ELM 210 CSU Wk5 Class Management Discussion

Clinical Field Experience: Connection Across the Curriculum, Curricular Goals, and Community

This field experience will provide practical experience and modeled application regarding how teachers make cross-curricular connections with their students, as well as explicit information about designing and implementing instruction and assessments aligned to curricular goals, standards, and learning objectives. You will be exposed to differentiation dependent on class or individual student needs. ELM 210 CSU Wk5 Class Management Discussion

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Allocate at least 5 hours in the field to complete this field experience.

Observe a lesson presented by a certified K-8 classroom teacher for a minimum of one hour. During the lesson, use the “COE Lesson Plan Template” to map the teacher’s instruction. Particularly note the standards and objectives addressed during the lesson, how the teacher differentiates to meet student needs, as well as any cross-curricular connections.

Following your observation, outside of classroom hours, review your notes on the lesson plan and discuss the following with the teacher you observed. Add any pertinent information to your notes, such as:

What is the teacher’s pre-planning process? How do they ensure their lesson plan activities are aligned to state standards?
What were some strategies the teacher used to establish curricular goals? How did students know what their curricular goals were?
How were cross-curricular connections considered? If none were observed, discuss this with the mentor teacher.
How did the teacher assess student understanding before, during, and after the lesson? How are formative and summative assessments used for instructional planning and within the classroom?
How is instruction differentiated to meet students’ learning needs? What factors are taken into consideration when differentiating learning activities?
What opportunities allow each student to demonstrate acquired knowledge and skills through a variety of products and performances ?
How were home extension activities determined?

Use any remaining field experience hours to assist the teacher in providing instruction and support to the class.

Write a 500-750 word reflection summarizing your observations and discussion with your mentor teacher. Explain how you will use your findings in your future professional practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. ELM 210 CSU Wk5 Class Management Discussion

Resources

Read pages 53-54, 71, 91, 152-153, 200-201, and 226-227.

URL:

http://www.gcumedia.com/digital-resources/pearson/2015/instruction_a-models-approach_7e.php

Read “What is Differentiated Instruction?” located on the Institutes on Academic Diversity website (2016).

URL:

http://differentiationcentral.com/what-is-differentiated-instruction/

Review the videos located on the Differentiation Central website (2016).

URL:

http://differentiationcentral.com/videos/

Read “15 Tech Tool Favorites from ISTE 2016,” located on the KQED website (2016).

URL:

https://ww2.kqed.org/mindshift/2016/07/05/15-tech-tool-favorites-from-iste-2016/

Read “Take Note: How to Curate Learning Digitally,” by Holland located on the Edutopia website (2016).

URL:

https://www.edutopia.org/blog/take-note-curate-learning-digitally-beth-holland

Read Chapter 3.

URL:

https://wikieducator.org/images/e/e2/Instructional-Approaches_Handbook.pdf

Read “Understanding the Standards-based Individualized Education Program (IEP),” by Cortiella, located on The Advocacy Institute website.

URL:

http://www.advocacyinstitute.org/resources/UnderstandingStandards-basedIEPs.pdf

Classroom Observation:

https://drive.google.com/file/d/1CUM_slfd63MHDKl_d…

Teacher Discussion:

What is the teacher’s pre-planning process? How do they ensure their lesson plan activities are aligned to state standards? Grade level meet weekly and completes lesson internalizations in which during that time we collectively collaborate on overall goal of lessons and misconceptions that students may have. To ensure lessons activities are aligned we closely look at the standards of the lesson and make sure activities are directly related. The cirrculum that is used is Eureka Math.
What were some strategies the teacher used to establish curricular goals? How did students know what their curricular goals were? Introducing I CAN statements for each lesson. In the beginning of each lesson students repeat the I CAN statements.
How were cross-curricular connections considered? If none were observed, discuss this with the mentor teacher. Typically during EL (Language Arts) lesson students explore curricular goals from Science and Social Studies.
How did the teacher assess student understanding before, during, and after the lesson? How are formative and summative assessments used for instructional planning and within the classroom? Students are assessed through questioning, independent work time, whole group work time and through iReady teacher assigned lessons.
How is instruction differentiated to meet students’ learning needs? What factors are taken into consideration when differentiating learning activities? Students learning is differentiated by giving multiple ways to complete or ask questions during learning. Students who struggle are called on and teacher ask probing questions that guides to understanding.
What opportunities allow each student to demonstrate acquired knowledge and skills through a variety of products and performances? Students were able to demonstrate their knowledge through completing independent work, doing hands on activities during lesson. Each student is provided with all material to be successful in the virtual learning space. Student utilize manipulatives, workbooks and other items to show their learning.
How were home extension activities determined? Each lesson has an aligned homework activity.

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Section 1: Lesson Preparation

Teacher Candidate Name:

Grade Level:

Kinder

Date:

January 4, 2021

Unit/Subject:

Math

Instructional Plan Title:

Lesson Summary and Focus:

In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.

Classroom and Student Factors/Grouping:

Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards:

Review national and state standards to become familiar with the standards you will be working with in the classroom environment.

Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

Include the standards with the performance indicators and the standard language in its entirety.

Specific Learning Target(s)/Objectives:

Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:

Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning

What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.

For example:

Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language

In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.

Resources, Materials, Equipment, and Technology:

List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning

Anticipatory Set

Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.

In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a visual of the planet Earth and ask students to describe what Earth looks like.

· I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed

10 min

Multiple Means of Representation (Instruction)

Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.

In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example:

· I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.

· I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.

Time Needed

20 min

Multiple Means of Engagement (Student Practice)

In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example:

· I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.

· I will model one example of solving a number sentence on the white board before having students search for the matching card.

· I will then have the partner who has the number sentence explain to their partner how they got the answer.

Time Needed

30 min

Multiple Means of Expression

Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.

Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments.

For example:

Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.

Time Needed

10 min

Extension Activity and/or Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.

Time Needed