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Session One Agenda. Welcome, attendanceReview of project formattingIntroduction to instructional planning sectionWorkshop: Scope and sequence chartEvaluating instructional planningDesigning unit assessmentsClosing; next time. Senior Portfolio. General Format Start a new page for each section
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1. Student Teaching Seminar Creating Your Senior Portfolio
Session 2: Instructional Planning
2. Session One Agenda Welcome, attendance
Review of project formatting
Introduction to instructional planning section
Workshop: Scope and sequence chart
Evaluating instructional planning
Designing unit assessments
Closing; next time
3. Senior Portfolio General Format
Start a new page for each section
Please use bold headings for each section in your responses
12-point font
Font: Similar to Times New Roman, Garamond, or Calibri
Single Space -- Double space between paragraphs
Include graphics and or charts where requested
4. Portfolio Sections Contextual Factors
Instructional Planning: Goals, Objectives, Instruction, and Assessment
Instructional Decision-Making/Analysis of Student Learning
Reflection and Self-Evaluation
5. Contextual Factors: Peer Review Community/district and school contexts
School and classroom factors
Student characteristics
Implications for instruction
6. Norms for Peer Review Always point out strengths as well as elements that need more work.
Try to attend to larger issues (organization, detail, etc.).
Be specific. Point to particular places in the paper where revision will be helpful.
Don't hesitate to respond as a reader, for example,
I got confused here about...
I think you may need more information here about…
Remember that not all readers react in the same way, and divergent points of view can help you see options for revising.
Make comments in spirit of helpfulness. Take comments in spirit of helpfulness.
7. Questions for Review How well does this section describe important characteristics of the
community,
school, and
students?
How thoroughly does this section connect the description of the contextual factors to implications for instructional planning and assessment?
8. Instructional Planning Evaluating sample units
Instruction plan overview (scope and sequence)
Lesson plan format
Standards, objectives, indicators
Assessment
9. Evaluating Instructional plans How does this writing address the criteria in the rubric?
10. Instructional Planning Section 1: Plans
Unit Instruction Plan/Overview:
Create an outline or chart to summarize your goals, objectives, instructional plan and assessments.
Lesson and Assessment Plans:
Use the UVU School of Education Lesson plan form.
Make sure that all instruction, activities and assessments and materials support your goals and objectives for the lesson and the unit.
Include all lesson plans in your submission. Also include any worksheets, handouts, etc. you plan to use in your lessons.
Based on your goals and objectives, plan your assessment for the unit. You need three types of assessment in your plan: pre-assessment, formative, and summative (before, during, and after).
Include scoring guides or rubrics for each assessment tool, along with copies of assessments (tests, questions, etc.), prompts and or directions to complete tasks for assessment, and criteria for judging student success (scoring guides/ rubrics, rating scales, checklists, answer key, etc.)
12.
SCHOOL OF EDUCATION
Utah Valley University
Teacher Education Program
Lesson Planning Guide
Name: Date: Time
Grade Level: Subject:
Utah State Core Curriculum Standard(s) and Common Core Standard(s):
Lesson Objective(s)/Goal(s):
Preparation (teacher materials, student materials, etc.):
Technology Use:
Instructional Procedures (These steps should reflect the model of instruction chosen for this lesson!):
Accommodation(s) for Diverse Learner(s)
Evaluation of Student Progress
Pre-assessment:
Formative assessment:
Summative assessment:
13. Instructional Goals Standards
Utah Core Curriculum
http://www.uen.org/core/
Common Core Standards http://www.schools.utah.gov/core/
Objectives: What will students know?
Utah Core
Indicators: What will the students be able to DO to show what they are learning?
14. Written Discussion Section 2: Written Discussion
Discuss
Why your learning goals are appropriate in terms of prerequisite knowledge, skills and other student needs.
Discuss
How you will evaluate your learning goals and how you will determine ongoing student progress throughout your instructional unit.
How you will determine if students meet criteria for mastery (standards of performance).
15. Assessment Unit assessments (formal)
Pre-assessment (Lesson 1)
Post-assessment (Lesson 5)
Lesson assessments (formal or informal)
Pre-assessment
Formative assessment
Summative assessment (if appropriate)
16. Remember! Respect confidentiality!
Never use students’ real names (use an initial or a pseudonym), and remove names from any samples of work that you may include with your project.
Do not include photographs of students in your project.
Do not use your cooperating teacher’s real name. Use an initial or use a pseudonym.
17. Next Session 3:00-6:00 pm
February 6, room 124
February 8, room 134
Bring:
Instructional plan outline (scope and sequence chart)
Drafts of lessons for unit plan, including lesson and unit assessments