1. In the Classroom
The strong start in the semester semester of a school year is in establishing the rules, fairly applying the rules, and being consistent as much as possible with the rules. Use the subject area content and knowledge of child development to get the students minds open for learning. By the way - using games to reinforce content can be a powerful tool. There is elegance (and fun) to applying games from one's youth to have students remember content.
· Use your Danielson Framework/CCLS aligned lesson plan as a blue print.
· Remember the ladder of referral for disciplinary issues.
2. What are the expectations of an Effective Classroom?
a. Greeting students - monitoring entrance into the classroom. Opening exercise. Routine established for handling late book and bath room pass. Expectations stated at the start and at each major point in a lesson
b. Overarching Essential question posted in the classroom for the term.
c. Essential Question on PowerPoint/Smartboard
i. CCLS stated on board / chart paper
ii. Routine to collect homework established
d. Motivation – 5 minutes in the form of a visual, audio selection, journal entry or connection to the lesson. The audio selection can be a music or video clip aligned to the subject matter.
e. Mini Lesson in which the content is discussed and the skill modeled. – Use Vygosky:
i. I do – student watches
ii. I do – student helps
iii. Student does – Teacher helps
iv. Student does – Teacher watches/evaluates
f. Students process and demonstrate what they know in applying the skill through various grouping strategies: turn and talk, think-write-pair-share, gallery walk, etc.
i. Practice differentiation every day. Embed a slide with the steps in your PowerPoint/SMARTboard presentation. Check out The Tools on the school website: www.mckeecths.org. There is a treasure chest of instructional practices.
g. Quick formative assessment of student comprehension: hand cards (Yes/No; True/False; ABCD), thumbs up/down, red light/green light; electronic clickers
i. Have a mid-summary
h. Differentiated Instruction:
i. Check “The Tools” for Ideas and Icebreakers. Differentiate by content and/or by learning style.
ii. Steps for the activity should be pre-posted on chart paper, PowerPoint and/or handout
i. Circulate the classroom. Check on their Cornell Notes.
j. Use Costa’s Levels of Questioning or Bloom’s Taxonomy or Depth of Knowledge.
i. Students respond to one another through conversation or question starters.
ii. Have students “pass it on,” repeat, comment or expand on the answers of other students
k. End of Lesson Summary – provided by the students answering what did they learn, how did they learn it, why is it important.
i. Summary should be completed in their Cornell Notes
ii. Exit Pass
l. Homework assignment