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 Criteri( 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 Teaching and Required Assessment
Item/Topi Learning Strategy Reading
c and/or
Preparatio
n
1:10 - 1:20pm Re-cap Pick the Best ParticipatioObservation
3:10 - 3:2pm and Response - n in - observe for
overview Introduction activprevious correct number
of day ty - where the classes of fingers from teacher asks students; look
students to all for general
select the best misconception
response based on s that might
previous days' require
lessons. Questions additional
that are numbered clarification
are presented to
students. All
students participate
by holding up
number of fingers
that corresponds to
the "correct"
response.
1:20 - 2:05pm Peer Peer Review First/rough Observation
3:20 - 4:05pm Review Description draft of - for
Students follow a lesson plan understanding
very structured of task
checklist to review -
a partner's rough participationwit
draft of work.
h partner
Method
The teacher: Q & A
• plans composition
of pairs, carefully - circulate and
assist small
selecting them to groups,
encourage the individuals as
comfort level of
students; needed; collect
questions that
• establishes a represent
checklist of items
for students to general
misconception
consider when peer s that might
reviewing a require group
partner's work
• reviews and clarification
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 understanding by
moving about and
listening;
Lesson plan
checklist [This opens
in a new window.]
11:05 - 11:10am Break?
2:05 - 2:10pm
4:05 - 4:10pm
2:10 - 2:30pm Questions Visiting the Participatio Q & A
4:10 - 4:30pm Parking Lot n in peer - accuracy of
,
Questions This allows for the editing responses
, teacher to address process -
any of the misconception
Questions questions or items s
?
listed in the - look for
"parking lot" or any hesitations,
other questions 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, informative,
and applicable to
the developmental
stage of the
student; they
should be repeated
to strengthen the
impact.
Demonstrations
respond to the
needs of visual
learners (if the
teacher models) or
kinetic learners (if
the student
models) and
promote the
development of
observation skills.
There is a link
between
demonstration and
further learning, as
students engage in
questions and
practices that
confirm and ensu
More
Less
