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SLIDESMANIA.COM

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What were your

Building Blocks takeaways?

Recall Session #1: Building Blocks for the Block Schedule

SLIDESMANIA.COM

Build on Prior Knowledge

We have developed this Session using the multiple engagement planning approach. Our first engagement will access your prior knowledge from Session 1. In thinking back to the Awareness Building Block, it is all about being familiar with good teaching practices and incorporating them into your block plan. The awareness piece is from the work of Elliot Merenbloom and Robert Marzano.

Please create a group with one Academic Administrator, one Middle School Administrator and one High School Administrator. FInd a place to work.

As a group in the next 5 minute try to fill in as many of the 17 Awareness items that you can recall. Each group will share one item.

Recognize ones that are accurate, celebrate new ideas of when learning occurs. Reveal and highlight any that were missed.

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Engagement #1: What are the Building Blocks?

Building Blocks for the Block Schedule Checklist

Awareness

Learning Occurs When I As a Teacher:

Awareness

Learning Occurs When I As a Teacher:

Build on prior knowledge
Clearly state learning goals
Give time to learn new concepts/skills
Give formative assessments with specific feedback
Plan for repetition
Use a variety of modalities
Plan for exercise and physical movement

Research-Based Effective Instructional Strategies:

Identify similarities and differences
Summarizing and notetaking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and Testing Hypotheses
Questions, cues and advance organizers

Research-Based Effective Instructional Strategies:

Build on Prior Knowledge

We have developed this Session using the multiple engagement planning approach. Our first engagement will access your prior knowledge from Session 1. In thinking back to the Awareness Building Block, it is all about being familiar with good teaching practices and incorporating them into your block plan. The awareness piece is from the work of Elliot Merenbloom and Robert Marzano.

Please create a group with one Academic Administrator, one Middle School Administrator and one High School Administrator. FInd a place to work.

As a group in the next 5 minute try to fill in as many of the 17 Awareness items that you can recall. Each group will share one item.

Recognize ones that are accurate, celebrate new ideas of when learning occurs. Reveal and highlight any that were missed.

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Engagement #1: What are the Building Blocks?

Building Blocks for the Block Schedule Checklist

My block is built with __________________that:

Are a “______________” type of experience
Are ___________ to build understanding
Lead to successful answering of _____________________
Demand high levels of _____________________and_________________
Are ______________ to meet the needs of _____________________

uilding

4-6 engagements

student will

essential questions

student involvement

interaction

differentiated

diverse learners

scaffolded

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Engagement #1: What are the Building Blocks?

Building Blocks for the Block Schedule Checklist

Clarifying

Every engagement is thoughtfully planned out clarifying the engagement’s _______, _____________, _________, �______________, ____________, ___________ .

Examples and Exploration

Deliberate Delivery

Find templates and example lesson plans at bit.ly/_______.

Instruction is deliberately delivered thinking about:

shenbb

Purpose

Motivation

Recall

Engagement

Assessment

Connections

Gardner’s Multiple Intelligences

Bloom’s Digital Taxonomy

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Target Learning

To build a block lesson plan with four to six engagements integrating research based practices.

Essential Questions

How is your lesson enhanced by building it as a series of multiple engagements?

What impact does reflecting on best practices throughout your planning have on student learning?

Today’s Learning

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Engagement #2: Reflecting on your lesson

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Four review questions from previous lesson on GoFormative; instant scoring will be on for student self-assessment. Teacher will give specific feedback online. Teacher will evaluate need for further instruction before proceeding.

Teacher leads notes with six sample problems on combining like terms. Questions are scaffolded difficulty level. Students take notes in GoFormative. Be sure to ask for student hypothesis based on prior knowledge before explicit teaching.

Blooket game on Combining Like Terms with class to check for understanding.

Students have a 3 question exit ticket. The first 2 questions will be completed combining like terms questions. The students will have to evaluate the completed work and correct any mistakes found. The last question on the exit ticket will be a video response question asking the students how they feel about what they learned in the lesson and if they feel like they would be in need of extra help.

A student has to create their own combining like terms problem on the front of their index card and on the back place the solution to their problem. The cards are switched with a partner to check for accuracy and then are hung around the room. Teacher created cards with higher level thinking problems will also be hung. Pairs work together to complete two teacher and two student cards from around the room. Teacher should walk around room to check for understanding. Student created questions will be used in future assessments.

Create (20 min)

Independent Practice

Students are given 10 practice problems on GoFormative. GoFormative is instantly graded for students to check their own understanding.

Teacher Guided Practice

Teacher guides students thru 3-5 practice problems on GoFormative making sure to hit each scaffolded difficulty level.

Closure (10 min)

Game

(10 Min)

Choice (15 min)

Independent

w/

Teacher

Advance Organizer (10 Min)

Notes (10 Min)

5k-6+16k

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Graphic Organizer

(10 Min) #1

Using the provided template students will arrange the events leading up to the American Revolution and correctly place them on the timeline. Some of these events were previously covered others are part of this lesson and the materials coming up. Formative: Individual Timelines

Translation of “Give me liberty or give me death”

(20 Min) #5

Students will work in teams of 3 to translate the text of Patrick Henry’s impassioned speech “Give me liberty or give me death” into modern 7th grade English. Students will post links to their translations (slides) to Google Doc in classroom so classmates can compare for accuracy.Care should be given to not only change the vocabulary but also to rewrite the sentences to make it easier to understand. By using the above link to the CommonLit site they will have difficult vocabulary already defined. Student can also look at historical reviews to make sure they capture the flavor of the speech. Formative: group translations

Class Discussion

(15 Min) #2

Place Definition of Grievance on Jamboard & screen: Read to students and discuss. Looking at our individual timelines, let’s collectively brainstorm a list grievances by the colonists that led to the American Revolution. Add grievances to Jamboard as they are explained then ask the students to prioritize which would be most important to them. Formative: Collective Jamboard

Research

(15 Min)

Op-Ed Letter

(15 Min)

Engagement

(3 Min)

Student in the guise of a historical figure will pen an op ed letter (opinion letter to the editor) of the Colonial Times Newspaper. The letter should be three short paragraphs and should center upon their main grievance with the Crown. As a concluding ? why were Newspapers and pamphlets so much more powerful during the revolution as compared to today’s society. Formative: Individual op-eds

Use your revolutionary figures doc to add information to any of the participants You have learned about previously. Additionally please research the following people and add their details. Ben Franklin, Thomas Paine, Patrick Henry, George Washington and Thomas Jefferson. What do each of these people have in common?Formative: Individual Docs

Student will be asked to hold up a blue or red card to indicate which way they are leaning towards revolution. Divide the room up by color of card selected. Blue cards indicate that they are a Patriot who wants Independence from England. A red card indicates that they think we should remain loyal to England. Count up, save and compare the results after the next block when the loyalist perspective will be covered.

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Engagements #3,4,5: Choice Board

Select one activity in each row.

Examine resources found at https://bit.ly/shenbb and integrate at least one of them into your next activity.	Examine the first two months of the curriculum. or look at the entire year.�Group together concepts that will flow in a block lesson.	Select one of your lesson plans created or executed last year that you would like edit/build upon.

Create a lesson with 3-4 engagements.	Create a lesson with more than 4 engagements.

Use Bloom’s Taxonomy and/or Multiple Intelligences with the planning template icons to evaluate the variety of your engagements.	Use the A, B, C checklist to assess the engagements/plan you created.	Switch lessons with a colleague. Use the Building Blocks Checklist to review your colleague’s plan. Celebrate success and offer suggestions.

Use your BB Checklist when creating engagements.

Are differentiated to meet the needs of diverse learners

Realizing that everyone is on their own journey with block scheduling, and everyone could be at different stages, we have provided you a choice board to lead your planning. Engagements #3, 4 & 5 allow teachers to choose what path they want to take on their block scheduling journey.

Engagement #3 - Teachers can examine the modules and resources at the Block lesson planning website OR use one of two planners to look at long range planning for the block OR Pick a current lesson plan to adapt to an extended block.

Engagement #4- Teachers can create a lesson with a choice of building one with 3-4 engagements OR more than 4 engagements.

Engagement #5- Reflection: using the checklist review your lesson plan created in row 2 or a peers. As an alternative focus on your use or Bloom's taxonomy and multiple intelligences with regard to your engagements.

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Target Learning

To build a block lesson plan with four to six engagements integrating research based practices.

Essential Questions

How is your lesson enhanced by building it as a series of multiple engagements?

What impact does reflecting on best practices throughout your planning have on student learning?

Today’s Learning

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Engagement #6: Closure/Reflection

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HAVE AN AMAZING FIRST DAY TOMORROW AND A SPECTACULAR SCHOOL YEAR!

SLIDESMANIA.COM

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Teaching in Extended Time

What We Teach and How We Teach It

Long Range Planning
Considerations for Planning
Lesson Planning Templates for the Block

Purposeful Direction of the Learning Process

Brain Based Learning
Evidence Based Strategies
Cooperative Learning
Project Based Learning
Differentiation
Technology Integration

Measuring Student Learning

Pre and Post Assessments
Formative Versus Summative
Redos/Retakes
Standards Based Planning and Grading
Adjustable Assessments

Knowing Our Learners

Learning Styles
Thinking Styles
Emotional Intelligences
The World of the Future
The Adolescent Brain
Meeting the Needs of Individual Learners

Students

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___min

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8 min

10 min

15 min

Split End

15 min

https://www.mathgiraffe.com/blog/teaching-on-a-block-schedule

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5 min

15 min

10 min

Split

13 min

10 min

https://www.mathgiraffe.com/blog/teaching-on-a-block-schedule