Professional Documents
Culture Documents
Rationale
During
spring
practicum,
you
will
be
teaching
units
(rather
than
single
lessons)
and
teaching
in
a
school
context
where
collaboration
with
others
is
expected.
For
these
reasons,
we
will
plan
and
teach
a
unit
together:
Each
of
you
will
be
responsible
for
teaching
two
lessons
of
that
unit
to
your
colleagues.
This
collaborative
process
will
also
model
steps
you
take
in
individual
unit
planning.
Assignment
1. Rationale
Together
we
will
decide
on
the
focus
of
our
unit:
What guiding questions will shape the content and organization of the unit?
2. Assessment Together we will decide how to gauge what is learned during this unit:
What formative and summative assessment(s) would address the guiding questions?
3. Routines Together we will decide what regular activities we might use during this unit:
4. Lessons Each of you will be responsible for teaching two consecutive lessons of this unit:
You will be paired with a colleague; each week two pairs will plan and teach a lesson
The following week, one pair from the previous lesson will plan and teach the next lesson
Each
time
you
teach,
you
must
draw
on
the
classs
revision
feedback
(do
this
at
the
top
of
your
plan)
Groups that do not post on time or do not incorporate feedback will not teach
5. Revision Each week we will respond to the plan and to the implementation of a lesson
In advance of the lesson (by Sunday 5pm), teachers post a lesson plan to the wiki
In advance of the lesson (by Monday 5pm), the rest of the class responds to the plan
After the lesson, the rest of the class responds to the teaching of the lesson
Sherry LAE432315
How
should
I
respond
to
the
plan?
to
the
teaching
of
the
lesson?
The
class
rubric
contains
categories
relevant
to
both
planning
and
teaching
a
good
lesson/unit;
please
make
sure
to
address
all
of
these
as
they
apply
to
the
plan/enactment
to
which
you
respond:
o Is
it
RELEVANT
to
students?
to
standards?
to
the
discipline
of
ELA?
o Is
it
DIVERSE
with
regard
to
backgrounds,
learning
styles,
activities?
o Is
it
SCAFFOLDED
with
regard
to
how
activities/lessons
relate
and
build
on
each
other
o Is
it
ALIGNED
with
lesson/unit
goals
and
assessments?
o What
else
stands
out
to
you
as
important
advice
for
teacher(s)
to
hear?
TEACHING
PLANNING
ASSESSMENT
REFLECTION