Reflections on Practice Week 1 Workshop Handout To be held January 11 2007 Draft Version Workshop Topic This Week Planning Guided analysis of your planning practices using your lessons plans from student teaching We will all meet in Sem 2 D 1107 at 9 00 What You Need To Do To Prepare For This Week s Workshop 1 Select 3 lesson plans from student teaching if possible select a plan for a lesson that went very well another for a lesson that went OK and another for a lesson that went poorly You can bring your originals but it would be best if you bring clean photocopies as we will be marking on the plans 2 Review the Evergreen Student Teaching Rubric Component 1C Selecting Instructional Goals and Component 1E Designing Coherent Instruction you will find these at the end of this document 3 Bring your DV tape from student teaching Activities in the Mac Classroom on Thursday we will all be there from 10 30 12 Media Loan Presentation Amy Greene iMovie basics and update Complete websurvey at www evergreen edu mit diversitysurvey Draft Workshop Plan Brief introduction to this program strand Purpose engage you in reflection so you can continue to use the rich set of experiences you had in student teaching to develop your understanding and skills a secondary purpose is to improve your technology skills as you use them in the service of your reflections Approach weekly workshop that brings some aspect of your student teaching experience and year one experiences to mind to help you solve a problem and challenges you to create a meaningful solution one that will be of help to you in the future including electronically preserving and organizing some aspect of the problem and the solution Overview of this workshop The challenge is to consider your own process of planning selecting goals and learning activities and your own lesson plan formats and then sketch out your ideal process and model using a lesson already taught a lesson plan format that works well for you We are going to limit ourselves to just the parts of the lesson plan where you describe the learning goals and activities Workshop Procedure Outcome Each person will describe in one page or less her his ideal process for moving from an idea for a lesson to a lesson outcome and will rewrite the outcome and procedure sections of one lesson plan in a useful format These documents will be included in your electronic portfolio this quarter Specific Activities Part 1 1 Identify by circling or highlighting where in each of the three lesson plans you indicated the learning goals outcomes 2 Form pairs then share your goals outcomes with your partner for all 3 lessons Next for each other use the Evergreen Student Teaching Rubric 1c to review the outcomes of one of the lesson plans Then discuss together ideas for moving from a lesson idea to an outcome Make this real be honest with yourself and each other 3 Meet as a large group and share ideas someone will put key ideas on the board Part 2 Identify by circling or highlighting the learning activities in 3 lesson plans Form new pairs Share your activities for each lesson plan Next for each other use the Evergreen Student Teaching Rubric 1e to review the strength of the learning activities Then discuss together ideas for developing your learning activities Meet as a large group and share ideas someone will put ideas on the board Part 3 1 Meet in groups of 4 each group develops a lesson plan format on a large sheet of paper and posts it around the room 2 After discussing with each other the types of formats they used 3 Each group comes up to briefly describe their format Component 1c Selecting Instructional Goals in the Context of Key Concepts Developmental Levels of Performance Element Inappropriate Teacher Key concepts and goals are not valuable and represent low expectations or no conceptual understanding for students Goals do not reflect important learning Emerging Teacher Developing Teacher Skilled Experienced Teacher Key concepts and Key concepts and Not only are the key Value goals are moderately goals are valuable in concepts and goals valuable in either their their level of valuable but the expectations or expectations Teacher can also conceptual conceptual clearly articulate how understanding for understanding and goals establish high students and in importance of expectations and importance of learning relate to curriculum learning frameworks and standards Key concepts and Key concepts and Key concepts and Not only are the key State of goals are not reflective goals are moderately goals are appropriate concepts and goals Washington of the school district s appropriate in meeting in meeting the school appropriate but the Essential application of the State the school district s district s application of Teacher can articulate Academic of Washington Student application of the Statethe State of how the instructional Learning Learning Goals of Washington Student Washington Student goals contribute Requirements Learning Goals Learning Goals substantially to the standards standards four state student learning goals standards Key concepts and Key concepts and Most of the key All the key concepts Clarity goals are either not goals are only concepts and goals are and goals are clear clear or are stated as moderately clear or clear and may include written in the form of student activities include a combination a few activities Most student learning and Goals do not permit of goals and activities permit viable methods permit viable methods viable methods of Some goals do not of assessment of assessment assessment permit viable methods of assessment Most of the key All the key concepts Key concepts and Suitability for Key concepts and goals are not suitable concepts and goals are and goals are suitable goals take into Diverse for the class suitable for most for most students in the account the varying Students students in the class class learning needs of individual students or groups Goals reflect only one Goals reflect several Goals reflect several Goals reflect student Balance type of learning and types of learning but different types of initiative in one discipline or no effort at learning and establishing important strand coordination or opportunities for learning integration integration Component 1e Designing Coherent Instruction Developmental Levels of Performance ELEMENT Inappropriate Teacher Emerging Teacher Developing Teacher Skilled Experienced Learning Activities Teacher Learning
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