Overview
Interns will conduct three focus lessons. Focus Lesson One is about Classroom management/planning (may be observed).
Purpose
The purpose of the focus lessons is to present opportunities for interns to assume instructional leadership early in their internship experience and to reflect on their experiences.
Connections to Standards
|
Clinical Practice Performance
Assessment (CPPA) Standards 3 and 8 |
|
3(a) The teacher collaborates with
learners, families, and colleagues to build a safe, positive learning climate of openness, mutual respect, support,
and inquiry. |
|
3(b) The teacher develops learning
experiences that engage learners in
collaborative and self-directed learning and that extend learner
interaction with ideas and people locally and globally. |
|
3(c) The teacher collaborates with
learners and colleagues to develop shared values and expectations for respectful interactions, rigorous
academic discussions, and individual and group responsibility for quality
work. |
|
3(d) The teacher manages the learning
environment to actively and equitably
engage learners by organizing, allocating, and coordinating the resources
of time, space, and learnersÕ attention. |
|
3(e) The teacher uses a variety of methods
to engage learners in evaluating the
learning environment and collaborates with learners to make appropriate
adjustments. |
|
3(f) The teacher communicates verbally
and nonverbally in ways that demonstrate
respect for and responsiveness to the cultural backgrounds and differing
perspectives learners bring to the learning environment. |
|
3(g) The teacher promotes responsible learner use of instructional
tools such as manipulatives and physical models, drawings, virtual
environments, spreadsheets, presentation tools, and mathematics-specific
technologies (e.g., graphing tools, interactive geometry software, computer
algebra systems, and statistical packages) to extend the possibilities for
learning locally and globally and make
sound decisions about when such tools enhance teaching and learning,
recognizing both the insights to be gained and possible limitations of such
tools. |
|
8(a)
The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.
|
|
8(b)
The teacher continuously monitors
student learning, engages learners in assessing their progress, and adjusts instruction in response to
student learning needs. |
|
8(c)
The teacher collaborates with learners
to design and implement relevant learning experiences, identify their
strengths, and access family and community resources to develop their areas
of interest. |
|
8(d)
The teacher varies his/her role in the
instructional process (e.g., instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the needs of
learners. |
|
8(e)
The teacher provides multiple models
and representations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety of products and
performances. |
|
8(f)
The teacher engages all learners in developing higher order questioning skills and metacognitive processes.
|
|
8(g)
The teacher engages students in developmentally
appropriate mathematical activities and investigations that require active engagement and include mathematics-specific technology
in building new knowledge. |
|
8(h)
The teacher uses a variety of
instructional strategies to support and expand learnersÕ communication about
mathematics through speaking, listening, reading, writing, and other modes.
|
|
8(i) The teacher asks
questions to stimulate discussion that serves different purposes (e.g.,
probing for learner understanding, helping learners articulate their ideas
and thinking processes, stimulating curiosity, and helping learners to
question). |
|
8(j)
The teacher provides students with opportunities
to make connections among mathematics, other content areas, everyday
life, and the workplace. |
|
8(k)
The teacher implements techniques related to student engagement and communication including selecting high quality
tasks, guiding mathematical discussions, identifying key mathematical ideas,
identifying and addressing student misconceptions, and employing a range of
questioning strategies. |
Requirements
The
focus of this lesson is on how students are engaged in the learning activities
and how they are kept on task throughout the class. Teach a lesson or part of a lesson (this
lesson may be observed by the intern).
After the lesson is complete and you have reflected on it with your
mentor teacher, construct a short PowerPoint presentation that addresses the
following topics:
1.
Overview of the lesson (may be observed rather than taught)
2.
What went well in terms of classroom management, the learning
environment, and the UDL Principle of Multiple Means of Engagement (with
evidence)
3.
What could be improved in terms of classroom management, the learning
environment, and the UDL Principle of Multiple Means of Engagement (with
evidence)
4.
Reflection on Mentor feedback.
Process
Focus
Lessons are taught at the internÕs field placement and presented in the Mathematics
Methods course (EDUC 426/628).
1.
Choose a
lesson to be the substance of the focus lesson.
2.
Teach the
lesson (or part of the lesson).
3.
Reflect on
the lesson and focus topic with mentor teacher.
4.
Construct a
presentation of the four key points for the focus lesson.
5.
Upload the
presentation to the Blackboard Discussion board.
6.
Upload the
presentation to TK-20.
7.
Read your
partnersÕ focus lessons on Blackboard and provide feedback.
8.
Reflect on the
feedback you receive on your focus lesson.
Rubric link
|
Domain |
Limited (1) |
Developing
(2) |
Proficient
(3) |
Exemplary (4) |
|
3(a)
The teacher collaborates with learners, families, and colleagues to build a safe,
positive learning climate of openness, mutual respect, support, and inquiry. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(b)
The teacher develops learning experiences that engage learners in
collaborative and self-directed learning and that extend learner interaction
with ideas and people locally and globally. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(c)
The teacher collaborates with learners and colleagues to develop shared
values and expectations for respectful interactions, rigorous academic
discussions, and individual and group responsibility for quality work. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(d)
The teacher manages the learning environment to actively and equitably engage
learners by organizing, allocating, and coordinating the resources of time,
space, and learnersÕ attention. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(e)
The teacher uses a variety of methods to engage learners in evaluating the
learning environment and collaborates with learners to make appropriate
adjustments. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(f)
The teacher communicates verbally and nonverbally in ways that demonstrate
respect for and responsiveness to the cultural backgrounds and differing
perspectives learners bring to the learning environment. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
3(g)
The teacher promotes responsible learner use of instructional tools such as
manipulatives and physical models, drawings, virtual environments,
spreadsheets, presentation tools, and mathematics-specific technologies
(e.g., graphing tools, interactive geometry software, computer algebra
systems, and statistical packages) to extend the possibilities for learning
locally and globally and make sound decisions about when such tools enhance
teaching and learning, recognizing both the insights to be gained and
possible limitations of such tools. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(a) The teacher uses appropriate
strategies and resources to adapt instruction to the needs of individuals and
groups of learners. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(b) The teacher continuously monitors
student learning, engages learners in assessing their progress, and adjusts
instruction in response to student learning needs. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(c) The teacher collaborates with
learners to design and implement relevant learning experiences, identify
their strengths, and access family and community resources to develop their
areas of interest. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(d) The teacher varies his/her role in
the instructional process (e.g., instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the needs of
learners. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(e) The teacher provides multiple
models and representations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety of products and
performances. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(f) The teacher engages all learners
in developing higher order questioning skills and metacognitive processes.
|
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(g) The teacher engages students in developmentally
appropriate mathematical activities and investigations that require active
engagement and include mathematics-specific technology in building new
knowledge. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of attainment
of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(h) The teacher uses a variety of
instructional strategies to support and expand learnersÕ communication about
mathematics through speaking, listening, reading, writing, and other modes.
|
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(i) The
teacher asks questions to stimulate discussion that serves different purposes
(e.g., probing for learner understanding, helping learners articulate their
ideas and thinking processes, stimulating curiosity, and helping learners to
question). |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(j) The teacher provides students with
opportunities to make connections among mathematics, other content areas,
everyday life, and the workplace. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
|
8(k) The teacher implements techniques
related to student engagement and communication including selecting high
quality tasks, guiding mathematical discussions, identifying key mathematical
ideas, identifying and addressing student misconceptions, and employing a
range of questioning strategies. |
Demonstrates minimal or no trajectory toward
meeting standard on the lesson; Exhibits minimal evidence of
attainment of concepts and practice. |
Demonstrates
trajectory toward meeting standard on the lesson; Exhibits some evidence
of attainment of concepts and practice. |
Demonstrates
that standard is met on the lesson. Exhibits sufficient evidence
of attainment of concepts and practice. |
Demonstrates
that standard is exceeded on the lesson; Exhibits in-depth evidence
of attainment of concepts and practice. |
Connections to other assessments
1. EDUC 412: Lesson Plan Adaptation and Reflection
2. EDUC 426 and Internship: Curriculum Unit Plan
3. Internship: Enacted Lessons (Portfolio)
4. Internship: Phase 1 to Phase 2 Transition
Graders
Course Instructor
Additional Resources
Common Core Standards of Mathematics Practice. (2010). http://www.corestandards.org/Math/Practice
Rutherford, P. (2009). Why didnÕt I learn this in college? Teaching
and learning in the 21st Century (2nd ed.).
Alexandria, VA: Just ASK Publications. http://www.amazon.com/dp/0979728010/ref=rdr_ext_tmb
Shrewsbury,
C. M. (1993). What
is feminist pedagogy? WomenÕs Studies
Quarterly, 3-4, 8-15.
Silver,
H. F., Brunsting, J. R., & Walsh, T. (2008). Math
tools grades 3-12: 64 ways to differentiate instruction and increase student
engagement. Thousand Oaks, CA: Corwin Press.
Silver,
H., Strong, R., & Perini, M. (1997). Integrating learning styles and multiple intelligences. Educational Leadership, 55, 22-27.
Smith, M. S., & Stein,
M. K. (2011). 5 Practices for
orchestrating productive mathematical discussions. Thousand Oaks, CA:
Corwin Press. http://www.amazon.com/Practices-Orchestrating-Productive-Mathematics-Discussions/dp/1452202907/ref=sr_1_fkmr0_1?ie=UTF8&qid=1379885714&sr=8-1-fkmr0&keywords=Five+Practices+for+orchestrating+productive+mathematical+discussions.+Thousand+Oaks%2C+CA%3A+Corwin+Press
Stemler, S. E., Elliott, J. G., Grigorenko, E. L., & Sternberg, R. J. (2006). There’s
more to teaching than instruction: Seven strategies for dealing with the
practical side of teaching. Educational
Studies, 32, 101-118. http://scholar.google.com/citations?view_op=view_citation&hl=en&user=X84dG_MAAAAJ&citation_for_view=X84dG_MAAAAJ:IjCSPb-OGe4C
Strong, R. W., Silver, H. F., & Perini, M. J. (2001). Making students as important as standards. Educational Leadership, 59, 56-61. http://scis-suny-information.wikispaces.com/file/view/2+Making+Students+as+Important+as+Standards+copy+2.pdf
Strutchens, M. (1995). Multicultural mathematics: A more inclusive mathematics. ERIC Digest. Washington D. C.: Office of Educational Research and Improvement. http://files.eric.ed.gov/fulltext/ED380295.pdf
Wong, H. K., Wong, R. T., & Seroyer, C. (2009) The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications. http://www.amazon.com/Wongs-Rosemarys-First-Days-School/dp/B008254A7E/ref=sr_1_7?s=books&ie=UTF8&qid=1379884623&sr=1-7&keywords=The+First+Days+of+School%3A+How+to+Be+an+Effective+Teacher