Step 1 Planning
1. Textbox: 4.1.1: Goals and Student Background
a. Guiding Prompts a. What learning goal(s) and standards (state and/or
national) did you
identify for the class? Explain how they are appropriate for the lesson and
your students’
learning needs. b. What whole-class data did you use to establish a baseline to
measure
student growth? c. How did your students’ prior knowledge and background information
influence your planning process?(I WILL HAVE TO ASSIST WITH THIS DATA)
b. Required artifacts for this textbox:
i. representative pages of your lesson plan (maximum of two pages)(IHAVE THE LESSON PLAN ALREADY)
ii. representative pages of the baseline data (maximum of two pages)
2. Textbox: 4.1.2: Instructional Strategies
a. Guiding Prompts a. How do you plan to use academic content language to
advance the
understanding of the concept being taught in this lesson? Provide a rationale.
b. How do
you plan to engage students in critical thinking to promote student learning?
Provide a
rationale. c. How do you plan to use questioning skills to promote student
learning? Provide
a rationale. d. How do you plan to integrate literacy into the content you will
teach to
promote student learning? Provide a rationale.
3. Textbox: 4.1.3: Lesson Activity(ies)
a. Guiding Prompts a. Describe the activity or activities that is (are) the
main focus of the
lesson plan. Explain how you designed the activity(ies) to anticipate and
address student
learning needs. b. Describe how you will monitor student learning during the
course of the
lesson. c. What student work samples will you require the students to submit as
part of
your assessment of student learning resulting from the lesson?
(The work can be created
either during or after the lesson.) How will these responses be integrated into
the lesson
plan? Provide a rationale for your choice of student work samples.
Step 2: Implementing the Plan
1. Activity: Implementing the Plan Teach the lesson based on the plan you
described in Step 1, and
provide a fifteen-minute video from that lesson. Then respond to the guiding
prompts below.
2. Textbox: 4.2.1: Instructional Strategies
a. Guiding Prompts a. How did you use academic content language to advance the
understanding of the concept being taught in this lesson? Cite examples from
the video to
support your analysis. b. How did you engage students in critical thinking to
promote
student learning? Cite examples from the video to support your analysis. c. How
did you use
questioning skills to promote student learning? Cite examples from the video to
support
your analysis. d. How did you integrate literacy into the content you taught to
promote
student learning? Cite examples from any part of the lesson to support your
analysis.
3. Textbox: 4.2.2: Interacting with the Students
a. Guiding Prompts a. How did you monitor student learning while teaching the
lesson? In
what ways did evidence of learning guide your instructional decision making
while teaching
the lesson? Cite examples from the video to support your analysis. b. How did
you provide
feedback to individuals and the whole class to advance student learning? Cite
examples
from the video to support your analysis. c. How did you use verbal and
nonverbal
communication techniques to foster student learning? Cite examples from the
lesson to
support your analysis.
4. Textbox: 4.2.3: Classroom Management
a. Guiding Prompts a. What classroom-management strategies did you use during
the lesson?
Cite examples of the strategies from the video. b. In what ways did the
strategies engage
students and promote a positive learning environment? Cite examples from the
video to
support your analysis.
Step 3: Understanding the Two Focus Students
1. Activity: Collecting Student Work
a. Choose two Focus Students who reflect different learning needs based on the
goal(s) of the
lesson. Plan to collect evidence of learning as seen in the baseline data and
the student
work samples. Then respond to the guiding prompts below.
2. Textbox: 4.3.1: Understanding the Two Focus Students
a. Guiding Prompts
i. Focus Student 1 a. Identify Focus Student 1’s learning strengths and
challenges. b.
What data did you use to establish a baseline to measure this student’s growth?
c.
What evidence will you collect to show his or her progress toward the learning
goal(s)?
ii. Focus Student 2 a. Identify Focus Student 2’s learning strengths and
challenges. b.
What data did you use to establish a baseline to measure this student’s growth?
c.
What evidence will you collect to show his or her progress toward the learning
goal(s)?
b. Required artifacts for this textbox:
i. the baseline data for Focus Student 1 (maximum of one page).
ii. the baseline data for Focus Student 2 (maximum of one page).
Step 4: Reflecting
1. Activity: Reflecting on the Whole Class
a. Think about your lesson plan, the implementation of the lesson, and the
student work.
Then respond to the guiding prompts below.
2. Textbox: 4.4.1: Reflection on the Whole Class
a. Guiding Prompts a. To what extent did the students reach the learning
goal(s)? Cite
examples from the lesson plan and/or the video that support your conclusions.
b. Reflect on
your instructional strategies, interactions with students, and
classroom-management
strategies. Discuss what went well and what areas you would revise in the
future. Cite
examples from the video that support your conclusions. c. Describe revisions
that you could
make if you were to teach the lesson again. Why would you make each revision?
Cite
examples from the lesson plan, the video, and/or the student work that would
prompt the
revisions.
3. Textbox: 4.4.2: Reflection on the Two Focus Students
a. Guiding Prompts a. Based on the baseline data and student work samples, to
what extent
did each of the two Focus Students achieve the learning goal(s) of the lesson?
b. How will
your analysis of the baseline data and student work samples guide planning for
future
lessons for each of the two Focus Students?
b. The required artifacts for this textbox:
i. a representative work sample for Focus Student 1 (maximum of two pages).
ii. a representative work sample for Focus Student 2 (maximum of two pages).
Step 5: Uploading the Video
1. Activity: Upload a fifteen-minute video from your lesson.(I’VE GOT THE VIDEO ALREADY)
a. The video may contain one fifteen-minute segment (unedited) or three
five-minute
segments (each unedited) combined into one file. Only one video file may be
uploaded
Last Completed Projects
| topic title | academic level | Writer | delivered |
|---|