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POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 1 of 4
Focus Student 1: English Learner Focus Student 2: Student w/ILP/504 Focus Student 3: Your Choice
Focus Students
Summarize critical needs and how Student is more advanced than their
Understanding the difference between
you will address them during this Maneuvering the web responsibly and peers. She needs to be challenged in
lesson. credible and reliable sources
order to learn.
Advanced students should be given the
opportunity to showcase their skills
I would like my ME to provide me with beyond the written proposal. Give
What specific feedback regarding your focus students
do you want from your ME? resources for to challenge my Advanced student them the opportunity to present or
to ensure her continued success in my class. challenge them to research financials
and how the cost could fit in with the
schools yearly budget.
Have students research a topic that
Specific Feedback
I would like my ME to give me feedback on how already impacts their school makes the
What additional specific feedback do you want from I’ve connected the students’ lessons to the real subject matter relevant.
your ME regarding lesson implementation?
world. Consider having students present
findings to the administration.
All lessons begin with a “Daily Spark”. This is
usually a thought provoking question that is
Instructional Planning What will your checks for
How is the lesson structured (opening, body, and meant to get the students thinking about the
understanding look like?
closing)? problem they will be solving. Then instruction
What varied teaching strategies and differentiated How will you differentiate instruction
instruction will help students meet lesson goals? will take place over the next 3 class periods
What progress monitoring strategies will be used? for English Learners and students with
How will results inform instruction?
where teacher monitors student progress by
IEPs?
using formative assessments, like checks for
understanding.
This lesson directly impacts the students as they
will be researching lunch programs for their Consider showing examples of how
Student Engagement/Learning
How will you make the lesson relevant to all the
own school. other students have made a difference
students? Students will show progress towards the lesson in their own lunch programs.
How will students show progress towards master of
lesson objectives? objective by showing that they can 1st see the Good idea to align instruction with a
difference between a credible and non-credible documentary.
source and then by choosing one of their own.
I maintain a positive learning environment for
my students by allowing everyone the Sentence frames are a great idea.
Classroom Management opportunity to share their feelings or opinions Consider using a talking stick type item
How will you maintain a positive learning
environment with a welcoming climate of caring, toward our subject matter. However, before all to ensure only one person at a time is
respect, and fairness?
Identify specific classroom procedures and strategies
class discusses the students are given sentence speaking.
for preventing/redirecting challenging behaviors. frames to use if they disagree with another How will you ensure others are
classmate and want to voice that opinion in a listening?
respectful manner.
Exit tickets are used at the end of class to gauge
student understanding. The multi-day lesson
How does the documentary provide
Closure will end with students providing feedback on a
How will you close your lesson? students the information they need to
How will you assess student learning and prepare
documentary they’ve seen regarding the subject
begin researching alternative lunch
them for the next lesson? matter. This will provide them with what they
programs?
need to complete their research projects in the
following unit.
Section 3: Observation of Lesson Delivery
Part 3A: ME Observation of Lesson Delivery Part 3B: NT Reflection on
Teacher Actions Student Actions Lesson Delivery
Student groups answered worksheet questions that included all
EXAMPLE When teacher reviewed worksheet, she asked additional questions Students completed the worksheets and were able to ask questions.
levels of Bloom’s (“Identify 6 problem-solving strategies; pick two
CSTP 1: Engaging All Students of analysis and evaluation (“which problem-solving strategy do Most groups needed revisions for their questions;
strategies and identify at least one similarity and one difference
In what ways were students you prefer? How could you create a math problem that could be
between them”). Groups then selected a strategy and created
comparison/contrast was the most common analysis question. I
engaged? solved with this strategy?”) need to give them a Bloom’s question stems handout next time.
two math problems to exchange tomorrow.
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 2 of 4
Specific Feedback
What information can you
provide the NT regarding
requested special
feedback?
POP Cycle, Fullerton Online Teacher Induction Program (FOTIP), 2017. Adapted from CSU Fullerton Titan EDUCATOR Project, 2017. Page 4 of 4