J.6-3(f)Pedagogy_and_Lesson_Planning-Experienced.pdf

Science, Technology, Engineering and Mathematics

STEM

Professional Development Series for Experienced Teachers

Pedagogy and Lesson Planning

Trainee Manual

May 2015

Submitted by

ECASE

The Educational Consortium for the Advancement of STEM in Egypt

A USAID Funded Project

This publication was made possible through support by the United States Agency for

International Development. The opinions, findings, and conclusions or recommendations expressed herein are those of the author(s) and do not necessarily reflect the view of the

United States Agency for International Development.

Table of Contents Overview

Professional Development Philosophy

Learning Outcomes

Professional Development Topics for the Experienced Teacher

Topic 1: Higher Level Thinking and Lesson Planning

Topic 2: Classroom Management

Topic 3: Project Based Learning Planning and Management

Topic 4: Supporting Multiple Intelligences in the STEM Classroom

Pedagogy and Lesson Planning Presentation

Resources for Teachers

Lesson Planning Template

Depth of Knowledge

Rigor and Relevance Framework

Problem Based Learning Template

Sample Multiple Intelligences Bingo Sheet

Multiple Intelligences Survey

Domain Competencies and Assessments

The following are links and sources that are relevant to the sessions and materials presented in this manual

Overview

The STEM Professional Development Series provides intensive training in best practices for

STEM pedagogy and lesson planning. This practice-based and interactive teacher training course will improve teacher understanding of key STEM concepts and strategies for classroom effectiveness and is designed to provide relevant and appropriate training to teachers in different stages of their career. It will reference the integrated curriculum, Egyptian Grand

Challenges, Capstones, and assessment opportunities for teachers to see the connections across all aspects of STEM teaching and learning. For Experienced Teachers, this Series serves as both review and new material for teachers, including advancements in methodologies, greater emphasis on subject-based pedagogy and increased opportunities for professional learning communities.

The workshops for Experienced Teachers will provide an opportunity to reflect on previous teaching and to learn new strategies, based on documented need, to enhance their classroom teaching and professional practice. The workshops will also address a maturity of collegial cooperation and encourage stronger peer observations and professional learning communities.

Professional Development Philosophy

The overall goal for STEM School professional development is to provide the microenvironment, training, workshops and resources so that the Egyptian teachers develop an understanding and facility with the following teaching and learning terms, concepts and philosophies: inquiry-based instruction; hands-on (constructivist) instruction; project-based instruction; Understanding by Design (or backward design); classroom management and learning strategies; the use of high-quality instructional materials and the integrated curriculum; student-centered instruction; capstone design, development, implementation and evaluation; assessment strategies (including rubrics); and scaffolding.

While mastering these processes will take time, the expectation is that the teachers will work closely with each other, the school leaders, the Ministry of Education (MOE) STEM Unit, and the

Professional Academy of Teachers (PAT) to develop the requisite skills to be effective leaders and instructors in the STEM schools. In short, professional development is comprehensive and designed to support teachers’ understanding of the multi-faceted approach to STEM education.

Training Philosophy

The overall goal for Trainers during professional development is to help teachers meet the learning objectives laid out in the Trainer’s and Teacher’s Companion. By modeling the best practices and strategies that teachers are expected to learn and ultimately use in their classrooms, the Trainer acts as a facilitator of learning. The Trainer should have a deep understanding of the terms, concepts and philosophies that are shared during the training, including those related to inquiry-based instruction, constructivist instruction, project-based teaching and learning, Understanding By Design, classroom management and learning strategies, using high quality instructional materials and the STEM schools curriculum, student-centered instruction, Capstone design, development, implementation and evaluation, assessment strategies and scaffolding in alignment with the proficiency model of teaching.

Because the field of education is always evolving, it must be noted that Trainers should be expected to regularly follow emerging trends in education and adjust terminology and concepts as necessary.

Learning Outcomes

The goals for Experienced Teachers may fluctuate from year to year, based on the demonstrated needs of the teachers in individual STEM schools. It is likely, however, that goals will include objectives in the realm of Capstones, assessments, and instructional strategies. The

Trainers will need to work with school leaders to determine, based on principal observations and teacher requests, what the objectives of professional development will be and when and where sessions will be delivered. As a point of reference, the 2015 Summer PDI schedule is included at the end of this document.

Pedagogy and Lesson Planning:

Contribute to the school community to support a shared mission and vision with particular emphasis on academic growth

Collaborate to create instructional experiences at both the subject and grade levels

Demonstrate an understanding of the elements of inquiry-based learning

Apply concepts of backward design to plan instructional experiences and improve previous experiences

Design and revise inquiry-based instructional experiences

Design and revise instructional experiences that check for understanding and move learning forward

Relate Learning Outcomes and daily goals to the Grand Challenges

Explain and demonstrate the trans-disciplinary nature of concepts/skills in the curriculum and Capstones

Differentiate between and create formative and summative assessments

Define the various forms of evidence connected to a Learning Outcome and provide opportunities for students to produce them

Share instructional strategies and continue to collect and demonstrate new ones

Use multiple instructional strategies in the design of high level instructional experiences

Identify and demonstrate the deepening spiral of conceptual development in the curriculum design

Develop sophisticated rubrics with multiple indicators to assess a Learning Outcome

Professional Development Topics for the Experienced Teacher

This manual contains instructions and materials for workshops that cover topics that are frequently requested by experienced teachers. These are teachers who have successfully completed all Beginning Teacher professional development and usually have more than one year of STEM teaching experience. Professional development at the Experienced and Advanced levels is usually driven by three factors:

Self-assessment: The teacher recognizes a growth area and chooses to address it.

Observation: A growth area has been observed by the Principal or Supervisor and the teacher has been requested (or required) to attend professional development to address it.

Expert Analysis/General Growth: Due to external factors (such as change in research or new methodologies) or whole-school need, it is determined that teachers attend professional development.

The topics in this manual were chosen because they represent the most recent research and case studies from STEM schools that support teachers at this stage in their career. It is recognized, however, that additional training materials may need to be accessed or sessions from the Beginning Teacher Series and the Advanced STEM Training Series may be modified to meet the needs of Experienced Teachers.

The following topics include:

Higher Level Thinking and Lesson Planning (for both Humanities and STEM subjects)

Classroom Management

Project Based Learning Planning and Management

Supporting Multiple Intelligences in the STEM Classroom

Topic 1: Higher Level Thinking and Lesson Planning

These sessions provide participants with a review of levels of thinking followed by a deeper discussion of lesson planning practices that ensure a wide and appropriate range of learning activities. Participants will be expected to demonstrate an understanding of higher levels of thinking by revising and creating actual lesson plans that meet STEM School Learning Outcomes and that include goals and assessments that meet high levels of rigor and relevance.

Topic 2: Classroom Management

These sessions build on Beginning Teacher Series sessions that stress the necessity of having solid classroom procedures and routines in place in order to ensure that learning and teaching can happen in an optimal setting. Often these sessions will incorporate case studies or relevant examples taken from the participants’ schools and classrooms so that the workshops provide as many immediately useful tools as possible.

Topic 3: Project Based Learning Planning and Management

Project based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem or challenge. These sessions will assist participants in creating authentic projects that include an extended inquiry process and carefully designed products and tasks. These kinds of learning experiences require careful planning and management and these sessions will provide participants with the time to plan and the resources for managing them.

Topic 4: Supporting Multiple Intelligences in the STEM Classroom

These sessions assist teachers in better understanding the idea that instead of asking how smart students are, we ask how they are smart. Participants will be able to define the types of intelligences and learn strategies for discovering how students learn best. Using knowledge of the identified multiple intelligences (focused on the work of Howard Gardner), teachers will prepare lessons and activities that match the different learning strengths of their students.

Pedagogy and Lesson Planning Presentation

Resources for Teachers

Lesson Planning Template

Subject: Grade: Semester:

Unit:

Teacher:

Learning Outcomes

L.O.

Capstone Portfolio Connection

Textbook & Resource Materials

Goals for Lesson

Guiding Question

Learning Activity 1

Learning Activity 2

Learning Activity 3

Evidence of Learning

Evaluation Criteria

Homework

Teacher Notes and Reflections

Three samples of Student Work (Exceeds expectations, proficient, needs work)

Depth of Knowledge

Rigor and Relevance Framework

Problem Based Learning Template

Project Title: _________________________________

Estimated Length: ____________________________

Teacher(s): __________________________________

Grade Level(s): ______________________________

Subject: _____________________________________

Project Checklist:

___ Summary of Project

___ Calendar (all important due dates and daily objectives)

___ Project Rubric

___ Scaffolding Activities

___ Project Related Resources and Links

___ Assessments and Evaluation

___ Project Management Resources

What content standards must you cover with in this unit?

State your project’s driving question:

Summary of the Project:

What are the products and artifacts students will be turning in for you to assess their progress and understanding of the subject material:

Assessment rubric(s) should be attached to this plan.

A project calendar should be completed and attached to this plan.

Academic scaffolding you are going to provide your students: (websites, textbooks, study guides, etc.)

How will you and your students reflect on and evaluate the project?

___ Class discussion ___ Fishbowl ___ Student-facilitated formal debrief ___ Teacher-led formal debrief ___ Student-facilitated informal debrief ___ Individual evaluations ___ Group evaluations ___ Other: __________________________________________

Sample Multiple Intelligences Bingo Sheet

MUSICAL

KINAESTHETIC

INTERPERSONAL

INTRAPERSONAL

VISUAL/SPATIAL

LINGUISTIC

NATURALISTIC

LOGICAL EXISTENTIAL

Multiple Intelligences Survey

Domain Competencies and Assessments

# Session Product Signature of Trainer

1 Higher Level Thinking and Lesson Planning

Revised or new lesson plans that include the Rigor and Relevance Framework

2 Classroom Management Completion of the Classroom Management plan and at least one successful observation of its implementation

3 Project Based Learning Planning and Management

A completed PBL plan and at least one successful observation of its implementation

4 Multiple Intelligences At least two current revised lesson plans that address 4-5 different learning styles

The following are links and sources that are relevant to the sessions and materials presented in this manual.

Higher Level Thinking and Lesson Planning:

Rigor and Relevance Framework: http://www.leadered.com/our-philosophy/rigor-relevance-framework.php

Project Based Learning Planning and Management:

The Buck Institute for Education: www.bie.org

Edutopia: www.edutopia.org

The 4-Part Process for Math: https://tapintoteenminds.com/4-part-math-lesson/

Planning with Multiple Intelligences:

Howard Gardner: http://howardgardner.com/multiple-intelligences/

Project Zero: http://www.pz.gse.harvard.edu http://www.leadered.com/our-philosophy/rigor-relevance-framework.php http://www.leadered.com/our-philosophy/rigor-relevance-framework.php http://www.bie.org/ http://www.edutopia.org/ https://tapintoteenminds.com/4-part-math-lesson/ http://howardgardner.com/multiple-intelligences/