This document contains notes from a TED 453 session on October 30th, 2013 about a Mini-PACT assignment. It includes tips for crafting objectives, instruction, assessment, and reflection. Students are provided feedback on their initial Mini-PACT submissions and instructed to bring their instruction, assessment, and reflection for the next session. The document outlines requirements and due dates for completing the Mini-PACT assignment and other coursework.
1. TED 453 Session 6: 10/30/2013
• Notes from the Field
• Mini-PACT: Context for Learning & Planning Feedback
• Crafting effective objectives
• Preview Mini-PACT: Instruction & Assessment Preview
• For Next Time (11/13/13): Bring Mini-PACT Instruction (including
video) & Assessment
2. From the Field…
Instruction first; classroom management after
Planning, planning, planning– write it down
Craft your questions– write them down
Find ways to contribute; you will feel part of the school
Invite your principal to observe you
Observe other teachers– math/science and others
Becoming a teacher is not something that happens to
you; it is something you must do.
3. Notes on feedback
The rubrics say “literacy,” but I only scored for content
You were scored on the 1st Context for Learning rubric,
and the 1st 3 Planning rubrics.
If you responded to the other prompts in either section, I
provided a score for you.
After you have completed the entire Mini-PACT, and
revised as you like, then you will upload to TaskStream
4. Cite the textbook & other sources
List the textbook adopted for the class…
Then, you can say other materials are typically used
Tell where the other materials come from (supplemental
curriculum, your Mentor, a mix, etc.)
6. Be Specific
Do not generalize about typical
development at this age; Describe what
your specific students can do and are
still learning
Do not discuss what usually happens in
your class in the Planning Section; Tell
exactly what you will do, in a specific
step-by-step fashion
7. Justify All of Your Choices
Make a clear rationale for each of your
instructional decisions (even if you are using a
given curriculum):
“I am using the self-assembly activity as a
warm-up because it gives students the
opportunity to move around and visualize selfassembly.”
“Students will write a paragraph to summarize
their learning about photosynthesis so that
they have time to integrate their learning, and
practice with academic language.”
8. Link All of Your Choices
Your instructional decisions should meet the
needs that you identified in the Context for
Learning
They should also employ the skills and knowledge
that you identified
If you said that students have strong social
skills, that justifies putting them in groups
If you said that students need to become
more fluent in multiplication, that justifies
having them practice math facts
9. Describe Academic Development
Tell what they can do and what they are
still learning to do
Include specific Prior Knowledge, Key Skills,
Developmental Levels, other needs
The response for social and language
development are structured similarly
Patrick, Rachel, Mario, Linda, Samuel,
Cristina, Adrian G.
12. Quinn’s 6 Questions
1. What are you teaching?
2. Why are you teaching it?
3. How are you teaching it?
4. Why are you teaching it that way?
5. How will you know that students are “getting it”?
6. How will students know they are getting it?
13. Crafting Effective Objectives
Effective objectives are:
Observable
Measurable
Unambiguous
Outcome-defined
Objectives are the tool by which you hold yourself and
your students accountable for learning. They should also
be designed for these specific students
Take into account their interests, background, & prior learning
Challenge them to do their best (aim high, not low)
14. Crafting Effective Objectives
Well-crafted learning objectives have:
The specific performance required to demonstrate
successful accomplishment of the instructional
objective.
The learning outcome or product by which successful
accomplishment of the objective can be determined.
The conditions under which the behavior is to be
performed.
The criterion or standard used to determine successful
performance or achievement of the instructional
objective.
15. Crafting Effective Objectives
Well-crafted learning objectives have:
Specific performance
Learning outcome or product
Conditions
Criterion or standard
16. NGSS
MS-LS4-5.
Gather and synthesize information
about the technologies that have changed the
way humans influence the inheritance of desired
traits in organisms.
CCCSS for Math
CCSS.Math.Content.8.EE.A.1 Know and apply the
properties of integer exponents to generate
equivalent numerical expressions. For example, 32
× 3–5 = 3–3 = 1/33 = 1/27.
17. Crafting Effective Objectives
Well-crafted learning objectives have:
The specific performance required to demonstrate
successful accomplishment of the instructional
objective.
The learning outcome or product by which successful
accomplishment of the objective can be determined.
The conditions under which the behavior is to be
performed.
The criterion or standard used to determine successful
performance or achievement of the instructional
objective.
18. Mini-PACT: Assessment
1.
Provide a copy of the assessment, if possible. If not,
describe the directions or prompt.
2.
Make a Summary of Student Learning.
3.
Write a 1-2 page commentary that addresses the following
prompts:
In narrative form, explain the results shown on your Summary of
Student Learning. Tell whether, and to what degree, students
met the Content Objective, and the Language Objective. Cite
specific evidence for your claims.
Discuss what students understood well, and if relevant, any
misunderstandings, confusions, or needs (including a need for
greater challenge) that were apparent for some or most
students.
19.
20. Mini-PACT: Reflection
Write a 1-2 page commentary that addresses
the following prompts:
When you consider the content learning of your
students and the development of their academic
language, what do you think explains the learning or
differences in learning that you observed during the
learning segment? Cite relevant research or theory
that explains what you observed.
If you could go back and teach this learning segment
again to the same group of students, what would you
do differently in relation to planning, instruction, and
assessment?
21. FNT: Session 7, 11/13/13
Mini-PACT: Assessment & Reflection
Session 8, 11/20/13, everything else will be due:
Journal
Hours Documentation
Debriefing Notes
In order to receive a grade for the Mini-PACT, your final
version must be uploaded to TaskStream by 11/30/13.
60 points (Combination of TAPs 5-8, PTR & Self-Analysis) of 100
You must pass this class in order to student teach in Spring