a. Communicating with Students
SAMPLE 1:
Expectations for Learning - Science Rules - reviewed during class at the beginning of the year, emailed to each student, emailed to new students -in the body of the email and attached to the email, and posted in the Course Materials section of the course
Expectations for Learning - Science Rules - reviewed during class at the beginning of the year, emailed to each student, emailed to new students -in the body of the email and attached to the email, and posted in the Course Materials section of the course
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SAMPLE 2:
Directions and Procedures for Activities - Retake Policy - reviewed during class at the beginning of each quarter, emailed to each student, and posted in the Course Materials section of the course
Directions and Procedures for Activities - Retake Policy - reviewed during class at the beginning of each quarter, emailed to each student, and posted in the Course Materials section of the course
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b. Using Questioning and Discussion Techniques
SAMPLE 1:
Student Participation - Instructional Exit Tickets - Exit tickets to review daily instruction; completion required to be dismissed from the session. Semester 1's exit tickets required students to "re-do" the ticket if they had not completed the questions correctly. This was communicated within the classroom over the mic - students who had a 100% on the ticket were moved to the dismissed room. During Semester 2, exit tickets were "self checking." Students had to get the correct answer before being able to move to the next question.
Student Participation - Instructional Exit Tickets - Exit tickets to review daily instruction; completion required to be dismissed from the session. Semester 1's exit tickets required students to "re-do" the ticket if they had not completed the questions correctly. This was communicated within the classroom over the mic - students who had a 100% on the ticket were moved to the dismissed room. During Semester 2, exit tickets were "self checking." Students had to get the correct answer before being able to move to the next question.
LINK: 2-12 Exit Ticket
(anyone with link can access) |
SAMPLE 2:
Discussion Techniques - Group Discussion Activity - The Experimental Design Study Guide was provided, terms reviewed, and examples examined the previous week. The terms were reviewed again prior to this activity. Students were to use the study guide and complete this activity as a group in breakout rooms; groups randomly selected by Blackboard.
Discussion Techniques - Group Discussion Activity - The Experimental Design Study Guide was provided, terms reviewed, and examples examined the previous week. The terms were reviewed again prior to this activity. Students were to use the study guide and complete this activity as a group in breakout rooms; groups randomly selected by Blackboard.
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c. Engaging Students in Learning
SAMPLE 1:
Pacing - General Education Pacing Guide with Modified Pacing Guide for Foundations - Level 2/Foundations Students are to be engaged in grade level content in all subject areas. To ensure grade level content is presented, the general education pacing guide is used to create a modified pacing guide for Level 2/Foundations Students [green column (R)].
Pacing - General Education Pacing Guide with Modified Pacing Guide for Foundations - Level 2/Foundations Students are to be engaged in grade level content in all subject areas. To ensure grade level content is presented, the general education pacing guide is used to create a modified pacing guide for Level 2/Foundations Students [green column (R)].
LINK: 2017-18 Pacing Guide
(anyone can access with link) |
SAMPLE 2:
Structure - Life Science Course - To assist the Level 2/Foundations Students in finding course materials, tools, and content, all core subjects on the Drexel Dragons/Team 7A use similar set up for the course layout. There are slight variations depending on content area; for example: history has history journals and math has homework. This "similar format" was decided upon by the team of core subject teachers.
Structure - Life Science Course - To assist the Level 2/Foundations Students in finding course materials, tools, and content, all core subjects on the Drexel Dragons/Team 7A use similar set up for the course layout. There are slight variations depending on content area; for example: history has history journals and math has homework. This "similar format" was decided upon by the team of core subject teachers.
Supplemental Documents
d. Using Assessment in Instruction
SAMPLE 1:
Monitoring of Student Learning - Individual Escape Rooms
Monitoring of Student Learning - Individual Escape Rooms
- Study Guide provided and reviewed through direct instruction.
- At the end of the lesson, an individual escape room activity was used to determine how well individual students could identify individuals from the groups of reptiles studied. There were four groups of reptiles - four breakout rooms. Students had four minutes to use polling tools to give their answer and move from the first room to the "You Escaped" room.
- Many students were successful in less than three minutes!
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SAMPLE 2:
Feedback to Students - Writing Wednesday (Discussion Board) Assignments
Feedback to Students - Writing Wednesday (Discussion Board) Assignments
- Writing Wednesday assignments focus on content presented earlier in the week or on Experimental Design scenarios to keep students using the Experimental Design vocabulary (in preparation for the 8th Grade Science PSSA's.)
- Prior to writing, the content of the assignment and writing expectations (see "Good Writing Strategies" below) are reviewed during class.
- Feedback is provided to students through the PEAK platform - sample below.
e. Demonstrating Flexibility and Responsiveness
SAMPLE 1:
Lesson Adjustment - General Education Lesson adapted to Foundations Level: Galapagos Adaptations Activity
The Foundations version reduces transference from the classroom, google form, and activity website to just google form and the activity website. And, directions are broken down to be more step by step.
Lesson Adjustment - General Education Lesson adapted to Foundations Level: Galapagos Adaptations Activity
The Foundations version reduces transference from the classroom, google form, and activity website to just google form and the activity website. And, directions are broken down to be more step by step.
LINK: General Education - Galapagos Adaptations Activity
(anyone with link can access) LINK: General Education - Google Form for Activity (anyone with link can access) LINK: Foundations Level - Galapagos Adaptations Activity
(anyone with link can access) LINK: Foundations Level - Google Form for Activity (anyone with link can access) |
SAMPLE 2:
Response to Student - Email
Response to Student - Email