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CURS 4200U (10)
Lecture

Lecture 4

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School
Department
Education
Course
CURS 4200U
Professor
Diana Petrarcha
Semester
Fall

Description
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
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