Workshop+4-27-09

** 7:45 - 10:45 AM **

 * // __Goal:__ To discuss, share, and revise current instructional practices. //**


 * // __Objective:__ We will revise or create a mini lesson which demonstrates the components of Domain 3: Instruction and share with the group. //**

**7:45 AM - Coffee, tea, and breakfast**

Please write one quality or characteristic you admire about your peer coach or new teacher. Also, write one statement about what you learned from your peer coach or new teacher this year.

//**Video: Differentiated Instruction**//

How do you differentiate in your class? What tools do you utilize to help you differentiate? How do you learn best?

**8:05 AM - Review Domain 3: Instruction** (Marzano, 2005) and (Danielson, 2007)


 * **Communicating**- post essential questions, big ideas, and objectives in the classroom- giving directions- auditory, kinesthetic, and visual
 * **Questioning**- Bloom's Taxonomy, explicit, inferential, and analytic questions- facilitate discussions and have students ask and answer one another's questions
 * **Engaging**- use technology, provide student choice, constructivist approach
 * **Feedback (using assessment)**- use criterion-referenced feedback and explanations, engage students in peer feedback, ask students to self-assess
 * **Flexibility and Responsiveness**- “teachable moments”, adjust a lesson plan in midstream or pace of lesson- differentiated instruction

Discuss with your partner ways you address these components when teaching.

**8:20 AM** **//Modeling Instructional Strategies://** Topic: Assessment

**Strategy: Analogy** Assessment is to a CT Scan.

**8:30 AM** **//Activity://**

 **With your partner you will choose one topic you teach which you would like to enhance. Please refer to your Danielson book pgs. 77-85 and __Classroom Instruction that Works Chapters__ 2-11. You will teach a 10 minute mini-lesson of your concept to the group illustrating the any combination of the components of Domain 3: Instruction. Please use the following guidelines below taken from our pre-observation forms for planning a lesson.**

**Description of the students in this class, including those with special needs** Grade 10: 24 students: 4 students with IEP's: 1 student diagnosed with ADHD, 2 students diagnosed with a learning disability, and 1 student diagnosed with emotional disturbance. 20 students without disbabilities. There is a special education teacher who pushes into this class.
 * What are the goals for the lesson?What do you want the students to learn? (Component 1c)
 * Why are these goals suitable for this group of students?(Component 1c)
 * How do these goals support the district’s curriculum, state frameworks, and the content standards?
 * How do these goals relate to broader curriculum goals in the discipline as a whole or in other disciplines? (Component 1c)
 * What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? (Component 1a )
 * How do you plan to assess student achievement of the goals?What procedures will you use?(Attach any tests or performance tasks, with rubrics or scoring guides.) (Component 1f )
 * What instructional materials or other resources, if any, will you use?(Attach sample materials you will be using in the lesson.) (Component 1d)
 * How do you plan to engage students in the content?What will you do?What will the students do?
 * What difficulties do students typically experience in this area, and how do you plan to anticipate these difficulties? (Component 1a )
 * How do you plan to assess student achievement of the goals?What procedures will you use?(Attach any tests or performance tasks, with rubrics or scoring guides.) (Component 1f )
 * How do you plan to use the results of the assessment?