Instructional Strategies and Learning Tasks
1
edTPA Lesson Plan Professional Semester 1 and 2 Guidelines: 7-23-14
Developed by: Shirley Andrews, Carolyn Gish, Jessica Graves, Lynn Minor, Nancy Sartin, and Tonja Root / Approved by ECSE Faculty 8-1-14
Printed Name of Mentor Teacher / Mentor Teacher Signature for Approval
Alignment
A1 - Central Focus / A2 - Standard(s) / A3 - Objective(s)
What is/are the important understanding(s) and core concept(s) that you want students to develop within the learning segment? In other words, what is the big idea? / List the Common Core Georgia Performance Standard(s), Georgia Performance Standard(s), and/or Georgia Pre-K Content Standard(s) that align(s) with the learning objective(s) / Objectives should include:
(1) a specific goal that has an observable learning outcome, (2) conditions under which a learning outcome can be expected to occur, and (3) criterion level.
Monitoring of Student Learning
M1 - Assessment(s) Description / M2 - Evaluative Criteria / M3 - Assessment Feedback
Name and describe the assessments that will be used to assess student learning. In describing the assessment, identify if your assessment will be used for formative or summative purposes.
Explain how your assessment will evidence that students have met the objective(s) identified for the lesson. / Describe the degree of behavior required for the objective(s) to be met. Provide levels of proficiency. Examples may include meets, partially meets, and does not meet. / Describe how your assessment data will inform the teacher decision-making process.
Describe how your assessment will allow you to provide developmentally appropriate constructive feedback to students.
Describe how students will engage in self-assessment and use constructive feedback provided by the teacher and peers.
Knowledge of Students to Inform and Differentiate Instruction
K1 – Background Knowledge / K2 – Specific Learning Needs / K3 – Supports, Accommodations, and Modifications
Describe the prior academic learning of students relevant to the lesson.
Describe the prerequisite skills required for students to experience success during the lesson.
Describe personal, cultural, and community assets that students bring to the lesson.
Describe assessment data that informs your knowledge of students (i.e., academic, behavioral). / Describe the specific learning needs of students as identified in Individualized Educational Plans (IEPs), 504 plans, and relevant Response to Intervention (RTI) documents.
Describe variations in learning needs of specific student groups including, but not limited to, English language learners, gifted/talented, and struggling/underperforming students. / Describe supports, accommodations, and modifications that will be made to assessment and instruction in response to student information collected.
Academic Language
AL1 - Academic Language Function / AL2 – Academic Language Demand / AL3 – Academic Language Vocabulary
Describe how students are using language to demonstrate content proficiency of your identified learning objective. In your description, identify the purpose for which language is being used by highlighting a key verb (i.e., summarize, explain, justify, compare). / Describe how students will use the language function within one or more of the following contexts: reading, writing, listening/speaking, or demonstrating/performing. In your description, you should specifically address the language needed for students to engage in and complete the learning task successfully. / Identify key words/phrases specific to the content area derived from the standard. Define each of the key words/phrases using developmentally appropriate language that you could use to explain the concepts to children.
Instructional Strategies and Learning Tasks
Directions: For this section, include what you and the students will be doing by sequentially describing the instructional strategies and learning tasks that will be included in the lesson. Respond to each of the guidelines below:
· Include enough detail in this lesson plan that it could be taught by another individual.
· Identify formative/summative assessments in the lesson with underlined text.
· The Procedures section must be written in first-person and include teacher script. As appropriate, describe the use of instructional technologies to support student learning.
IntroductionISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section must be written in first-person, include teacher script, and be aligned to the objective. As appropriate, describe the use of instructional technologies to support student learning.
Gaining Attention (Anticipatory Set) – Describe how you will gain the attention and motivate students to engage in learning. Describe why your students should care or want to know about this topic. As appropriate, address cross-curricular connections.
Informing Learners of the Objective (Objectives and Purpose) – Describe how you will communicate your learning objectives to students using developmentally appropriate language.
Stimulating Recall of Prerequisite Learning (Review) – Describe the student needs, interests, and prior learning that will be a foundation for this lesson.
ISLT3 - Management Strategies / Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address how you plan to ensure equitable attention to all learners.
Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.
Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
ISLT4 - Differentiation / Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and community assets will be embedded through instruction during this portion of the lesson.
Supports, Accommodations, & Modifications - Describe supports, accommodations, and modifications that will be made, during this portion of the lesson, in response to student information collected.
Variety in Instruction – Describe planned variations with consideration to modalities of instruction (i.e., visual, auditory, tactile/kinesthetic), multiple intelligences, and instructional activities (i.e., teacher-led large group, teacher-led small group, cooperative or competitive small group, pairs, independent), during this portion of the lesson, in response to student information collected.
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
ISLT5 - Assessment / Checking for Understanding – Describe how you will monitor student understanding within this portion of the lesson. Include questions you will pose to check for understanding.
Assessment – As appropriate, identify how continuous assessment of learner progress, conducted during this portion of the lesson, will inform instructional decision-making.
Body
ISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section must be written in first-person, include teacher script, and be aligned to the objective. As appropriate, describe the use of instructional technologies to support student learning.
Presenting the Content (Input, Modeling) – Sequentially describe the research-based instructional strategies that you and the students will be using as the content is presented. Address how you will explicitly teach and model/demonstrate skills, strategies, and/or concepts. Include questions (with answers) or problem-solving activities to promote higher-order thinking. Include strategies planned to address potential student misconceptions.
Eliciting the Desired Behavior (Checking for Understanding, Guided Practice) – Describe the engaging and worthwhile learning activities and tasks that your students will complete. Describe specific feedback (i.e., probes, prompts, affirmation) that you will incorporate to support students in meeting the objective(s) of the lesson.
ISLT3 - Management Strategies / Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address how you plan to ensure equitable attention to all learners.
Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.
Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
ISLT4 - Differentiation / Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and community assets will be embedded through instruction during this portion of the lesson.
Supports, Accommodations, & Modifications - Describe supports, accommodations, and modifications that will be made, during this portion of the lesson, in response to student information collected.
Variety in Instruction – Describe planned variations with consideration to modalities of instruction (i.e., visual, auditory, tactile/kinesthetic), multiple intelligences, and instructional activities (i.e., teacher-led large group, teacher-led small group, cooperative or competitive small group, pairs, independent), during this portion of the lesson, in response to student information collected.
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
ISLT5 - Assessment / Checking for Understanding – Describe how you will monitor student understanding within this portion of the lesson.
Assessment – Identify how you will conduct continuous assessment of learner progress within this portion of the lesson.
* Describe independent practice procedures, as appropriate.
Closure
ISLT1 - Pacing / Provide an estimated time for this section.
ISLT2 - Procedures / * This section must be written in first-person, include teacher script, and be aligned to the objective. As appropriate, describe the use of instructional technologies to support student learning.
Providing Feedback – Describe how you will bring closure to the lesson by prompting learners to recall, summarize, paraphrase, and/or problem solve in a non-evaluative way. Describe how you will link present content to prior and future learning, other content areas, and authentic experiences.
ISLT3 - Management Strategies / Plan for Engagement – Describe how you will set expectations for learners during this portion of the lesson to promote student-centered learning. Identify the signal that students will use to ask or respond to questions. Address how you plan to ensure equitable attention to all learners.
Plan for Transitions – Describe how you will transition students during this portion of the lesson and as you prepare to move into the next section of the lesson.
Plan for Redirection - Describe how you will redirect learners, as needed, during this portion of the lesson.
Plan for Positive Reinforcement – Describe how you will positively reinforce expected student behavior.
ISLT4 - Differentiation / Personal, Cultural, and Community Assets – Describe how the previously identified personal, cultural, and community assets will be embedded through instruction during this portion of the lesson.
Supports, Accommodations, & Modifications - Describe supports, accommodations, and modifications that will be made, during this portion of the lesson, in response to student information collected.
Variety in Instruction – Describe planned variations with consideration to modalities of instruction (i.e., visual, auditory, tactile/kinesthetic), multiple intelligences, and instructional activities (i.e., teacher-led large group, teacher-led small group, cooperative or competitive small group, pairs, independent), during this portion of the lesson, in response to student information collected.
Early/Late Finishers – Identify the alternatives for students who finish any activities early or late.
ISLT5 - Assessment / Checking for Understanding – Describe how you will monitor student understanding within this portion of the lesson.
Assessment – Identify how you will conduct continuous assessment of learner progress within this portion of the lesson.
Instructional Materials and Resources
IMR1 – Materials and Resources / IMR2 - References
List materials/resources needed for this lesson, including technology.
Attach copies of all materials/resources used during the lesson. / Cite all materials/resources using the current APA format.
Borich, G. (2014). Effective teaching methods: Research based practice (8th ed.). Boston: Pearson.
The Georgia Department of Education. (2014). Teacher keys effectiveness system. Retrieved from: http://www.gadoe.org/School-Improvement/Teacher-and-Leader-Effectiveness/Pages/Teacher-Keys-Effectiveness-System.aspx
Adapted from:
Borich, G. (2014). Effective teaching methods: Research-based practice (8th ed.). Boston: Pearson.
The Georgia Department of Education. (2012). Teacher keys effectiveness system evaluator training & credentialing materials. Atlanta: Author.