- Add Energy/Movement
- Display Preparation (e.g. making worksheet/slideshow, guided notes, or activity)
- Clear & Deliberate Transitions
- Crisp Start or Planned Ending
- Confidence, Comfort, or Teacher Voice (e.g. louder, not looking nervous)
- Clear Directions (verbally issued & visually displayed)
- Add Illustrations to Clarify Complex/Boring Material
- Prepared Discussion Q’s
- Engage in Management/Use Proximity
- Professional Attire
- Balance Teacher/Student Talk Time
- Add More Wait Time
- Make Content Applicable
- Improve Quality of Questions
- Time Management – Linger when Needed, Don’t Tread Water
- Encourage Student Involvement
- Get rid of Filler Words; “Like”, “Um”, “You know”, & etc.
- CFU – Check for Understanding
- Getting to/Involving Assessment
- Scaffolding – Clearly Frame Ideas, Content, &/or Lesson
- “Connective Tissue” Between Segments of the Lesson
- Clear Objectives (in execution, getting to the point – not wandering)
- Good Use of Media (Short, explained, interacted with)
Differentiation is not so much the “stuff” as the “how.” If the “stuff” is ill conceived, the “how” is doomed.
- Carol Ann Tomlinson
While we’ve dabbled into what differentiated instruction is (and we will spend more time on it in the future), let’s consider Tomlinson’s Insights, in this readable 7-page article.
By class time Wednesday, read Differentiated Instruction and post a response to the following:
1. Spend 1 paragraph to describe each of the following classrooms:
a) Mr. Appleton’s (who presents factual stuff) approach to teaching,
b) Mrs. Baker’s (whose class does different stuff) approach to teaching,
c) Ms. Cassell’s (alternative approach) to teaching.
2. Use the text to explain (in at least 1-2 paragraphs) your takeaway on what differentiated instruction isn’t (that is, what it is commonly misunderstood to be), and –most importantly– what differentiated instruction authentically is.
You are tasked with planning -and then teaching- your first lesson plan and it is to be a 15-minute lesson on the political spectrum. The main focus is NOT so much on the ‘what’ (the content), but rather the focus and purpose is on the ‘how’, the process of developing and executing a lesson plan. Thus, we won’t fixate on the content knowledge, but rather concern ourselves with the procedures of pedagogy. Your lesson plan must include:
2. PRACTICAL GOALS/OUTCOMES
3. CONTENT STANDARDS MET
4. SPECIFIC PROCEDURES
Feel free to utilize this Common Teaching Strategies document. For starting places with content, because we don’t have a physical textbook, you can use the “Political Considerations” post (from below) to give you information.
(Quick) Timeline: in our PLC’s, we will plan a bit in class on Wednesday, and then teach a draft version of the lesson on Thursday… That means you will have some work to do if you’re going to make a slide show, bring in props, or develop another activity.
- Fill out an index card w/feedback for each person’s lesson & pass it off to them.
- Post your revised lesson plan, after getting feedback from peers, to your personal site by class on Monday!