Today's self assessment path was more complex than I expected making me realize that this journey and the MA Teacher Evaluation Rubric are good resources for a pre-service or professional learning 4-credit course.
To reflect well, it does take time, and each of the 33 elements on the Massachusetts' teacher evaluation rubric has taken me in excess of one-hour to thoroughly analyze and respond to. I've been teaching for a long time, and if it's taking me this long to dig deep and unearth the essential points and intent of each element, I can only imagine how long it will take a preservice or novice to grasp all of these elements.
Hence, I continue to welcome any interested educator to join me on this journey. The prior posts can be found via these links:
Today's element, 1A4, focuses on apt lesson planning. To plan a lesson well is a complex process. I analyzed the standard, culled the key points, added to the evaluation document, updated my own self assessment document, and most importantly created the lesson planning document below to guide lesson planning with inclusion of all the key points (and one additional point, room design) on the evaluation rubric. I plan to continue to revise and enrich this document as I read the many posts I've saved for learning design study this summer. As always, I welcome your comments, ideas, and thoughts.
To reflect today, first review the standard, indicator, element, rubric, criteria statement, key points, and element chart. Next make a copy of the element chart, and add your own reflections and implications for practice. After that survey the lesson planning template and my assessment if interested. This is a hefty element--one that will take time if analyzed well.
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis and continuously refining learning objectives.
Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.
Element 1A-4: Well Structured Lessons
Double click the image to see an enlarged view.
Criteria: (from proficient/exemplary descriptors)
Develops and models well-structured, highly-engaging lessons with measurable objectives, appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to meet every student's needs.
Key Points/Questions:
Well-structured, highly engaging lessons. What is the best way to structure a lesson so that students are learning with engagement?
Measurable objectives. How will I assess student learning at the end of a lesson?
Appropriate student engagement strategies. What engagement strategies are motivating, appealing and productive for the students in my charge?
Pacing. What is a student-centered, brain-friendly way to pace the lesson?
Activities. What activities will foster student discussion, inquiry, problem solving, practice, and ultimately learning?
Materials: What are the best materials to use in order to develop student learning?
Resources: What resources will support and enrich this lesson?
Technologies: How can I embed technology in the lesson to help students learn?
Grouping: In what ways will I group students to foster optimal learning?
Standard 1A4: Well Structured Lessons (Lesson Planning)
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Standard 1A4: Well Structured Lessons (Lesson Planning)
A unit frameworks should be planned about a month or more prior to implementation. The unit document should be placed on a website for all in the learning community (students, families, educators, leaders, and the community) to access for review, learning, and enrichment before, during, and after the unit roll-out. As the unit rolls out, specific lesson details and plans can be added to the website since good lesson planning responds to student learning acquisition, need, and interest.
Start lesson planning by creating or revising the unit framework:
How, when and where will we create and publish this unit of study.
Technologies
Create an online transparent and easily accessible website for every unit.
Online Unit Website
Unit Title, Purpose
Unit Objectives
Unit Roll-Out: Lessons, Events, and Field Studies
Unit Extensions and Enrichment
Unit Website Link
See example
After that research the lesson, keep a list of the resources on the website so the learning community can easily access the resources before, during, and after the lesson.
What resources will inform this lesson with strength?
Resources:
What resources will support and enrich this lesson?
Lesson research and review will help you to access the best resources for planning, implementing, assessing, and revising lessons.
Use your in-house PLN and online PLN to help you access best resources.
Keep a resource file or list online so that students and families may access the resources before or atter the lesson if interested in order to extend the learning.
Resource List
Next plan the specific lesson. Start with lesson objective:
What learning objectives and standards will students achieve?
Objective
(standard(s))
Write an easy to measure, meaningful objective.
set goals with students when possible.
Students will learn __________________________________________________________
Success Criteria:
Rationale:
Objective:
Then begin planning the lesson specifics, start backwards with assessment:
How will I assess the lesson’s success and student learning?
Measurable objectives
How will I assess student learning at the end of a lesson?
Observation
Exit Ticket Writing
Quick Quiz
Class Share
Assessment of Activity Results
Explain evaluation procedures with students.
Students will demonstrate learning by
________________________________________________,
and student learning will be assessed by
______________________________________________.
After that, plan the lesson roll-out.
Imagine, what will this lesson look like in the classroom?
Lesson Introduction:
What engagement strategies will I employ at the start of the lesson?
Pacing.
What is a student- centered, brain-friendly way to pace the lesson?
Grouping
In what ways will I group students to foster optimal learning?
Capture learners’ attention.
Make connections.
Tap into students’ emotions/experiences.
Use narrative.
Good questioning: perplexing, paradoxical, unexpected.
Short videos, artifacts. or multi-sensory introduction.
10-15% focus lesson
70%-80% active learning
10%-15% closing share, next steps discussion.
Like ability grouping
Stronger-more challenged grouping
Role grouping
Social grouping.
Random grouping
Circle chosen technique(s) on left-hand list. Then write specific links, details below.
Focus Lesson
Activity
Closing, Share, Assessment
Grouping Type: __________________________________________________
Reason: _______________________________________________________
List of specific groups:
Once the lesson plan is set, then set the stage for learning.
What will the classroom look like and where will the materials be?
Classroom Set-Up
How will I set-up the learning environment to support student learning success?
Materials:
What are the best materials to use in order to develop student learning?
table arrangement
intro/share space set-up
visuals displayed including learning objective, activity menu, vocabulary and other important resources
technology ready to go.
available and accessible to learners.
hands-on, paper/pencil, tech-related.
create or adapt materials for solving problems.
Model material thinking, use and care during focus lesson.
Choose materials that best meet the lessons objectives.
Draw a map or make notes about the learning environment set-up.
Materials List: (Including Technology)
My Self Assessment and Lesson Planning Document
Standard 1A4: Well Structured Lessons (Lesson Planning)