Section 6: Putting It All Together
Big Question
- What resources will help you plan for instruction in a 1:1 classroom?
Plan: Planning for Instruction in a 1:1 Classroom
Planning a Lesson
Modify a preaviously used lesson to include ideas and concepts that you explored throughout this workshop. The facilitator will provide you with templates and resources to consider using as you plan. You can use the following rubric to guide and evaluate your lesson plan.
Lesson Rubric
Planning a Lesson
Modify a preaviously used lesson to include ideas and concepts that you explored throughout this workshop. The facilitator will provide you with templates and resources to consider using as you plan. You can use the following rubric to guide and evaluate your lesson plan.
Lesson Rubric
- The activities in this plan support the role of the teacher as a roaming conductor.
- The lesson incorporates the key drivers of student engagement (instruction that is relevant, personalized, collaborative, and connected).
- Teachers use digital tools or resources to support students’ development of communication and collaboration skills.
Peer Review Tuning Protocol https://docs.google.com/document/d/1aCfzEQi1H_dWd_hskYydvSxrrd7WhCf3U9AdBzB73sY/edit?usp=sharing
Use the following excerpted steps to guide the process of giving and receiving feedback on lesson plans (McDonald and Allen adapted from Blythe et al. 2008).
1. Presentation: 2 minutes
2. Clarifying questions: 1 minute
3. Feedback: 2 minutes
4. Review: 1 minute
Use the following excerpted steps to guide the process of giving and receiving feedback on lesson plans (McDonald and Allen adapted from Blythe et al. 2008).
1. Presentation: 2 minutes
- The presenter sets the context, describing the teaching/learning situation and ideas in the lesson plan.
- Partners say nothing but take notes.
- The presenter then poses one or two key questions he/she wants the partner to address. For example, do you think my lesson plan incorporates opportunities for students to collaborate?
2. Clarifying questions: 1 minute
- Partners ask non-judgmental questions about the lesson, avoiding questions that could be perceived as critical. For example, say, “Can you explain why you choose this question?” as opposed to, “Why didn’t you ask a higher order-thinking question?”
3. Feedback: 2 minutes
- Participants comment on the presenter’s lesson, using the rubric to tell the presenter the strengths of the lesson and to identify one or two suggestions (based on the rubric) for the presenter to think about. Presenters are silent during this time and may write down suggestions or ideas they hear.
4. Review: 1 minute
- The presenter reviews the feedback, asks clarifying questions, identifies how the plan might be changed based on the feedback, and thanks the partner.