|Innovation Learning Walk. |
Welcome to our innovation learning walk. Below are the classes you will be visiting today.
|Background questions||What is the teacher(s) doing and saying?||What are the students doing and saying?||What is the task?||Student Responses*|
|Problem of Practice: How are teachers using formative assessment data to differentiate instruction?|
Teacher Name: Ms. Payano
Room Number: K-2 Classroom
Grade/Subject: Kindergarten - English Language Arts
Name of Lesson: Real or Make-Believe
Previous Learning: Students have previously identified the setting and details in a story. This lesson introduces a new book to the students.
Teaching Point / Objective: Students will be able to distinguish between real and make believe events in a story.
Brief Description: Students will begin the lesson by participating in the morning message. After the morning message the teacher will read the story "Five Little Ducks" by Pamela Paparone to the class and the lesson will focus on identifying between real and make believe events and details that take place in the story. Students will then participate in a Smartboard lesson where they have to identify real and make believe animal habitats, activities, and events. Students will then complete a worksheet where they have to draw and write about something real that happened in the story and on the other side they have to draw and write about something make-believe that happened in the story.
What you might want to look at (i.e. student journals): Smartboard lesson, Student worksheets
Notes / Comments: Smartboard Notebook Lesson and Student Worksheet
Teacher Name: Mr. Badia
Room Number: 4th Grade Classroom
Grade/Subject: Grade 3 / Math
Name of Lesson: Estimation
Previous Learning: Students have used estimation before but have not thought about using a strategy to define a closer estimate.
Teaching Point / Objective: Students will be able to determine the gross estimate of an unknown quantity using various strategies.
Brief Description: Students will observe a jar filled with objects. They will estimate the number of objects inside and record the strategy used. Teacher will then ask students to count out a group of objects inside of the jar and use gross estimation to determine the number of objects. Students will compare the sum to their estimate and share the strategy they used to estimate.
Teacher will show the strategy by counting out 5 objects and have students observe the group of objects for a visual reference.
Teacher will present a picture (map of city streets and buildings from Google Earth). How many building/homes are in the picture? (too many to count). Demonstrate how the street grid can be used to estimate, by estimating the number of buildings in one square block and multiplying that number with the number of square blocks. Students will then use these strategies to refine their estimate from the beginning of the lesson.
What you might want to look at (i.e. student journals): Math journals, Smartboard NoteBook Lesson
Notes / Comments: SmartBoard lesson
|Teacher Name: Mr. R. Placido|
Room Number: 8th Grade Classroom
Grade/Subject: Grade 6 / Math
Name of Lesson: Order of Operations with Integers
Previous Learning: Students have learned Order of Operations and Integers separately. Now they will be reviewing both concepts by combining them together.
Teaching Point / Objective: Students will be able to solve problems using the correct order of operations and integer rules.
Brief Description: The teacher will review integer rules and review the order of operations (PEMDAS). Students will take an interactive Multiple Choice assessment using the clickers to assess their knowledge and review the concepts. Then the teacher will use the data to assess where students need further reteaching.
What you might want to look at (i.e. student journals): Math Notebook & Smartboard Notebook Lesson, Questions teacher will use with the Student Response System (Clickers)
Notes / Comments: SmartBoard lesson & Clickers
|*Questions you may ask students include: “What is the purpose of the lesson?” | “Why are you doing this assignment?” | “How is this lesson useful to you?” | “Can you explain what it is you are working on?” | “Can you tell me how you know if you are correct?”|