Module 2: October 12th – December 21st

Teaching standard: Conveys urgency through preparation, lesson momentum, and smooth transitions.

REFLECTING ON THE STANDARD:

A. Classroom Culture / 4 / 3 / 2 / 1 / 0
Conveys urgency through preparation, lesson momentum, and smooth transitions. / Uses preparation, lesson momentum, and smooth transitions to get the most out of every minute. / Uses preparation, lesson momentum, and smooth transitions so that no time is lost. / Sometimes loses teaching time due to lack of preparation, lesson momentum, or smooth transitions. / Often loses teaching time due to lack of preparation, lesson momentum, or smooth transitions. / Performance in this area is unacceptable.

Where do you think you are now? ______

Why?

Breaking it down, do you think you are conveying urgency throughout each of the following components of the day? If yes, explain how you show urgency. If no, explain what you think might be causing a lack of urgency.

Preparation:
Transitions between or within lessons:
Momentum during a lesson:

What do you hope to get out of this module? What do you want to get feedback on through videos and peer observations? What do you want to learn from watching videos of others?

Date / Focus / General outline / Video star in Group
November 2nd / Transitions / Video Outline
3 clips: 1 good transition, 1 follow-up clip from previous week, and 1 clip of a slow mover. Please discuss each video before moving to the next clip.
November 9th / Transitions / Video Outline
3 clips: 1 good transition, 1 follow-up clip from previous week, and 1 clip of a slow mover. Please discuss each clip before moving to the next one.
November 16th / Lesson Momentum / Intro to lesson momentum. What does a lesson with good momentum look like? How does one plan so that all parts of a lesson have momentum? What factors slow down the momentum of a lesson? (1:15-1:25)
Watch 15 minutes of Wendy’s video. Discuss in pairs for 5 minutes. Discuss as a whole group for 5 minutes. (1:25-1:45)
Analyze (5 minutes) & discuss Kat’s lesson plan (10 minutes)
November 30th / Lesson momentum / The first 15-20 minutes will be spent watching a lesson. During this lesson, observers will analyze the urgency and momentumand then break off into small groups to discuss observations. We’ll spend 5-10 minutes debriefing as a whole group at the end.
The remaining 10-15 minuteswill be spent looking at the lesson that will be taped for PD the following week. / Teacher A (lesson)
Teacher B (lesson plan)
December 7th / Lesson momentum / Teacher B (lesson)
Teacher C (lesson plan)
December 14th / Lesson momentum / Teacher C (lesson)
Teacher D (lesson plan)
December 21st / Lesson momentum / Teacher D (lesson)
Teacher E (lesson plan)
January 4th / Lesson momentum
Lesson momentum / Teacher E (lesson)
Teacher F (lesson plan)
January 11th / Teacher F (lesson)
Teacher G(lesson plan)
January 18th / Teacher G(lesson)
Teacher H(lesson plan)
January 25th / Teacher H(lesson)
Teacher I(plan)
February 1st / Teacher I(lesson)
Teacher J (plan)
February 8th / Teacher J(lesson)
Teacher K (plan)
February 15th / Teacher K(lesson)
Intro to next module
Group 1 / Group 2 / Group 3 / Group 4

Preparation:

Tell your partner about a lesson that you think suffered because of a lack of preparation.

There are always times that we are more prepared and always times when we aren’t as prepared as we want to be. Think about patterns in your teaching.

  • When are you most prepared?
  • When are you least prepared? How does that affect your students?
  • What can be one goal for preparation that you can work on during this module?

Smooth transitions

Strong Transition

TIME IT:
How long did the transition take from beginning to end? ______
What made this transition seem urgent?
Take-aways:
Questions:

Follow-Up Transition

TIME IT:
How long did the transition take from beginning to end? ______
What made this transition seem urgent?
Take-aways:
Questions:

Slow-Poke Transition

TIME IT:
How long did the transition take from beginning to end? ______
What made this transition seem urgent?
Take-aways:
Questions:
TIME IT:
How long did the transition take from beginning to end? ______
What made this transition seem urgent?
Take-aways:
Questions:

Lesson Momentum

TIME IT: How many minutes of the lesson did you watch? ______
Point:
What do you think students got from this part of the lesson?
Was the teacher prepared well? In other words, could better preparation have improved the urgency of the lesson?
Which parts of the lesson moved at the right pace?
Which parts of the lesson could have an improved pace? How could the momentum of those parts been improved?

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