Best Practices & Teaching Assessments Evidence to show - PowerPoint PPT Presentation

Best Practices & Teaching Assessments Evidence to show Proficiency Section F

Introduction: Jen Grazier ● Credentials: Bachelor of Science: Psychology Master of Education: Learning Disabilities Post Graduate Degree: Educational Leadership 19 years in Education as Special Education Teacher/Administrator ● Wife of SFC (ret.) Bruce Grazier, Buckingham County High School, Buckingham, VA

Goals for this In-Service ● Dissecting Section F including defining Best Practices ● Introducing each section as well as linking your CM lesson plan with ancillary forms needed to gather evidence for your students’ portfolio (showing examples that apply to each section) ● Show how your Curriculum Manager is the best tool to assist in gathering evidence for your portfolio ● Dissecting a lesson plan for better understanding ● Evidence with Guiding Questions ● Available to review your portfolio and/or answer any questions this evening

Let’s Get Started Best practices is the ability to: ● Demonstrate instructional balance in learning. ● Involve students in high-density reading and writing instruction. ● Provide effective scaffolding for student learning. ● Produce self-directed learners. ● Maintain effective classroom management . Your curriculum manager has prepared detailed lesson plans to ensure best practices as well as evidence gathering for each student. Let’s look at each individual section of Section F and how it applies to your lesson plans…….

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Thinking Processes (Critical Thinking Evidence Collection: Processes): CM provides which graphic organizer Defining In Context - Circle Map (alt. should be used during this lesson. In this Mind or Concept Map, Sunshine Wheel) case, it is the Circle Map. There are alternative (alt) organizers suggested as a differentiation to the recommended organizer. These should be considred for lower level and higher level learners.

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Multiple Intelligences: Learning Styles Visual/Spatial Verbal/Linguistic Interpersonal (between two or more) Intrapersonal (within self) http://www.tecweb.org/styles/gardner.ht ml

F.1. Customized presentations and/or other customized instructional materials PowerPoint presentations (PPT) supporting a lesson learning objective. Videos or other media created or used to teach lesson concepts, principles, and processes (Break down of first page of each lesson: Administrator Lesson Guide) Bloom’s Taxonomy: Analyze: Breaking down critical thinking ● Comparison and Contrast of the content to personal experiences Structured Reflection: What? So What? Now What?

What? So What? Now What? Great evidence collection “exit ticket” What? So What? Now What? ● What happened? ● So what is the ● Now what should I ● What did I do? importance of this? do? ● What did others do? ● So what is the ● Now what would be ● What did I feel? significance for me? the best thing to do? ● What was I trying to ● So what more do I ● Now what will I do? achieve? need to know about ● Now what might be this? the consequence of ● So what have I learnt this action? about this?

Authentic Assessment: Grading of Lesson and Evidence Collection ● Portfolio ● Rubric ● Exit Ticket ● Project

Lesson Preview: Overview of the activities that encompass the learning objectives ● Energizer ● Inquire ● Gather ● Process ● Apply

Instructor Lesson Plan: Page 2 ● Lesson Question (Essential Question) Post on board or on overhead, SmartBoard, or handout ● Performance Standards: Assessment for mastery via activities, completed organizers, and exit tickets

Instructor Lesson Plan: Energizer, Pg. 3 Differentiated Approach ● Ask cadets to read the scenario to themselves as you or another cadet reads it aloud. This helps auditory learners and lower level readers. ● Brainstorming/discussion activities can be differentiated through individual (higher learners), pairing, or teams. Evidence Collection: Sticky Note where individuals, pairs or teams write out 1 pro and 1 con based on their discussion

Instructor Lesson Plan: Inquire- Phase 1, Pg. 4 Step by Step Preparation 1-8 Student Learning Activity: Teaching Notes: Evidence Participate in the THINK ABOUT and PREPARE ● Goal Setting with cadets through the answering questions on their plans Winning Colors and PARTNER activity using ● Have cadets refine and add information in circle map to brainstorm ways to handle conflict their circle maps based on their conversations with other cadets with the https://buildingrti.utexas.org/sites/default/files/do same winning colors, This can be kept in cuments/Circle_Map.pdf their portfolios ● Collective evidence would be poster paper labeled by color where information is shared. (photo of collection)

Instructor Lesson Plan: Gather- Phase 2, Pg. 5 Step by Step Preparation 1-4 Student Learning Activity: Teaching Notes: Evidence Participate in a discussion about what has been ● Cadet Pairs and discussions (observation) learned in the text. ● Complete and Correct Exercise #2: Hot Buttons Discuss how winning colors can help hinder ● Short reflection at the end of or the back of conflict the Hot Button Exercise ● Collect and place in Cadet Portfolio Complete Exercise #2: Hot Button Reflection

Instructor Lesson Plan: Process- Phase 3, Pg. 6 Step by Step Preparation 1-5 Student Learning Activity: Teaching Notes: Evidence Participate in a discussion about what has been ● Cadet Pairs and discussions (observation) learned in the text. ● Complete T Chart ● Collect and place in Cadet Portfolio Complete T Chart with cadet pairs http://mughals.info/blank-t-chart-example/7-best- images-of-blank-t-chart-worksheet-accounting-a ccount-graphic-organizer/ Reflection

Instructor Lesson Plan: Apply - Phase 4, Pg. 5 Step by Step Preparation 1-7 Student Learning Activity: Teaching Notes: Evidence Work through remaining scenarios ● Cadet Pairs and discussions (observation) ● Complete Exercise #3 and collect for Complete Exercise #3 Decision Making portfolios ● Complete Performance Assessment Task for grading students and their performance on this lesson

Now What? Understanding Evidence F1-F12 F1: Customized presentations and/or other customized instructional materials ● Copies of powerpoint presentations that include any changes made to the given lesson plan Ex: including pictures of your staff in lesson one

Now What? Understanding Evidence F2-F12 F2: Differentiated Instruction ● Identifying Students with Individualized Education Plans (IEP), 504 ,and students that are classified as Gifted Learners 1. It is the job of the Special Education Case Manager to inform instructors of students attending their class as well as provide a copy of the students’ IEP classroom and testing accommodations. It is the role of the designee to provide a student’s 504 classroom accommodations. 2. It is the role of the JROTC instructor to meet with the case manager or designee and review individual student’s accommodations and needs.

Now What? Understanding Evidence F2-F12 F2: Differentiated Instruction ● Identifying Students with Individualized Education Plans (IEP), 504 ,and students that are classified as Gifted Learners, ELL (English Language Learners) WIDA Accommodations designed from testing. 3. Having a ‘go to’ organizer with each cadet’s name and accomodations is important in differentiating their instruction and assessment. 4. This applies to students with specific needs (hearing impaired or strong glasses) that require standard accommodations but have nothing written in a formal document.

Now What? Understanding Evidence F2-F12 F2: Differentiated Instruction Cadet Block Disability Testing Copies of Pref Technology Other Notes Seating Accom Grazier 1 Learning Audio or Yes Yes- Audio/ Extra Disabled read closest Read Time aloud to Aloud of Simplify Pencil teacher Text Direction and Calculator Large paper Print only

Now What? Understanding Evidence F2-F12 F2: Differentiated Instruction ● Revised lesson plan to include more independent learning activities. Each phase provides whole group instructions and a self paced option. ● Revised lesson plan to include accommodations for lower-level readers (paired reading or read aloud), writers (graphic organizers, computer, or scribe, paper tests vs CPS, copies of notes, etc ● Revised lesson plan to include enhancement to curriculum content in support of higher level learning (self paced)