how something
works, or providing
an example.
Demonstrations
give concrete
examples of a
concept that needs
to be learned,a
strategy that needs
to be practised, or
knowledge that
needs to be
acquired.
Materials and
context are
prepared ahead of
time.
Demonstrations
should be
manageable,
Participatio
n in peer
editing
process
Q & A
- accuracy of
responses
-
misconception
s
- look for
hesitations,
questions
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