The Wild, Wild West
ERPD October 2, 2013
1. I can clearly understand Iredell-Statesville Schools’ direction for success using blended learning and RtI.
2. I can identify and apply solutions for potential group management issues during a lesson.
3. I can connect my classroom layout and my current instructional practices to my school’s blended learning design model.
4. I can understand how to differentiate the content of my core instruction.
5. I understand the West Iredell Middle School handbook.
I can explain the revolution of instruction that occurs when blended learning transforms student learning.
1. Please follow the instructions provided below.
2. Watch the video located in station 1 (If the video will not play, please select the link below.)
3. Complete the Main Idea Activity Graphic Organizer based on the information in the video.
4. After completing the Main Idea Graphic Organizer, each of you select a writing prompt of your choice from the writing prompt sheet (on the back of the Main Idea graphic org.) and write a paragraph of at least 5 sentences (use your computer or a seperate sheet of paper).
*You may also view the video by clicking http://vimeo.com/33244413
Code to view the video:
User Name: ISSTeacher
STATION 2: GROUP MANAGEMENT
I can articulate Domain 2 of the Blended Learning Rubric.
I can explain possible barriers and solutions to the implementation of blended learning
- Review Domain 2 of the Blended Learning Rubric. (photo provided -- right)
- Access the Google doc link provided. Click Here!
- With your team, discuss the barriers that are listed regarding group management, then list possible solutions to the barriers.
STATION 3: COHORT DESIGN
- Learning Target: I can connect my classroom layout and my current instructional practices to my school’s blended learning design model.
Implement learning stations or small groups at least two times per week. Example: Learning stations or small groups during 1st block on Monday and 6th block on Wednesday.
- Look at your cohort's design model (linked below) to answer the following questions:
COHORT DESIGN MODEL CLICK HERE! or click this link https://docs.google.com/presentation/d/1oXxi6crEV-9hrhH698huW1c3n-wCeoc7h92-qzsqBkU/edit?usp=sharing
- How many groups are in my design model?
- If the model allows for whole group instruction, how much time is allotted in the model? How is this aligned to my current practice?
- Think about your physical classroom space and set up. How will you move desks? Where could you lead a teacher group session? When you use devices, where could that station go? Would you need to secure an area near an electrical outlet? What else must you consider when physically creating the design structure in your classroom?
- Now look at the colored dots on your model's design diagram. When considering students in your classroom, who might these dots and the different groups represent?
2. Now consider ways you can form groups in your classroom.
- Visit the Google doc and the sites already listed on the doc regarding ways to group students.
- Add other ways you've purposefully formed groups in the past.
- Find at least one online resource that demonstrates ways to effectively group students.
STATION 4: DIFFERENTIATING CONTENT
I can create a lesson that incorporates the 5 learning-centered questions.
Think about an upcoming skill or concept you will be teaching in the next few weeks and move through the 5 learning-centered questions. Record your answers to the 5 questions here or on the chart provided at your table.
1. What do students need to know?
Resource: I-SS Curriculum Guides
2. How will they learn it?
Resource: Marzano's High Yield Strategies
3. How will we know they've learned it?
4. What will we do if they don't learn it?
5. What will we do if they already know it?
Framing question: For students who already know it, how can you utilize questions from Levels 4-6 to deepen students' understanding?
Resource: Question Stems
Station 5: Reviewing the Teacher Handbook
I understand the WIMS teacher handbook.
I can articulate the key components and essentials of the WIMS teacher handbook
WIMS teachers will review the WIMS teacher handbook with Dr. Asbury. WIMS teachers will be e-mailed a copy of the WIMS teacher handbook.