Tuesday, February 3, 2015

Effective Pointers for the Start of the Spring Term

Here are key points to act upon.

1.    Do NOT put any materials on the UNI-VENT. Blocked uni-vents are a FIRE HAZARD.

2.   In the Classroom
The strong start in any school year is establishing the rules, fairly applying the rules, and being consistent as much as possible with the rules.
·        Use your Danielson Framework/CCLS aligned lesson plan as a blue print.
·        Remember the ladder of referral.

3.   What are the expectations for an Effective Classroom?
a.   Greeting students - monitoring entrance into the classroom. Opening exercise. Routine established for handling late book and bath room pass. Expectations said at each major point in a lesson

b.   Overarching Essential question posted in the classroom for the unit, marking period, or term.

                                         i.    Essential Question on PowerPoint/SMARTboard
1.    CCLS stated on board / chart paper
2.   Routine to collect homework established

c.   Learning Target: I can . . .
                                         i.    Check out the first article, pages 3 and 4 in particular for a quick review as to the power of a learning target.

                                       ii.    Check out the 2nd attachment for sample Learning Targets for all subject areas.

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.
                                         i.    Use or edit a short article from Google News or The Learning Network (See below)

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.    In order to ensure that learning tasks and activities challenge student thinking, provide opportunities for students to annotate or “mark” both print and visual texts, such as political cartoons.  Visit wheretheclassroomends.com for a description of an instructional strategy that engages students in both annotation and paragraph composition.

                                       ii.    A standards-based learning target  on the topic of political cartoons: I can  interpret political cartoons by analyzing the cartoonists' use of elements such as symbolism, exaggeration, distortion, caricatures, stereotypes, labeling, analogy and irony. Check out http://www.readwritethink.org/classroom-resources/lesson-plans/analyzing-purpose-meaning-political-794.html

                                      iii.    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, thumbs up/down, red light/yellow light/green light; clickers:  
                                         i.    For quick videos for ideas: https://www.teachingchannel.org/search?utf8=%E2%9C%93&q=formative+assessments&commit=Search
                                      iv.    Have a mid-summary

h.    Plan your group work. Students physically sitting in groups and working on his or her own to answer is worksheet – is NOT group work.

i.   Differentiated Instruction:
                                         i.    Check “The Tools” for Ideas and Icebreakers.
                                       ii.    Steps for the activity should be pre-posted on chart paper, PowerPoint and/or handout
                                      iii.    Circulate the classroom. Check on their Cornell Notes.

j.    Use Costa’s Levels of Questioning.
                                         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
                                      iii.    Have your list of questions on a clipboard or poster size in the classroom.
                                      iv.    Generate text dependent questions using the 5 step process: -preview vocabulary, -chunk, -identify toughest passage and get ready to chunk and/or scaffold, - generate questions, -review.

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.    Use an Exit Pass

l.     Homework assignment

4.   Sub Lessons: Please provide three days of sub lessons for each of your classes in a sub lesson folder to your respective assistant principal.
Make sure all copies and required materials are available in the submitted sub lesson folder.

5.   Quick Bulletin Board Idea
a.   A good sampling of Cornell Notes based on a rubric makes a sharp bulletin board inside the room!.

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