Welcome to Session 2!
Icebreaker Review
Orange You Smart???
Group Task:
Create a scrabble-like grid of words directly related to the
topics from last week’s class
You will have three minutes to construct your grid
Scoring:
• 1 point per letter in words up to 4 letters long
• 2 points per letter in 5-6 letter words
• 3 points per letter in words 7 letters or more in length
When letters are used twice, they count each time
Lesson Objectives
TEACHING DOESN’T
HAPPEN UNLESS
LEARNING OCCURS
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Paraphrase: (#5)
On the
“Monday”
section on the
yellow bellwork
handout, write
down what this
means using
different
wording.
3
Objective:
TOPIC: Lesson objectives
DO: Write objectives with “topic” and
“do” components within groups aligned
to CTE Standards
Level of Thinking: Applying
Think of your objective as:
What you expect your students
to learn and be able to do by
the end of the day’s lesson.
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Objectives align to CTE Technical Standards
When planning lessons, the
Measurement Criteria should be
used to determine unit/lesson
objectives
Az Career and College Ready Academic
Standards (English Language Arts / Math)
should also be identified when used
Alignment
Defined:
State of agreement or cooperation for coordinated function
Everything “matches up”
• Objectives must match CTE Program Technical Standards
and/or Measurement Criteria
• Learning activities must match the objective
Standards:
•Created by educators and industry representatives based upon the skills
and knowledge necessary to succeed in the industry
•Describes how well learners should know or be able to do something
Measurement Criteria (MC’s):
• A single standard may have many MC’s (3-15)
• Measurement Criteria are small – distinct parts of the standard which can
be measured/assessed.
•If all of the MC’s are mastered, the standard is also mastered
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M
C
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Check for
Understanding
Demonstrate that you understand the
difference between a “standard” and a
“measurement criteria” by explaining to
a peer.
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Objectives DRIVE:
• Your lesson introduction
• All activities throughout
the lesson
• Your lesson closure
• Assessment
Objectives guide instruction:
When we post daily objectives for our
students, they should include:
• Topic – (Major concepts) What the students need to
understand as a result of the lesson
• Do – Measurable student tasks
Objectives need to be straightforward enough for the students
to understand and to be able to explain to another person.
Advantages of posting objectives
• For the TEACHER:
• Insures that lessons are aligned to CTE Technical Program Standards
• Keeps the teacher focused
• For the STUDENTS:
• Makes them aware of what they are accountable for learning and
• Answers the “What are we doing in class today?” question
THREE Parts of an Instructional Objective
T
Noun
“TOPIC”
What the students
will learn
MPS Career and Technical Education
D
Command
Verb
“DO”
What the students
will do to show
what they have
learned
L
L.O.T.
“LEVEL OF
THINKING”
Bloom’s
Taxonomy
Level
Determined by the
Command Verb
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The “Topic” portion of the objective
• Should relate to a state standard and/or
measurement criteria
• Does not need to include the standard
number (which is meaningless to students)
• Written in concise, student-friendly terms
The “Do”
• Think of this as the “proof ” of student learning.
For example:
• Description of concepts learned in an assignment
• Process demonstrated
• There should be some way to assess each day – even if it is an ongoing
lesson or lab.
For example:
• Progress log – handout has been included, and is available electronically on the CTE PD webpage
• Reflection
• Should be written in clear language so that any person could understand
what is being done.
Chapter, page, or question numbers are not enough!
Some examples of the “Do” (Measurable Tasks)
Use
Sketch
Explain
Construct
Perform
Construct
Describe
Solve
Create
Apply
Produce
Communicate
Compare
Analyze
Investigate
Collaborate
Connect
Draw conclusions
Interpret
Demonstrate
Estimate
Paraphrase
Write
Categorize
Evaluate
Illustrate
Organize
Classify
Calculate
Predict
From last week’s
handout
The “DO”
verbs
correspond
with Bloom’s
Levels
Write objectives to support a Measurement
Criteria
1
1.0 DEVELOP AN INDIVIDUAL CAREER PLAN FOR CULINARY ARTS
PROFESSION
1.1 Explore culinary arts career areas
1.2 Develop a personal career plan
1.3 Review and revise plans on an annual basis
1.4 Manage personal and career goals
1.5 Describe factors that contribute to job satisfaction and success
2.0 PREPARE FOR EMPLOYMENT IN CULINARY ARTS
2.1 Develop a résumé
2.2 Complete job application process
2.3 Complete culinary school application
2.4 Identify levels of training required for food service and hospitality occupations
2.5 Examine labor market information for food production/culinary arts careers
2.6 Demonstrate interviewing skills
Objective Writing Task
Independently – Highlight a Measurement Criteria that you will be addressing within
the first month of school from the your program standards
With your table group - Discuss your lesson idea and record an appropriate objective
including both “Topic” and “Do” on the chart for this task (There should be one listed
for each group member!)
Closure / Checking for
understanding:
The task that was just completed would be an
adequate check for understanding for section’s
learning objective.
Starting Class Off
On the right foot…
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Complete the “Tuesday” section of your
yellow Bellwork Log by answering the
questions below.
1. What are some distractions or issues that a teacher faces
at the beginning of a class?
2. How do you handle the “what are we doing today”
question?
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The FIRST FIVE MINUTES OF CLASS TIME IS
CRITICAL!!
Use it to your best advantage
with an engaging bellwork
question or activity!
Bellwork
A daily routine that
can incorporate activating
students’ prior knowledge
and serve as the lesson’s introduction
A bellwork routine…
• allows teachers time to take roll silently as the students
respond to the bellwork prompt
• gets students accustomed to getting to work as soon as
they enter the room and hopefully eliminating that “what
are we doing today” question.
Good Bellwork Questions
Direct the students to
link past experiences or
something they already
know directly to the
current learning.
Or…
Review concepts
from prior lessons.
A- B Partner Teach #32
• Choose a partner to share with.
• One will be Partner A and the other Partner B
• Partner A will share the purpose of Bellwork.
• Partner B will share an example of an appropriate
Bellwork question.
Bellwork questions MUST align to
the lesson objective!
Directly Teach Students the
Bellwork Routine
• Have the question on the board or screen prior to students entering the room.
• Have a designated place for bellwork logs to be picked up at the beginning of the
week, or hand them out on Mondays. (Still have the central location for those absent
Monday to get a log when they return to school.)
• Teach students to come into class, get their logs out immediately, and work
quietly on answering the question.
• Have a system to check logs on Fridays.
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Using your Objective Writing Task, create an
appropriate bell work task or question.
Be prepared to share out when you are finished.
Let’s see what you learned about Bellwork.
Ready for some active engagement…
Let’s play Kahoot
• Get out your mobile devices and go to kahootit.com
• Kahootit.com
• Put in the Game pin number and your nicknane and join the game
• Press on the color and shape that has the best answer
Section Objective:
Topic: Effective lesson introductions
Do:
Describe reasons for, and
components of effective lesson
introductions
L.O.T.: Understanding
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Lesson INTRODUCTION
Definition:
An active process that draws on the student’s
prior knowledge or experiences and connects
with the skills or processes to be learned.
Use the KIM chart to take notes on this section
Lesson Introduction
Purposes
• Transitions thinking to new topic/objective
• Draw on students’ prior knowledge
• Provides teacher the opportunity to make the
learning relevant
Think of your introduction as a bridge between what they already know and
what they will be learning.
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7/11/2016
LESSON INTRODUCTION
Critical Attributes
1. Must be congruent to the objective
2. Build a case for the importance of material
being learned and/or
3. Draws on student’s prior knowledge and
connects to new learning
4. Should include student engagement
MPS CTE
Students should “think and do”!
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Example:
All components are
present
1. Congruency
2. Past Experience
3. Active Engagement
4. Purpose
LESSON: Annual Plants
INTRO: Today’s lesson will be about the different classifications of
plants. Think about your own landscape. Some plants have been there
for years, they are fairly permanent. Others seem to have a very short
life. Even though they were well cared for and healthy, they need to be
replanted every year. Be ready to either describe or name examples of
such a plant.
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3-2-1
closure / formative assessment
List 3 of the 4 Critical Attributes of an Introduction
List the 2 important things to remember related to bellwork
Write 1 possible interruption that would occur at the
beginning of a class period
Student
Engagement
Section Objectives:
Topic: Student engagement in lessons
Do: Describe the significance of student
engagement in lessons and determine which
engagement strategies best fit your teaching style
L.O.T: Understanding and applying
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Active Engagement
Introduction
Think of the strategies we have used so far in this class,
or you have used in another class that have led you to
process information to think further about the topic.
Choose which strategy you think has been most effective
and be prepared to share the strategy with a partner.
Take one minute of silence to think
this through.
Be ready for Think-Pair-Share! (#3)
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Steps for soliciting Responses
• Give task
• Provide ample thinking / processing time
• Call on non-volunteers
• Student response
• Monitor and give feedback
ENGAGEMENT AND MOTIVATION
High levels of active engagement during
lessons are associated with higher levels of
achievement and student motivation.
Ryan and Deci, 2000
Calling on
Non-volunteers
With your group
discuss and record on
the whiteboard why
teachers should adopt
the practice of calling
on non-volunteers.
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Active Engagement
Active Engagement
The consistent engagement
of the minds of all learners
with the topic being
discussed
Students
should be the
processors
of information
not
receptors!
Active Learning
Active learning involves providing opportunities
for students to meaningfully talk and listen,
write, read, and reflect on the content, ideas,
issues and concerns of an academic subject.
Meyers & Jones, 1993
“Minds-on” learning
• Active engagement strategies require
more than just “hands on”
involvement
• Teachers need to lead students to the
knowledge rather than “stuff it in their
ears”
Student Learning is…
Overt
• Observable – CAN be measured
Covert
• Non-observable – Is NOT measurable
Combination
• Overt and Covert used together
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On a slate draw this chart (#2)
Overt
Write
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Covert
Think
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Response Cards
Blue card = Overt
Tan card = Covert
(#7)
show
draw
demonstrate by...
tell me
explain
visualize
imagine
think
focus on
write
listen
tell your neighbor
remember
pretend
consider
act out
graph
infer
create blog
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classify
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Active Learning / Engagement
Is:
• Asking questions that can have
multiple answers
•
•
•
•
Students thinking and doing
Students working together
Lots of discussion
Continuous feedback to students
Is Not:
• Asking questions that lead to one correct
answer
•
•
•
•
Teacher lecture
Teacher summary of reading material
Students taking notes from PowerPoints
“Fill in the blank” worksheets
Characteristics of Engagement
• Encourages problem-based thinking
• Permits student choice and initiative
• Requires student thinking
• Encourages depth rather than breadth
• Designed to be relevant and/or authentic
Our Challenge as teachers
Substitute engagement strategies
For traditional:
• Lectures
• Notes
• Power Points
ACTIVE ENGAGEMENT
ENCOURAGES STUDENTS TO
THINK CRITICALLY
Presenting materials for students instead of requiring
them to interact with the information doesn’t work….
 Students are not attentive to what is being said
in a lecture 40% of the time.
 Students retain 70% of the information in the
first ten minutes of a lecture but only 20% in
the last ten minutes.
Meyer & Jones, 1993.
Predict (#14) on Slates (#2)
What steps must teachers take to
ensure that engagement
strategies are successfully
implemented? Each group
needs to come up with a list of
at least three ideas.
Crucial Points for Setting up
engaging activities
• Set rules in advance
• BE SPECIFIC with your expectations
• Management – Monitor closely!
• Insist on participation from all
• Re-teach expectations as needed
Effective grouping:
Academic pairing
Allow for “extra” partner when one is ELL or has special needs
Set groups of threes, fours, and or fives that will stay constant
Complete your
square
Active Engagement
The consistent engagement
of the minds of all learners
with the topic being
discussed
12 Word Summary (#23)
On a post-it note:
In Exactly 12 words
explain how
engagement strategies
are beneficial to
teachers as well as to
students.
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Good Night!
For our final
session next
week, be sure to
bring your
Lenovos!