Differentiation - Indiana Wesleyan University | Christian ...



0169545SoEL Common Assessment: Lesson Plan Transition to Teaching: Elementary EducationLesson Plan GuidelinesAdministration and Purpose. The following lesson plan assignment description and assessment rubric is a required element of the Transition to Teaching programs.The lesson plan assessment has two related purposes. The first is to document candidates’ ability to plan effective instruction. Effective teachers not only consider the needs of their students as they plan, but also multiple pathways to achieve learning goals for each lesson so that each student becomes a successful learner. The second purpose is to provide candidates with the means to internalize the discipline necessary to become a successful teacher. No teacher, no matter how talented, will ever achieve long-term effectiveness with diverse populations of students without developing the self-discipline necessary to plan effective instruction, consistently, over time. This lesson plan template is used throughout the Transition to Teaching (TTT) program or in the Primary Grade-focused courses in the Bachelor’s degree program, including student teaching. Content of the Assessment. The lesson plan assessment is divided into two sections:Planning. Preparing the groundwork for effective instruction.Delivery & Assessment of the Lesson. The blueprint that guides instruction for each lesson.In addition to these lesson plan elements, this assessment also includes the following alignments: ?Interstate New Teacher Assessment and Support Consortium (InTASC). The InTASC Standards outline the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that are necessary to improve student achievement. InTASC Standards are incorporated into this assessment. For more information on InTASC Standards: Society for Technology in Education (ISTE): The ISTE Standards provide a framework for rethinking education, adapting to a constantly changing technological landscape and preparing students to enter an increasingly global economy. For more information on ISTE Standards: : Professional Society/State/DistrictLearning Objective (Purpose): Provide: 1.) audience; 2.) behavior; 3.) condition; and 4.) degree of mastery (as necessary)Differentiation: Identify which students need differentiation and by which means: content, process, or product.Resources: All student and teacher materials, technology, worksheets, lists, special grouping, textbooks, etc. Delivery of the LessonAnticipatory Set: This component has three parts:?Activate Prior Knowledge: Engage the students in a short statement or review question to “bridge” the past learning to present learning.Hook: Provide a prompt, picture, question to draw in students’ attention and motivate them for new learning. This is not a time for teaching new material. Statement of Learning Objective: Indicate what will be learned in the lesson and why it is relevant in the real world.Sequential Step-by-Step Procedures: Describe each step of the lesson, including these essential components: Input – Describe how the students will gain the knowledge or skill, as developmentally appropriate (i.e. lecture, videos, pictures, songs, etc. and/or providing explicit explanations and definitions).Modeling – Demonstrate or show the students examples or the expected behaviors related to the end product of their work.Checks for Understanding – Describe how the students will show/indicate understanding of the skill before it is practiced.Questioning Strategies – Determine which types of questions are appropriate for this lesson to encourage higher levels of thinking.Student Practice: This component provides an opportunity to interact and engage with the content.Assessment: Explain how the students’ performance of the lesson objective/standard will be evaluated. Components of the Lesson Plan instructional model are consistent with recommendations and standard practices derived by educational researcher, Madeline Hunter:Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.Attached to this introduction are the following documents:A formatted lesson plan with a detailed description for each component to help guide candidates in writing effective lesson plansThe rubric that Education professors will use to grade the lesson planA blank template of the lesson plan.0169545Formatted Lesson Plan with Detailed DescriptionsI.PlanningStandardsWrite out the standard including the number and indicator that aligns with the lesson objective.Learning Objective (Purpose)(Write one clear, brief, and specific sentence that tells what the student will know and be able to do when your lesson is finished. It must align to the selected academic standard, and it must be observable and measurable (i.e., Bloom’s Taxonomy Action Verbs). The objective extends the standard(s); it is NOT the standard. It must include the Audience, Behavior, Condition, Degree of Mastery.)The objective must have each of the ABCDs:Audience is who will be taught the lesson (e.g., “the student”, “the class”, “the small group”).Behavior or action that can be observed and consequently measured (assessed). What is the learner to do?Condition is what will be provided or restricted by the teacher. Many times the condition involves materials or environmental facets that are necessary for the objective to be achieved. Degree describes how well the student should perform the Behavior with the Condition. It is the level at which the learner performs the behavior that shows mastery or acceptability. Example, The (A) student will be able to (B) read words with different r-controlled vowels (e.g., ur, ir, ar, or, er) (C) on word cards with (D) 80% accuracy. (The bolded words are the ABCDs.)DifferentiationWhat student needs may require differentiated instruction?Explain why a student may or may not require differentiated instruction. If a student requires differentiation, what elements of this lesson are differentiated by content, process, or product?ResourcesIdentify and cite (APA format) ALL resources needed to execute the lesson. Attach any student and teacher materials, technology, worksheets, lists, special groupings, textbooks, etc.II.Delivery & Assessment of the LessonAnticipatory SetActivate prior knowledge: Identify student background knowledge in the form of bulleted statements or questions. What is the previous learning that led up to this lesson in order for students to make connections to new learning (this lesson)?Hook: How will you capture their attention in an engaging manner to capture the student’s attention as a precursor to content?Statement of Learning Objective: State the learning objective in student-friendly language and why it is relevant in the real world. For example, “Today you will learn how to . . . because …”.Sequential Step-by-step Procedures Teach the new material (including mini-lesson). How will you input and model (demonstrate) new learning? Write a detailed script which supports the learning objective. Include questions and activities that match the level of rigor of the learning objective. To help guide your planning include the following elements:Input: Describe how the students will gain the knowledge or skill, as developmentally appropriate (i.e. lecture, videos, pictures, songs, etc. and/or providing explicit explanations and definitions).Modeling: The teacher demonstrates the uses or potential for the resources provided, examples of concepts or skills utilized, and/or examples of what is expected as an end product of his/her work.Checks for Understanding: It is important for the student to understand what is to be learned before and during their practice of it.Highlight how you will use checks for understanding/formative assessments within the lesson plan (i.e., referenced specifically in during the Anticipatory Set, Procedures, and/or during Guided and Independent Practice listed below). Example: The teacher will ask students to put a “thumbs up” or “thumbs down” to indicate levels of understanding.Questioning Strategies: This element enables the teacher to ask the right questions to probe for higher levels of thinking. Again, the teacher may find the Bloom’s Taxonomy of Educational Objectives a valuable tool in questioning strategies.Student PracticeStudent practice is defined as interacting/engaging with the content. Write details of how the teacher will introduce and carry out the activity.Example: The teacher will … walk among the students, offer instructive feedback, confer with students, and interact with the student learning.Example: Students will … practice new material in a variety of ways: activities, games, collaborating with one another, worksheets, etc.AssessmentIdentify how you will assess the lesson objective to evaluate the student’s performance of the lesson’s objective/standard.*** NOTE***Both components of Sequential Step-by-Step Procedures AND Student Practice may be repeated in one lesson, as appropriate.0169545Lesson Plan Rubric Transition to Teaching: Elementary EducationStudentTeacherCourse_Date _______________________PART I: PLANNINGNote: “InD-E” denotes alignment to the Indiana Developmental Standards for Educators – School Setting – Elementary EducationNovice (1)Developing (2)Target (3)Exemplary (4)StandardInTASC 7aInD-E 3.3Identifies standard(s); lacks alignment to goals and lesson content/ components; significant errors in identifying utilized standard(s).Identifies relevant standard(s); attempts/emerging alignment to goals; minor errors in identifying utilized standard(s). Identifies relevant standard(s) aligning to goals, focusing lesson content; Identifies utilized standard appropriately (i.e. numeric identifier, element, underlined portion for multi-step dimensional standards, etc.)Identifies relevant standard(s) aligning to goals, focusing lesson content; Identifies utilized standard appropriately (i.e. numeric identifier, element, underlined portion for multi-step dimensional standards, etc.); Clear focus of standard(s) integrated professionally throughout all lesson components.Learning ObjectiveInTASC 7aInD-E 3.3Behavioral objective(s) written with significant structural errors; unmeasurable verb selection; lacks relationship to selected standard(s). Behavioral objective(s) written with minor structural errors; narrow scope of lower level measurable verbs (Blooms); implied relationship to selected standard(s).Behavioral objective(s) written in correct structure with purposeful selection of measurable verbs; related to selected standard(s).Behavioral objectives written in correct structure with varied levels measurable verbs (Blooms); closely aligned to selected standard(s).DifferentiationInTASC 7bInD-E 3.6Differentiation elements unidentifiable or misinterpreted. Modifications and accommodations for diverse learners are very vague OR may not address the content of the lesson. Includes some modifications and accommodations for diverse learners.Some stated evidence of an appropriate approach to differentiation of content, process, or product.Includes detailed modifications and accommodations for diverse learners.Clearly stated evidence of one or more appropriate approaches to differentiation of content, process, or product.ResourcesInTASC 5cInD-E 3.12Narrow scope of traditional resources listed; lacks attention to developmental appropriateness. Narrow scope of traditional resources listed; developmentally appropriate.Developmentally appropriate resources listed; demonstrated variety.Thorough list of developmentally appropriate resources; demonstrated variety, opportunities for choice, and utility. PART II: DELIVERY & ASSESSMENT OF THE LESSONNovice (1)Developing (2)Target (3)Exemplary (4)Anticipatory Set: Activating Prior KnowledgeInTASC 4dInD-E 3.3Identifies student background; lacks connection to new knowledge. Identifies student background knowledge; implied/surface-level connection between background knowledge and relevancy to new knowledge.Identifies student background knowledge relevant to the successful acquisition of student knowledge or skill in the lesson plan.Identifies student background knowledge and closely aligns and utilizes prior knowledge/skills in the scaffolding of new knowledge/ skills in the lesson. Anticipatory Set:Hook or Introduction to the LessonInTASC 7aInD-E 3.16Narrow introduction to content; strategy designed to capture learner attention lacks connection to content. Narrow, traditional introduction to content and/or strategy designed to capture learner attention marginally connected to content. Utilization of strategy to capture learner attention and/or set the stage for interest-building introduction to content. Creative use of strategy to capture learner attention and foster interest in content; purposeful and meaningful introduction to content. Anticipatory Set: Statement of Learning ObjectivesInTASC 5bInD-E 3.16Objective lacks selection of student-friendly language; misinterpretation or lack of real-world relevancy. Objectives stated in student-friendly language; narrow or surface-level relevancy to real-world. Objectives stated in student-friendly language; connects relevancy to multiple real-world examples/ application.Objective stated in student-friendly language; creative and meaningful connections related to real-world examples/ application; interactive.Sequential Step-by-Step Procedures: InputInTASC 4aInD-E 3.3Lacking clarity to in describing/ outlining how students will gain knowledge/skill and/or significant issues in designing developmentally appropriate strategies. Outlines in general terms how students will gain knowledge/skill and/or lacking skill in designing developmentally appropriate strategies. Describes how students will gain knowledge/skill through the use of developmentally appropriate strategies. Describes how students will gain knowledge/skill through the use of developmentally appropriate strategies; varies, multiple opportunities for students to gain knowledge/skill. Sequential Step-by Step Procedures: ModelingInTASC 8eInD-E 3.3Narrow and basic demonstration of lesson or product expectations.Provides general demonstration of main lesson or product expectations. Demonstrates the uses or potential for the resources provided, examples of concepts or skills utilized, and/or examples of what is expected as an end product of student work.Creatively and thoughtfully demonstrates the uses or potential for the resources provided, examples of concepts or skills utilized, and/or examples of what is expected as an end product of student work; interactive. Sequential Step-by Step Procedures: Checks for UnderstandingInTASC 8bInD-E 4.3Highlights lack demonstration of checking for understanding in meaningful ways. Highlights demonstrate opportunities to check for understanding in meaningful ways. Highlights demonstrate multiple opportunities to check for understanding before and during practice in meaningful ways.Highlights demonstrate multiple and varied opportunities for understanding before and during practice in meaningful ways; demonstrates teacher role as engaged facilitator and guide.Sequential Step-by Step Procedures: Questioning StrategiesInTASC 8fInD-E 3.15Demonstrates a limited scope of questioning strategies, static to lower levels of thinking.Demonstrates a limited scope of questioning strategies with emphasis on lower levels of thinking. Demonstrates a variety of questioning strategies that probe higher levels of thinking.Demonstrates questioning strategies that probe higher levels of thinking; Questions foster inquiry, problem-based, real-world connections, student reflection. Student PracticeInTASC 5aInD-E 3.3Procedures lack clarity to facilitate student practice and guide teacher role. Procedures outline for student interaction and engagement with content; broad descr4iption of teacher role and engagement.Detailed procedures outlined for student interaction and engagement with content; directions outlined for teacher role and engagement during student practice; fosters opportunities for complex higher order thinking.Detailed procedures outlined for student interaction and engagement with content; varied experiences, choices, and structures of practice (i.e. individual/group, centers, etc.) to foster opportunities for complex higher order thinking from varied perspectives and disciplines; directions outlined for teacher role and engagement during student practice.AssessmentInTASC 6b InD-E 4.1Identified how student performance is evaluated; unrelated or significant disconnect to lesson objective(s)/ standard(s).Identifies how student performance is evaluated; minor adjustment errors in alignment to lesson objective(s)/ standard(s).Identifies how lesson objective(s) will be assessed to evaluate student performance of the objective(s)/ standard(s).Identifies how lesson objective(s) will be assessed to evaluate student performance of the objective(s)/ standard(s); clearly aligned expectations and varied assessment strategies. TechnologyInTASC 8gISTE 2aInD-E 3.14Use of technology does not play a meaningful role in the scope of learning. Uses technology in a superficial manner for a narrow scope of learning. Engages learners in using technology tools to access, interpret, evaluate, and/or apply information.Incorporates meaningful opportunities for learners to engage in using a range of technology tools to access, interpret, evaluate, and/or apply information. Total/ NOTE: Instructors reserve the right to record a score of 0 for missing or significantly underdeveloped criteria.Blank Lesson Plan Template I.PlanningStandardsLearning Objective (Purpose)DifferentiationResourcesII.Delivery & Assessment of the LessonAnticipatory SetActivating Prior Knowledge AND/OR Hook:Statement of Learning Objective:Sequential Step-by-step Procedures (Input and Modeling)Include the following: Input, Modeling, Checks for Understanding, & Questioning Strategies Student PracticeAssessment*** NOTE***Add rows for both components of Sequential Step-by-Step Procedures AND Student Practice if needed for repetition of steps, as appropriate. ................
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