LESSON AND UNIT Unrealistic time allocations Recognizable structure; progression Activities have reasonable time structure; allows for different uneven most time planned allocations pathways according to diverse STRUCTURE unreasonable student needs A complete lesson must include Your lesson structure can be seen, Nice work on having an appropriate The lesson structure is very certain events. You have listed but an important piece of the lesson plan to match the learning to the You have given students the tools some of those events, but I want us line is the time planned for each clock! How could you provide an to make relevant and meaningful to revise your plan so the time event. Let’s see if this is a opportunity for each student to concept connections. Would you allotted will be realistic. reasonable expectation for choose his/her way of learning? model planning your lesson and completion. using student results in planning for your peers? 1E: Designing Coherent Instruction Indicators: Lessons that support instructional outcomes and reflect important concepts Instructional maps that relate to prior learning Activities that have higher-order thinking Student choice Varied resources Purposeful learning groups structured lesson plans 1F: DESIGNING STUDENT ASSESSMENTS Element Unsatisfactory Proficient Distinguished CONGRUENCE WITH Assessment not congruent Some outcomes assessed Aligned w/outcomes may be adapted aligned w/outcomes w/outcomes to groups INSTRUCTIONAL OUTCOMES Let’s talk the purpose of the It is always important to about Your assessments are in line with You will really know that students assessment you have planned for the definition of successful learning your learning outcomes; however, will have more than just a this lesson. How will it address your for your students. Will your you have a limited assessment knowledge level grasp of the set learning outcomes? assessments allow you to reach format. Can this be expanded? content when you use the that level of learning? assessments. Are ‘collaborative’ you satisfied with this process? What are the strengths and weaknesses?
LESSON AND UNIT STRUCTURE Unrealistic time allocations A complete lesson must include certain events. You have listed some of those events, but I want us to revise your plan so the time allotted will be realistic. Recognizable structure; progression uneven most time planned unreasonable Your lesson structure can be seen, but an important piece of the lesson line is the time planned for each event. Let’s see if this is a reasonable expectation for completion. Activities have reasonable time allocations Nice work on having an appropriate plan to match the learning to the clock! How could you provide an opportunity for each student to choose his/her way of learning? structure; allows for different pathways according to diverse student needs The lesson structure is very You have given students the tools to make relevant and meaningful concept connections. Would you model planning your lesson and using student results in planning for your peers? 1E: Designing Coherent Instruction Indicators: Lessons that support instructional outcomes and reflect important concepts Instructional maps that relate to prior learning Activities that have higher-order thinking Student choice Varied resources Purposeful learning groups structured lesson plans 1F: DESIGNING STUDENT ASSESSMENTS Element Unsatisfactory Proficient Distinguished CONGRUENCE WITH INSTRUCTIONAL OUTCOMES Assessment not congruent w/outcomes Let’s talk the purpose of the assessment you have planned for this lesson. How will it address your set learning outcomes? Some outcomes assessed It is always important to about the definition of successful learning for your students. Will your assessments allow you to reach that level of learning? Aligned w/outcomes may be adapted to groups Your assessments are in line with your learning outcomes; however, you have a limited assessment format. Can this be expanded? aligned w/outcomes You will really know that students will have more than just a knowledge level grasp of the content when you use the ‘collaborative’ assessments. Are you satisfied with this process? What are the strengths and weaknesses?
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