Lesson Plan EDRS 698

Lesson Plan EDRS 698

Capstone in Reflective Teaching – Wk 3, Sp. 2011

Learner Outcomes: The learner will…

· Articulate the appropriate reflective elements of strand

· Provide peer feedback on data presented

· Describe how professional literature will inform the strand

· Articulate some school norms that privilege and marginalize some students.

Materials:

· Power point on flash drive, information on voice thread/alternatives if needed, reflective writing rubric on flash drive, texts, Capstone handbook, print out of the small group protocol, stopwatch on phone, handbook, small group protocol

Activities:

· Have the power point on Agenda when students enter. Ask students if they have questions about anything thus far. Clarify for them as possible. Return papers and answer any questions. Go through agenda. Announcement for all: For those who are presenting, the paper due the day of your presentation will be due the following week. For example: If you are presenting on Classroom Management on February 5, your paper on Community Connection will be due no later than February 12. That way, you can focus only on your presentation the week that you present.

· Voice Thread on Classroom Management – Give students the information I have so far, including links if they are available. If not yet available, give them an idea of what some voice threads can look like/be like. Visit the voice thread link and go through the intro: http://voicethread.com/ . Answer any questions, and let them know when they should be receiving the links for themselves. Suggest that they begin thinking about how they want to connect artifacts, pictures, voice, and the questions for Classroom Management from pp. 24 – 26 of the artifacts handbook. They should think about the reflective questions, begin by describing the management plan used. Evaluate the data, how effective was the plan. What groups appear to be marginalized – why, how? Ideas for improvement or if setting up own classroom. Etc. Might have a pdf of the management plan, picture of the board where cards or clothespins are kept, picture of teacher conferring with student, artifact like note or email to parent, actual data on how it worked, your call. Due in two weeks, but look for info now. Then, your voice ties together all the elements of the presentation. You will be asked to post in our class link, and you should respond to at least three other postings. But that’s several weeks away and I’ll remind you again.

· Go to slide 3 – Go over the groups for today and next three weeks. Discuss any questions or concerns.

· Slide 4 – Review of the seven norms of collaborative work, as a reminder of commitment to the group during small group presentations.

· Slide 6 – Review the group protocol, and answer any questions before we begin. Get groups set up in nearby spaces or classrooms. Be sure before they leave that they understand the roles, and that facilitators have a copy of the protocol in front of them to guide the discussion. Also be sure they have their timers with them. Encourage that all start as quickly as possible in order to honor/adhere to the time. We should be back by 11:15 for the cross shares.

· Slide 7 and 8 – All are back in main room for the Cross Sharing. What Big Aha’s; Questions came up during the protocol that has you thinking. Feedback on the the protocol itself, and the criteria for good presenter/peer. Also on tasks leading up to today’s presentations, as well as support materials. Ask presenters to evaluate peers based on the current criteria, and peer facilitator to evaluate presenter. They should turn these in before they leave.

· Closure and Prepping for next week – Answer questions and hand out the prepping sheets. Be sure to clarify that students are to turn in their papers via email on before class on Saturday they are due. I will return them with comments via email before the following Saturday.

· Prepping for next week: