Online Lesson Plan Development Workshop

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28 Οκτ 2013 (πριν από 3 χρόνια και 11 μήνες)

80 εμφανίσεις

Online Lesson Plan
Development Workshop

Texas School for the Deaf

September 14, 2013

Agenda


Introduction

David Coco


Designing Effective Lessons & Lesson
Plans

Tamara Copeland
-
Samaripa

&
Michelle Halvorsen


Project Sharing & Tips from Mentors

Meredith Power & Paul
Stropko


Lunch


Working Session

Development of
Lesson Ideas

Introduction

David Coco


Know That?!


What Resources Do You Need


Project Overview

Know That?!


Started out as a TSD fundraising project


Transformed to an educational lesson plan


Key elements


Explain a science concept in ASL


Pick concepts that can be explained well in
ASL


Engage students using humor


Target HS students but appeal to others also
(interpreters, teachers, ASL students, etc.)


Make accessible for all


sign, audio, captions



What Resources Do YOU
Need?


Lesson plans or resources?


What grade levels?


What classes?


What type of resources?




Online Lesson Plan
Development Workshop

Designing Effective Lessons and

Lesson Plans

Tamara Copeland
-
Samaripa
, TSD Literacy Coach

& Michelle Halvorsen, Former TSD Science Teacher


Components of Effective Lessons


Engage Learners


Relevant Objectives & Activities


Systematic & Explicit Instruction


Sufficient Modeling & Practice


Specific & Timely Feedback


Scaffolding & Gradual Release of
Responsibility


Assessment/Evaluation (of learning &
teaching)

Engage Learners in Active Instruction


Engaging
-

“Hooking” the learner
from the
beginning


Activate
and
stimulate interest



Active instruction
-

Students take
an
active
role in the lesson


Passive
instruction is less memorable


Active
instruction engages multiple senses


Students
are the ones growing neurons

Relevant & Meaningful Objectives
and Activities


Relevant
-

Something that connects to…



…the student’s life, world, or interests



…another area of study


Meaningful
-

Having some importance
for
the
student…



…NOW, not just when s/he leaves school



…both inside and outside of the classroom



…and is worth taking the time needed
for
instruction

Systematic & Explicit Instruction


Systematic
-

Learning that proceeds from
easier
to
more difficult


Lessons
should not be haphazard, or planned on
a
whim
, but should build on one
another


Curricula
and core programs (e.g.: a
science
textbook
)
should be
built upon developmental
sequences


Explicit
-

Students need to be given
clear
direction
on what is expected of them


Teachers
need to instruct students in the
critical
features
of the new
learning


Students
need clear instruction on what they are
to
do
, as well as how to do
it



This is especially true for struggling students

Sufficient Modeling & Practice


Modeling
-

Showing students how something is
done,
as well
as how to think through the process


Modeling
is one of the most powerful ways
humans
learn
…for good and for ill


Teachers
are all “supermodels”


Practice
-

Students need many opportunities to
try
out new
skills


Guided
practice with multiple opportunities for
feedback


Independent
practice with feedback at the end of
the
process


The
more difficult the task, the more practice is
needed

Specific & Timely Feedback


Feedback needs to be specific as to…



what part of the task/answer was correct



what part of the task/answer was wrong



(possibly) what to do to improve next


Feedback
needs to be timely so that…



incorrect learning can be corrected



correct responses can be reinforced



motivation for improvement is enhanced


As
learning progresses and the
student
matures
, s/he may be able to
accept feedback
that is less timely and specific

Scaffolding & Gradual Release of
Responsibility


Scaffolding
-

Supporting student learning as much
as is needed


Difficult
, abstract, or new tasks will require higher
degrees
of scaffolding



Gradual
Release of Responsibility
-

The goal is for
the
teacher to
no longer be needed


The
teacher assumes more responsibility for difficult,
abstract
, new
learning


Responsibility
for the learning should be transferred
to
the student
as quickly as possible


The
teacher will need to gauge this transfer carefully
and
give more
support if the student falters, and then
relinquish it
again when
the student is ready

Assessment/Evaluation of Learning &
Teaching


Assessment
must be built in to all parts of the
lesson
, and
must drive instruction


Learning
should be monitored and assessed to
ensure student
growth


Teaching
should be assessed to maximize
student
growth


Observation
and reflection are valuable forms
of
assessment


Objective documentation
should be a
part of

the
assessment package as well


Cannot rely
on “cardiac” or “chin
” assessments

Quick Check


Turn to a partner and explain one of the
components of an effective lesson


Share with your partner which component
you feel you could improve upon most


Engage Learners


Relevant
Objectives & Activities


Systematic
& Explicit Instruction


Sufficient Modeling & Practice


Specific & Timely Feedback


Scaffolding & Gradual Release of Responsibility


Assessment/Evaluation (of learning & teaching)


Considerations in Lesson Planning


Prerequisite skills/Background knowledge


Need(s)/Level(s) of Students


Modifications & Accommodations (what’s
the difference?)


Differentiation


Grouping Strategies


Whole vs. Small Group vs. Individual


Resources/Tools to Incorporate


Technology to Utilize/Incorporate

One Strategy

The 5 E Model


Particularly effective in science


Engage


Explore


Explain


Elaborate


Evaluate

ENGAGE


Designed to engage students in a concept,
process or skill


Designed to activate prior knowledge


Designed to make connections to new
learning

EXPLORE


Designed to give students an opportunity
to explore a concept


Students go through a common
experience to develop a concept, process
or skill

EXPLAIN


Students have an opportunity to explain
concepts they have explored


Opportunity for teacher to provide some
direct instruction (vocabulary/key terms,
key steps in a process, etc.)

ELABORATE


Opportunity for more practice to extend
conceptual understanding


Designed to help students develop a
deeper understanding of a concept and/or
refine skills

EVALUATE


Assess student understanding and abilities


Allows teacher to determine if students
understand key concepts and/or
developed the appropriate skill(s)

Tips/Strategies


Begin with “the end in mind”


Make a list of ALL things students need to know
to master your main objective


Ensure objectives are MEASURABLE


Incorporate a variety of activities, learning
styles, and grouping strategies


Use technology when possible


Incorporate writing into all disciplines


Consider student’s prior knowledge/skills
(or lack thereof)


Consider a back up plan (predict student
roadblocks)

ELA Tips/Strategies


Plan for all areas:


Reading, writing, listening, speaking, word
study


Consider: shared reading, independent reading
(how will you effectively use
both?
)


Consider language
accessibility


REMINDER: you are writing for OTHERS

make sure steps are clearly outlined/explained


Tamara’s Template

Online Lesson Plan
Development Workshop

Flipping Your Classroom


Meredith Power

TSD HS Math Teacher

Online Lesson Plan
Development Workshop

NASA Videos &
Lesson
Plans


Paul
Stropko

TSD High School Math/Science/Robotics Teacher

Paul’s Points to Ponder


NASA/TSD
with Astronaut Tracy Caldwell
Dyson


www.tsd.state.tx.us/
NASA


Students were engaged!


Good quality videos


Lesson Plans (basic/simple)


Worksheets with Web 2.0 tools


www.info.TexasDHHResources.org
/
NASA


Teacher’s Video for demonstration




Paul’s P to P Part 2


Lesson plans


too short


Videos would cover some areas


Need to expand with a standard format


Worksheets are available but need more


Videos in ERCOD websites are for public
use


Lunch Break

Working Session


Please break into two groups:
Math/Science and ELA/SS/”Other”

Part I: Group Brainstorming


15 Minutes


Brainstorm ideas of topics/content that
you feel lesson plans need/should be
developed around


Record in a Google Doc labeled for your
group in the folder for this workshop

Part II: Tying to the TEKS


Within your large group, split into smaller groups
of 2
-
3 people


20 Minutes


Each group select 2
-
3 topics that interest you
from your brainstorm list


Identify the top (max 5) content TEKS that could
be “hit” by this topic


http://www.tea.state.tx.us/index2.aspx?id=
6148



Record in the Google Doc labeled for your group
(Michelle will create and share with you within a
few minutes)

Part III: Objectives/Goals


20 Minutes


Select your favorite topic from your
previous list


Write 1
-
3 main objectives/goals for
student learning for the topics you’ve
selected


Record everything in your group’s Google
Doc


(If you have time, you can do this for the
other topics as well)

Part IV: Lesson Procedure (How?)


20 Minutes


Using your selected topic, discuss and
brainstorm ideas on what resources,
tools, and lesson activities you might use
for this activity


Does not have to be a formal procedure


Be realistic about the time it would take
to create any resources you think up


Record in your group’s Google Doc

Sharing


Everyone should have access to the
Google Doc folder, with each group’s
document in it


Take time later to review other group’s
work, as it may stimulate new ideas for
you

Online Lesson Plan
Development Workshop

ERCOD Lesson Resource Grant Project
2013
-
14


David Coco

ERCOD Lesson Resource
Grant Project
2013
-
14


Goal

=> Stimulate
Development of Lesson Resources
for Deaf and Hard of Hearing students in Texas



Two grants ($500
-
2000 each)


English/Language Arts


Science/Math


All grade levels eligible



Updated info at


http://
www.info.texasdhhresources.org







ERCOD Lesson Resource
Grant Project
2013
-
14

Key Dates


Sept 18, 2013
-

Template for submission available online


Oct 1, 2013
-

Proposals due


Oct 15, 2013
-

Winners announced


May 1, 2014
-

Completed projects due

Access Issues


Lesson plans should be accessible to ALL


Captions


Audio


Signed


Design for visual learners


Minimize video distractions


Use on screen text


Universal Design


built
-
in access, not add
-
on
access




Template for ERCOD Lesson Resource Project
2013
-
14
--
Stimulating
Development of Lesson
Resources for Deaf and Hard of Hearing
S
tudents
in Texas


Lesson Title


Approximate Duration (minutes, hours, days)


Student Learning Objective(s)


TEK(s) (2
-
5)


Materials (specific as to what & amounts)


Resources/Tools (websites, etc.)


Background Knowledge Expectations


Lesson Procedure (Instruction & Activities

Differing Levels/Etc. Considered) (this will be BASIC
idea(s) for proposal

fleshed out if you are selected)


Assessment/Evaluation

Additional Resources


DeafTEC
:
www.deaftec.org


Math Signs Project:
www.tsdvideo.org


RIT Science Signs:
http://www.rit.edu/ntid/sciencesigns
/


Job Posting:
http://www.tsd.state.tx.us/apps/jobs/show_jo
b.jsp?REC_ID=
12603



Discovery Retreat:
http://www.info.texasdhhresources.org/apps/
news/show_news.jsp?REC_ID=322536&id=
0


Wrap Up
--
Questions/Comments?


If you have additional questions, please
feel free to contact:


David Coco:
david.coco@tsd.state.tx.us


Michelle Halvorsen:
mmhalvorsen98@gmail.com