Lesson Plans & Student Work

Sept. 16, 2014 @Lumberton Campus

Lesson Plans are submitted electronically until Genesis is fully operational

The template for submitting plans was emailed to you previously. To clarify concerns about the template please use the following as a guide:


Objectives:

  • What do you want students to learn and be able to do after today’s class?


Example:

“By the end of this lesson, students will be able to: Describe the fundamental elements of a halogen light bulb.”

The following verbs should be avoided because it is difficult to measure whether they have been achieved. Know-Learn-Understand-Appreciate-Enjoy-Grasp significance-Believe Have faith-Realize. Instead, stick to words like: Name-List-Design-Solve-Explain-Match-Describe, etc...(See image)


Differentiation:

A differentiated instructional approach increases the likelihood of successful learning for a classroom of individuals with varied needs. Here are some ways to differentiate instruction in a classroom.


Examples:


  • Vary the pace of instruction.
  • Appeal to students' personal interests.
  • Adapt your lessons to meet the cultural and language needs of students.
  • Reward students based on individualized progress.


Assessment:


INFORMAL TECHNIQUES

  • Written reflections. Sometimes referred to as "Minute Papers" or "Muddiest Points," these popular assessment techniques have students reflect immediately following a learning opportunity (e.g., at the end of a class or after completing an out-of-class activity) to answer one or two basic questions like:
    • “What was the most important thing you learned today?”
    • “What was the most confusing topic today?”
    • “What important question remains unanswered?”
  • FORMAL TECHNIQUES

    • In-class activities. Having students work in pairs or small groups to solve problems creates space for powerful peer-to-peer learning and rich class discussion. Teachers and TAs can roam the classroom as students work, helping those who get stuck and guiding those who are headed in the wrong direction.
    • Quizzes. Gauge students’ prior knowledge, assess progress midway through a unit, create friendly in-class competition, review before the test -- quizzes can be great tools that don't have to count heavily toward students' grades. Using quizzes to begin units is also a fun way to assess what your students already know, clear up misconceptions, and drive home the point of how much they will learn.

Email plans to Mr. Kamau and copy Mr. Castellane when submitting

Student Folders

The folders are for you and the students. Mr. Castellane and I will walk through and check to see 1-If you have folders and 2-The type of work the students are doing and 3- How you use the student work to inform your instructional practices. The folders will remain in your rooms unless otherwise noted. Remember to engage in the practice of writing comments on student work to inspire performance and not just compliance.
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