- Higher-order thinking
- Student choice and reflection
- Effective classroom strategies
This portion of the class lesson includes three major elements:
- Practical examples of Bloom’s taxonomy in the form of sample exercises and questions. They are used to anchor a conversation on Bloom in action.
- How student choice can impact key lesson elements – content, process, product, evaluation.
- Demonstrate a student-centered approach to a teacher presentation as a way to foster reflection (instead of listening to a straight lecture on the subject)
The lesson is driven by a Keynote presentation Week 2-15 Handout 2.5MB pdf.
We will use an audience response system to gather student input. The lesson includes multiple activities that illustrate the content. Student will be led through discussing their reactions to the activities to connect them to the content. This lesson will serve as a kick off to their first assignment to write and share a Lesson Study.
Later in the class we will share the learner selfie assigned in class 1.
Written assignment for Class 3:
Lesson Study I is due next week.
The goal of this assignment is two-fold. First, to offer supportive feedback on your lesson development through a peer review process. Second, to offer some “lenses to look through” that help you easily see the essentials of a lesson. This perspective should be useful when you later craft your edTPA commentary.
This is not some exercise for the benefit of your instructor. This should be a process that works for you. So feel free to modify to meet your particulars. Use a scale that works for you – focus on just a small segment of a larger unit, or look at the entire unit. Don’t like Bloom? Use another schema to discuss the kinds of thinking that your students will need to successfully complete the assignment