Professional Development Plan (Goals)
Lee Gabor
MTTC 1001
Learning Goals (Target and Professional) At the completion of session, student/s will be able to |
Type of Learning (Life-long Learning Processes) |
Nested Learning Objectives (What Must My Students Be Able To Do To Achieve Each Learning Goal?) At the completion of session, student/s will be able to |
Type of Learning (Cognitive, Psychomotor, Affective) |
STUDENT GOALS – 3rd Grade math, Mr. Amaya’s class (teacher has indicated children are having are difficult time understanding measuring) 1. Use music to introduce concept of using a conventional ruler |
Complex thinking |
Provide students with rulers and ask them to discuss what marks they see on the ruler; then students are to close eyes and visualize what they saw |
Cognitive – knowledge; analysis, Psycho-motor skills – acquiring knowledge, Visualization |
Feeling successful by enjoying a lesson and having fun with learning; |
Have students join teacher in songs written by teacher and mentor that describe ruler (one song is to tune of “Twinkle, Twinkle Little Star” and other song is tune of “Itsy Bitsy Spider”) |
Cognitive and Psycho-motor - automization |
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Complex thinking |
Discern inches on a ruler and know that ruler is used for measuring |
Cognitive - recall |
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2 Be able to use a standard 1-foot ruler to measure in inches objects that are less than 1 foot |
Complex thinking |
Provide each student with a sheet of paper on which is drawn an object, for example two train cars connected (use a variety of sheets with drawings so that students don’t copy each other’s work) – STUDENTS ARE TO MEASURE TO NEAREST INCH IN THIS INTRODUCTORY LESSON |
Cognitive – evaluate and synthesis |
Complex thinking |
Direct students to use rulers to measure their fingers and their hands and to write down measurements; they can compare their results with those of other students and results also can be listed on blackboard |
Cognitive – evaluate and synthesis |
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Complex thinking |
Place ruler on an object and select marks (lines and numbers) that indicate length of object; add lengths together, when applicable |
Cognitive – comprehension and Psycho-motor - execution |
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3 Be able to use a 1-foot ruler to measure objects longer than 1 foot |
Complex thinking; Collaboration/cooperation; Effective communication |
Ask students to pair up and to be ready to use the rulers each child has in his/her possession |
Cognitive |
Visualization and Estimation |
Direct student teams to select items in the classroom to measure and request that measurements be longer than 1 foot; this requires students to add their measurements |
Cognitive – application; analysis; Psycho-motor |
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Students are able to estimate and to use the math operation of addition |
Cognitive – analysis, synthesis, and recall |
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TEACHER GOALS: 1. Plan lesson |
Complex thinking |
Plan lesson |
Cognitive - knowledge |
Collaboration and cooperation |
Use creativity to write a song together students will enjoy |
Affective; Cognitive - Application |
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Habits of mind |
Create worksheets with drawing(s) for students to measure |
Cognitive – knowledge, evluation |
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2. Assess lesson |
Complex thinking; Information processing |
Develop assessment, including student task of drawing ruler from memory and numbering inches; using Classroom Performance System with clickers (using computer and LDS projector), students answer multiple choice questions that feature graphics |
Cognitive – analysis, synthesis, evaluation |
3. Differentiation |
Complex thinking |
Plan and implement modified lessons for resource students, including assessment that allows students to use HotDots and HotDot readers |
Cognitive – analysis, synthesis, evaluation |
4 Maintain classroom management |
Effective communication |
Allow students to work in pairs and to enjoy the lesson, to move around the classroom selecting the objects they wish to measure, to write on paper or on the blackboard, but maintaining order and acceptable behavior |
Affective |
MENTOR-MENTEE (COACHING) RELATIONSHIP GOALS 1. Develop effective relationship |
Collaboration/cooperation |
Build trust and communication; use Cognitive Coaching to draw from mentee his ideas and skill development |
Affective; Transfer of control |
PROFESSIONAL LEARNING GOALS 1. More precise and articulate thinking and discussion |
Complex thinking |
This is how I believe the successful accomplishment of my goals will lead to improved student learning.
Since today’s children really enjoy technology, by using the computer and CPS system (with LDS projector), music, and HotDots, students will have fun learning to measure. In a fun environment, students typically don’t feel negative pressure and usually their learning is more successful; by working together, students reinforce each other’s skills; also, by working in pairs, students help each other develop cooperative learning skills.
This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.)
Observation is the first method of evaluating how well students do, followed by formal assessments that include students’ total recall of what a ruler looks like, ability to measure and to cognitively recognize that ability; and participation in psycho motor skill activities. To determine how well Mr. Amaya and I reach our goals of developing a complete lesson plan and his implementing the plan, I will observe his class. If the students are able to perform well AND if Mr. Amaya feels and thinks his lesson is successful, then I will feel that together we’ve achieved our goal. Since Mr. Amaya has indicated his kids are having a hard time with measuring, we have selected these goals to determine if together we can help the students succeed. I personally think by adding music to the lesson, the students will become more relaxed and have fun with the lesson.
Teacher’s signature Juan Amaya, 3rd Grade, Silberstein Elementary School
Coach’s signature Lee Gabor, Silberstein Elementary School