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This could be a way to gauge student knowledge before a lesson

Not only are the students getting the opportunity to discuss with a peer what they just learned, but they then get to turn around and teach it to someone else. This method will lead to maximum retention and maximum understanding of a concept!

The idea seems fun and engaging however I don't like the wording here, MUST. For some students this may be very uncomfortable to them if they don't enjoy speaking up in class. Yes it encourages that behavior, however it could also put a damper on a students learning due to them being anxious/ feeling pressured to answer and answer correctly in front of their peers.

I like the idea of having students do a television commercial but it is not for everyone.

This seems like a really good way to use each student's strengths and understandings to the entire class's benefit

Be careful not to cross those boundaries of "picking" a student. Knowing your students and how they interact is imperative. The student could be apprehensive about speaking or being actively involved.

I'd like to know more about PBL and what exactly it entails!

I love this option. If students have an opportunity to be able to answer a question without having to raise their hand and wait to be called on, they'll be more likely to participate and less likely to be stamped out by louder or more confident voices.

This was always my favorite, but I sometimes felt like it consumed my attention instead of actually learning the material. I was so focused on filling in the next blank or missing one, I wasn't actually applying the information presented to me.

This model is most interesting to me because it requires more thinking and problem solving since you have your results in mind and are trying to design the process to get those results.

It reminds me of an exercise I would often use with my pupils to help them develop critical thinking skills: solving a maze, but if it is too difficult (e.g. a circular maze), they should start at the END and work their way backwards to the beginning.

Make sure it is meaningful and accurate. There are so many websites full of junk.

I feel like this is a common technique in any kind of public speaking/lecture

Even though it's what we're used to, lecturing is not best practice as it does not actively engage the students.

I love this idea but I kind of disagree. It is sort of like bribing the kids to participate by giving them an object to be curious about and want to get in their hands. Yes they are participating but, for some kids, only because there's something to get out of it.

These nine steps incorporate the basic questions: who, what, how, and which.

I really like this, it gives students the opportunity to ask questions and get answers on something they're confused about. You're also inviting the students who may not be comfortable with asking a lot of questions.

Evaluations can be time consuming. I would be interested in finding ways of evaluation that keeps it consistent yet beneficial.

I think it can be really effective to work knowing what you want the result to be--that will be really helpful in the classroom instead of starting at the "beginning" of a lesson...I think it has the possibility of making it feel more do-able.

Really important to remember when we are creating lessons for our future classrooms. Although lecturing is an easy way to present material with less planning time, it is not an extremely effective way to present material.

Reminds me of the "backwards" lesson plans we used in Styer's class for middle school.

I have found that keeping a log of those elements and keep them categorized helps keep them organized.

This is ideal when creating a lesson plan. I think that you still have to be flexible and know things might need to change.

I think this is very interesting because it focuses on the outcome first and going backwards versus trying to figure out what to do to get to the desired outcome.

Here is a link to more information. I think it is a bit overwhelming, but if you feel adrift something in here might be useful.

We will address this in detail later.

Use the ideas below to help keep things interesting!

Remember where this is. It is how your Peer Team Teaching Lesson Plans are formatted.

What are the basics? Can you think of an easy way to remember them?

This is the most common.

Watch for these common elements as you are reading.

What we want students to know, understand, and do.

this one is mine

I think this is really important. In our last class we talked a lot about how when we were in school the teacher would make us go around the room taking turns to read the textbook out loud. We all hated it and felt uncomfortable and self conscious about our reading skills. When we do activities that every one knows how to do confidentiality, they are able to really learn and engage.

I love this! Even as an adult, when I'm given an assignment with little guidance I start to panic. Having an example or place to start eases my anxiety about big assignments.

I love the idea of giving students a choice in how to learn something. We all learn so differently that when we are given options we are more open minded and excited to learn.

It is so important to know where your students stand through out the entire year. It is easy to assume kids know things based on their age.

By knowing your audience, (your students), and their diverse cultures, your classroom will be better suited to advance all the students.

Again... Allowing the student to know exactly what is expected from them.

Students need to have the opportunity to "own" their learning experience.

Knowing that not all students learn the same way and not all are on the same level.

This can help students develop empathy towards there classmates.

Allowing students to make choices that affect their own learning.

If we don't look at what individual students need, many will miss out on the lessons. It is important to meet students where they are and be in tune with how they are responding to instruction.

Give different options to assess students. Some will respond better to projects, others to discussions, others to tests, etc. Just because a student doesn't do well on a specific assessment doesn't mean they haven't mastered the content. This is another example of needing to meet students on their level and be in tune to their unique ways of thinking.

This is a great way to keep a student interested in a story. It makes them a part of the story.

This is so important to note! I think it is easy to get caught up in the standards and use them as a checklist for exactly what needs to be taught. We need to create quality lessons that address these standards rather than using drills, worksheets, and assessments.

This is very helpful to students who are not strong writers. An outline or guide is beneficial and it get the students creativeness started.

I experienced this in a special education class I observed in briefly and loved how the teacher had different light sources for different classes depending on how the students were affected. She used the overhead lights for some classes, string lights only for some, and lamps for others.

Broken link, unfortunately.

I like how they say the textbook is going extinct but college students still pay hundreds of dollars on them every semester...

• design, develop, evaluate AUTHENTIC learning. If it is not authentic, are the students really grasping the concept?

I agree. Promoting and modeling digital citizenship and responsibly is something we don't think about but is very important. I don't remember experiencing this through my schooling experience and I think it would have been very helpful.

Love this--students may apply their knowledge in many different ways!

If the students have choices, there is a want to learn instead of being pressured to just one way to perform a task.

It is so important to re-frame the way students think about failure and teach them to learn from mistakes.

It's so important to truly know your students so you can determine what they already know. By doing this you are able to see what they need to progress.

Letting the students choose the grouping also may aid in a readiness to learn. Shoulder partners are a great way to blend studies and have peer to peer curriculum.

Link broken here :(

I find this topic interesting because we don't tend to learn about advanced learners as much as we do struggling learners. I found this chart very interesting as well as informative on ways that we can challenge the advanced learners in our classes.

I really like this idea because not only does it help the ELL student with learning some English, but it exposes the other student to people with different languages than them and helps them to develop empathy for people like that throughout daily life.

You can find a challenge for any age group. Adjusting your curriculum to find what works.

So many teachers don't do this! When you don't know what to expect, you don't know what to do.

For some reason, this specific learning environment adjustment really speaks to me at this moment in time.

In all seriousness, I find that I study best with music playing and blocking out background noise, so I am sure that many others prefer complete silence or other forms of noise. The physical aspects of the learning environment can definitely be important for students.

I agree - Busy work is not useful and there is no reason to waste time. All tasks should have a purpose.

I find this very important and is an area that we sometimes may forget about as teachers. Making sure/enforcing that our students know they are safe and that all of their ideas are important encourages the deepest learning and allows each child to give their input, knowing they aren't being judged but celebrated for bringing a new idea to the table.

This is what we are concentrating on!

Still active.

Still active.

Okstate no longer has a subscription, but you are welcome to check this out anyway!

ISTE is the International Society for Technology Education, or something like that They have updated their standards, check them out here.

For sure watch the Kristen Doubet video under Common Misconceptions of differentiated Instruction.She gives some excellent reasons for formative assessment and its role in Differentiated Instruction.

If this link gets you to a 404, click on 'videos' in the menu/toolbar near the top of the page.

MAKE NOTE OF THIS! Your Lesson Plan Revision assignment will ask specifically how you plan to offer differentiation. Remember to come back to this list, so you don't have to dig ideas out of your head.

This starts with a few pages explaining formative assessment. Page 11 lists 25 ideas, and page 12-21 detail six of them. It's worth scanning, especially 12-21. Will give you ideas for formative assessment in your own classroom.

The essential questions.

Questions in the right sidebar can help guide your viewing.

Questions in the right sidebar can help guide your viewing.

Note how these are phrased. They will function as your "what I want students to know, do, and understand" when you teach.

This is very hard. We did not have the technology in our classrooms as students so it is difficult to see them in classrooms today. You feel like by offering all this technology in a classroom you are taking away real instructional time.

Interesting perspective on teaching in the Age of Testing around 2:00...

Bingo. Wouldn't this be a great way to teach?

Dig in to this paragraph. Why do you think teachers did not initially embrace this experience?

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This is the SMARTNotebook Introduction Assignment. Su18 you will create a TES Blendspace instead.

Assignments!

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Awesome!

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