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CURS 4200U (10)
Lecture 10

Lecture 10 - Notes

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CURS 4200U
Diana Petrarcha

November 21, 2012  Guess the term/label o Have kids have sticky notes on their backs --> mill around and stop in front of someone o You may ask a yes/no question o based on the answers, guess what is on your back  Achievement charts o Planning with the end in mind o Can use achievement charts to come up with the assignments in the first place o Common framework o Helps focus on feedback o POSTED  Planning a mini-unit o Long range plan -> unit plan -> lesson plan  What is a unit plan? o Group of lessons organized sequentially, building upon one another to create a unit of study for learners  Why do we do it? o So that students are able to make connections between lesson plans o For our learners o Effective instruction  Various planning models o Backwards design  Begins with the end in mind  Work backwards from curriculum expectations o 3 questions  What do I want students to learn?  What evidence will I accept of that learning?  How will I design instruction  Same as for lesson planning but on a much larger scale  Design-down approach -> much like a pyramid  Gradual release until they do a culminating activity at the end o Students demonstrate learning from bottom to top, but we start from top to bottom when we plan  Unit plan overview template Week 9: November 19 and 21, 2012 Agenda, Resources and Teaching Strategies: Time Agenda Teaching and Learning Strategy Required Assessment Item/Topic Reading and/or Preparatio n 1:10 - Guess the "Guess the Label" (I don't know Participation in - Observe for 1:20p Label where I got the idea for this last class and/or participation and m completion of last strategy OR if this is indeed the accuracy of 3:10 - correct term for the strategy!) week's peer responses 3:20p response activity. Description m This is a strategy to review (10 concepts and prior learning. It can min) be used at the end of a lesson/unit to review concepts OR at the beginning of a class to review prior knowledge from previous lesson/unit. Method The teacher: • introduces strategy and rules for implementation (**please note-- some students may NOT want to be touched on the back or shoulder, etc.;) • once the rules are established, students will have a label with a term on his/her back; • students walk around and greet a partner • depending on the purpose of the activity, an "icebreaker component" may be included • look at partner’s label (on back) • each of the pair will ask two questions about the term by ONLY asking questions that elicit a yes/no response • after each pair has asked two questions, they thank each other and walk around and repeat process until time is up • if student guesses the term, students continue to mingle to answer others’ questions about their terms. Considerations • teacher must teach and model how to ask questions to elicit yes/no response • sets clear expectations regarding appropriate behaviour 1:2
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