Day 3 - Lesson Planning, Constructive Feedback, Self-Regulated Learning, and Authentic Assessment
Objectives:
Participant will be able to…
Apply and analyze knowledge of strategic planning within content area
Apply key concepts of constructive feedback
Demonstrate ability to utilize self-regulated learning and authentic assessment tool related to content area
Synthesize and prioritize information of content area institute through mind-map or other performance task
Icebreaker - Jeopardy Game - Content Area Learning Strategies
icebreaker.jpg
Teams will compete according to table groups.
Each group will appoint a captain and a team name.
The captain will consult with their team members to decide on a category and amount
The team will consult and the captain will give the final answer. (NO NOTEBOOKS!)
Correct respones will be tallied and the team with the most points wins.
If a team gives an incorrect response, another team can earn double points for responding with the correct answer.
Annotate/mark-up the Lesson Planner: Instructions & Key Questions
Take out your lesson plan
For self-evaluation purposes, compare your lesson plan to the Lesson Planning Tools.
Agree/Disagree: The clearest articulation of the objectives appears in the assessment task. (An objective is not fully conceputalized until its assessment is defined.)
Turn and Talk:
Share your lesson plan with
(1) someone who is in the same content area but at a different grade level.
(2) someone who is not in your content area
Discuss…
Objective(s)
Instructional Strategy
Content
Assessment
Sample of Student Work (if lesson was implemented)
What revisions will you make based on the lesson plans tools and discussion?
Activity 2:
Constructive Feedback
Think/Write
Define feedback
Pair/Share Share your definition of feedback
Revise based on discussion if necessary
Think/Write
Open the document below and complete the Two-Column Notes on Response Categories.
Respond to this quote in the two-column note document.
"Academic feedback is more strongly and consistently related to achievement than any other teaching behavior"
from page 460, The Skillful Teacher-(Bellon, Bellon, and blank, 1997, p. 277)
Summer Participants:
How has your practice changed regarding feedback?
Do you have evidence to support or refute the above statement?
Pair/Revise/Share
With a partner discuss left-hand comments, connections, questions and inferences
Debrief
Share responses with the whole group
Open the document below
Complete the graphic organizer to determine if the feedback from session 2 is "constructive." Refer to the response chart above.
Share: How do these charts connect to how and when you use feedback in your classroom?
Group B. Think/Write: Open the document below, Learning in a Positive Classroom.
Examine and mark-up.
external image msword.png
Share: How does it connect to our work today?
Group A will share their response to Customizing Feedback with Group B
Group B will share their response to Learning in a Positive Classroom with Group A.
Pairs: With a member of your content team or grade level team, work in pairsto create/revise/customize a rubric that synthesizes today's work.
Select one of the following activities to complete preferably on the computers in the next room so your work may be shared:
Choose 1 from the list below:
In your lesson plan show how your students will self-monitor their understanding and develop a student monitoring tool that goes along with a rubric.
Customize/Revise/Develop a notebook rubric that can be used by students to self-monitor and/or by teachers to provide feedback.
Customize/Revise/Develop a rubric for Content/Response notes to be used by students to monitor their understanding and/or by teachers to provide feedback.
Customize/Revise Open Response rubric to be used by students to self-monitor and/or by teachers to provide feedback.
What is the relationship between Authentic Assessment, Constructive Feedback, and Self-Regulated Learning? How do these three concepts fit into the Gradual Release of Responsibility?
Gallery Walk: Work will be displayed on tables. Feedback and/or questions will be written on sticky notes for consideration.
Revisions can be made and work may be shared with the whole group on the MPS Wiki.
Activity 4: Capture Your Experience!
Groups of 3 or4: Create a visual image capturing your summary of the last 3 sessions of the Content Learning Institute. (See home page for exemplar.) Your summary should capture the major concepts and vocabulary reviewed at these sessions in a creative format.
You many choose one of the following strategies for your synthesis:
Day 3 - Lesson Planning, Constructive Feedback, Self-Regulated Learning, and Authentic Assessment
Objectives:
Participant will be able to…Icebreaker - Jeopardy Game - Content Area Learning Strategies
Teams will compete according to table groups.
Each group will appoint a captain and a team name.
The captain will consult with their team members to decide on a category and amount
The team will consult and the captain will give the final answer. (NO NOTEBOOKS!)
Correct respones will be tallied and the team with the most points wins.
If a team gives an incorrect response, another team can earn double points for responding with the correct answer.
Opening Activity/Do Now:
Think/Write: What are some of the common challenges teaching Social Studies and Science?
Pair: Discuss your response.
Share: Your partner's response.
OR
Pair: What are you doing different in your classroom? (lesson planning, literacy strategies)Share: Your partner's response.
Activity 1:
Review district Lesson Planning Tool
Open the documents
Turn and Talk:
Share your lesson plan with
(1) someone who is in the same content area but at a different grade level.
(2) someone who is not in your content area
Discuss…
- Objective(s)
- Instructional Strategy
- Content
- Assessment
- Sample of Student Work (if lesson was implemented)
What revisions will you make based on the lesson plans tools and discussion?Activity 2:
Constructive Feedback
Think/Write
Define feedback
Pair/Share
Share your definition of feedback
Revise based on discussion if necessary
Think/Write
Open the document below and complete the Two-Column Notes on Response Categories.
Respond to this quote in the two-column note document.
"Academic feedback is more strongly and consistently related to achievement than any other teaching behavior"
from page 460, The Skillful Teacher- (Bellon, Bellon, and blank, 1997, p. 277)
Summer Participants:
How has your practice changed regarding feedback?
Do you have evidence to support or refute the above statement?
Pair/Revise/Share
With a partner discuss left-hand comments, connections, questions and inferences
Debrief
Share responses with the whole group
Open the document below
Complete the graphic organizer to determine if the feedback from session 2 is "constructive." Refer to the response chart above.
Pair/Share
Summarizing Activity
Think/Write
Revisit your definition of feedback.
Based on our work has your definition changed?
Pair/Share
Reach consensus on the definition of feedback.
Revise if necessary
Analyze a student's notebook from your class
Pair to dicuss your findings.
Three-Minute Pause
Analyze tables on feedback and developing a positive classroom climate.
Divide table into two groups, Group A and Group B.Group A. Think/Write: Open the document below, Customizing Feedback.
Examine and mark-up
Share: How do these charts connect to how and when you use feedback in your classroom?
Group B. Think/Write: Open the document below, Learning in a Positive Classroom.
Examine and mark-up.
Share: How does it connect to our work today?
Group A will share their response to Customizing Feedback with Group B
Group B will share their response to Learning in a Positive Classroom with Group A.
Activity 3:
Self-Regulated Learning
Silent Discussion at your table.
How do students monitor their understanding in your classroom?
Give an example.
Think/Write: One per Sticky note.
Table Groups: Pass poster paper to the right (or group can move to the right) and add your sticky note, if someone else has not already suggested it.
As paper circulates, write down any questions or comments you may have. Feel free to answer any questions or respond to comments made by others.
Activity ends when the first person repeats their turn.
Gallery Walk: Each table should post their chart paper on an empty wall.
Entire group should walk around and respond to each group's work
Review your lesson plan
Analyzing Rubrics for Self-Regulated Learning and Assessment
Think/Pair/Write:
Share:
Debrief: Share thoughts.
Hands-on Activity: Feedback, Self-Regulated Learning, Assessment
Pairs: With a member of your content team or grade level team, work in pairs to create/revise/customize a rubric that synthesizes today's work.
Select one of the following activities to complete preferably on the computers in the next room so your work may be shared:
Choose 1 from the list below:
http://www.edmond.k12.ok.us/Socialstudies/reading_room.ht
http://rubistar.4teachers.org
Once you have selected your activity, skim the PowerPoint on Authentic Assessment below for clarification.
3-Minute Pause:
What is the relationship between Authentic Assessment, Constructive Feedback, and Self-Regulated Learning? How do these three concepts fit into the Gradual Release of Responsibility?
Gallery Walk: Work will be displayed on tables. Feedback and/or questions will be written on sticky notes for consideration.
Revisions can be made and work may be shared with the whole group on the MPS Wiki.
Activity 4: Capture Your Experience!
Groups of 3 or4: Create a visual image capturing your summary of the last 3 sessions of the Content Learning Institute. (See home page for exemplar.) Your summary should capture the major concepts and vocabulary reviewed at these sessions in a creative format.
You many choose one of the following strategies for your synthesis:
Gallery Walk: