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 MPS Career and Technical Education 7/11/2016 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. MPS Career and Technical Education 7/11/2016 5 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 MPS Career and Technical Education 7/11/2016 8 M C MPS Career and Technical Education 7/11/2016 9 Check for Understanding Demonstrate that you understand the difference between a “standard” and a “measurement criteria” by explaining to a peer. MPS Career and Technical Education 7/11/2016 10 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 7/11/2016 14 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… MPS Career and Technical Education 7/11/2016 23 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? MPS Career and Technical Education 7/11/2016 24 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. MPS Career and Technical Education 7/11/2016 32 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 MPS Career and Technical Education 7/11/2016 35 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. MPS CTE 37 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”! 38 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. MPS Career and Technical Education 7/11/2016 39 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 MPS Career and Technical Education 7/11/2016 41 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) MPS Career and Technical Education 7/11/2016 42 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. MPS Career and Technical Education 7/11/2016 45 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 MPS Career and Technical Education 7/11/2016 50 On a slate draw this chart (#2) Overt Write MPS Career and Technical Education Covert Think 7/11/2016 51 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 MPS Career and Technical Education classify 7/11/2016 52 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. MPS Career and Technical Education 7/11/2016 62 Good Night! For our final session next week, be sure to bring your Lenovos!