(Back to Table of Contents). Coordination with Mentor Teacher. Low. Medium. High. Pre-Planning. Low. Medium. High. Time in Higher Education Classroom. Varies. Time in K-12 Classroom. 30-60 minutes. Lesson Outcomes. What type of thinking or reflection is this protocol designed to get teacher candidates to do?
Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teachers in professional learning communities. The term “TCs” is used repeatedly in these documents and refers to teacher candidates, or student teachers.
Embedded Learning Protocol (Back to Table of Contents)
Coordination with Mentor Teacher Low Medium High
Low
Time in Higher Education Classroom Varies
Pre-Planning Medium
High
Time in K-12 Classroom 30-60 minutes
Lesson Outcomes What type of thinking or reflection is this protocol designed to get teacher candidates to do?
• •
TCs will be able to compare different teaching methods and strategies for teaching a common lesson objective(s). TCs will analyze different instructional techniques, and identify important considerations for their implementation. Instructor Preparation What up-front preparation will the instructor need to do to prepare for this protocol?
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TCs will need background knowledge on different instructional methods and techniques that can be used to teach common concepts (i.e. reading comprehension strategies, different approaches for teaching the concept of fractions, different vocabulary-instruction strategies, ways of teaching factoring, etc.). Instructors will also need to create TC pairs that will be able to teach the same content at similar times, but using different techniques.TC pairs should have the same grade levels and content areas in their teaching placements. Steps What is the procedure for completing this protocol?
discuss situations in which the techniques they used would be more or less effective. (See Observation form attached) 6. Reflection: TCs should reflect on the lesson and use of the strategy individually after they have conferenced with their partners. Instructors may also want to have pairs share with the class what they learned about each technique, especially if other pairs used different methods. Reflection What will teacher candidates be prompted to think about upon the completion of the protocol? What questions will they consider?
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What are the possible pros and cons of each technique (or strategy) that was used? What factors would cause you to choose one strategy over the other (consider the needs of students, logistical constraints, and so on)? What must a teacher consider and plan for in order to implement the strategy effectively? How might you refine or modify your use of each of these techniques i
Time Required: ... The inner circle engages in dialogue for a specific length of time. ... At the end of the inner circle's discussion, the members of the outer circle ...
Smell: Teacher will have 6 pictures of different items that can be sorted by smell: .... another chance and have them set up and fill in their Individual Trackers).
(Back to Table of Contents). Coordination with Mentor Teacher. Low. Medium. High. Pre-Planning. Low. Medium. High. Time in Higher Education Class. 30-60 min. Time out of Class. 30-60 minutes. Learning Outcomes. What type of thinking or reflection is
Connect with the mentor teacher. The instructor should ensure that TCs work with their mentor teacher to plan the lesson and ask them to videotape the lesson.
The instructor will need to identify a classroom teacher at the school site that is an ... In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning.
study third graders are studying at that point. Miss Lorin acquiesces to your ... The case study ends at a critical decision/action point. Consider the Professional ...
(Back to Table of Contents). Coordination with Mentor Teachers. Low. Medium. High. Pre-Planning. Low. Medium. High. Time in Higher Education Classroom.
Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teacher
Socratic Circles1. (Back to Table of Contents). Time Required: 60-75 minutes. Purpose: The purpose of Socratic Seminar is to create a structured opportunity for ...
Free: There is no financial cost for the students, teacher, or school. Easily Accessed: ... Critical Evaluation of an Content-Based IPAD/IPOD APP. Retrieved from.
systematic analysis of the planning and execution of classroom lessons. Steps ... by state standards, diagnostic and formative assessment data, analysis of ... more of a range of instructional strategies (covered in the course) during the lesson.
TCs will need background knowledge on different instructional methods and techniques that can be used to teach common concepts (i.e. reading comprehension strategies, different approaches for teaching the concept of fractions, different vocabulary-in
(Back to Table of Contents). Coordination with Mentor(s). Low. Medium. High. Pre-Planning. Low. Medium. High. Time in Higher Education Classroom. 20-40 minutes. Time in K-12 Classroom. 40-60 minutes. Lesson Outcomes. What type of thinking or reflecti
Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching).
(Back to Table of Contents). Teachers: Subject: Science. Common Core State Standards: â¢. S1C2IB: Test predictions through exploration and experimentation.
How is this objective relevant to students, their lives, and/or the real world? ... science experiment, we can test our predictions to determine if we were right or wrong. Testing your ...... at the end of the ramp (both top and bottom) rather than t
Before viewing these investment plan artifacts, there are a couple of clarifications to note. First, all investment plans and accompanying artifacts are different and there was not a consistent template used across all plans in the bank. Second, all
Lesson Study Protocol. II. Preparation Form. III. Checklist and Debrief Guide. Note to users: This protocol was originally designed to be used with pre-service ...
Identifying the Needs of ELL Students. Plan and Develop Instruction for English Language Learners. Teacher Leader: Professional Competencies Overview. STEM Inquiry Lesson. ABAB Graphing Module. Early Childhood Assessment Guide. Understanding Inquiry-
The additional information are links to product websites ... appropriate instructional activities, and an online data management and reporting system. The.
(Back to Table of Contents). Teachers: Subject: Common Core State Standards: ⢠Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2.RL.5). Objective (Explicit
SP.4- Display numerical data in plots on a number line, including dot plots, histograms, and box plots. Objective (Explicit):. ⢠TSWBAT create a box plot from a set of data. Evidence of Mastery (Measurable):. ⡠Include a copy of the lesson assess