Professional Development Plan (Goals)
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Mentor:
Charmaine Bentley
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Coach:
Patti Flanary |
Mentee:
Debra Graham |
Teacher:
Katherine Nickell |
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This is a collaborative
lesson (between English III Teacher and
Media Specialist) where the Media Specialist
will be guiding English III students in a
series of activities related to the works of
Edgar Allen Poe (short stories). English III
TEKS are specifically targeted and one of
the anticipated results in enhanced
performance on the TAKS (and other
standardized examinations such as the SAT2,
etc.). Students will work individually and
in small groups in the library, classroom,
"Typing Lab", as well as home, etc.,
to create a various products related to the
targeted objectives. Assuming the lesson is
successful, the media specialist expects to
expand this approach to other teachers
(first in language arts, then Social
Studies, Science, and ...).
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Learning
Goals (Target and Professional)
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Learning
Goals
(Target and Professional)
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Nested Learning Objectives
What Must
My Students Be Able To Do To Achieve Each
Learning Goal?
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Type of
Learning
(Cognitive,
Psychomotor, Affective)
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Students
At the completion of session, student/s
will be able to
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At the completion of session, student/s
will be able to
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At the completion of session, student/s
will be able to
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At the completion of session, student/s
will be able to
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1. Use prewriting strategies to generate
ideas, develop voice, and plan; develop
drafts both alone and collaboratively by
organizing and reorganizing content and by
refining style to suit occasion, audience,
and purpose; proofread writing for
appropriateness of organization, content,
style, and conventions; frequently refine
selected pieces to publish for general and
specific audiences; and use technology for
aspects of creating, revising, editing,
and publishing texts (TEKS 110.44.b.2.A-E)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Journal using word
processor using designated filename and
saving on A:/ Drive.
b. Brainstorm to develop ideas including
required standards for evaluation.
c. Observe and maintain a time line to
complete project using electronic
checklist.
d. Use provided templates to produce
required products.
e. Use appropriate software, brainstorm,
organize, develop drafts, proof, revise,
refine, and publish information.
f. Use appropriate strategies to prepare
“successful” presentation.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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2. Read to be entertained, to appreciate
a writer's craft, to be informed, to take
action, and to discover models to use in
his/her own writing; read American and
other world literature, including classic
and contemporary works; and interpret the
possible influences of the historical
context on literary works. (TEKS
110.44.b.8.A,B,D)
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Complex thinking
Information processing
Habits of mind
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a. Select and read poem or
short story written by Edgar Allen Poe.
b. Research environment/ history related
to origin of short story/poem - formulate
questions to ask, use available resources
(library, Internet), and organize.
c. Use selection to complete stylistic
analysis (using provided template).
d. Use analysis to write
short story or poem in related style.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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3. Recognize distinctive
and shared characteristics of cultures
through reading; and compare text events
with his/her own and other readers'
experiences. (TEKS 110.44.b.9.A,B)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. With aid of template
(spreadsheet), use research of
environment/ time/ origin of short story/
poem to relate to student’s environment/
time/ origin.
b. Using research, compare/contrast
environment/ time/ origin of short story/
poem to student’s environment/ time/
origin.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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4. Connect literature to historical
contexts, current events, and his/her own
experiences; (TEKS 110.44.b.11.E)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
|
a. With aid of template
(spreadsheet), use research of
environment/ time/ origin of short story/
poem to relate to student’s environment/
time/ origin.
b. Use recognized relations
(and provided/ completed templates)
to complete write poem/ short story (rap)
in related style using student’s
experiences for context.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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5. Evaluate the credibility
of information sources, including how the
writer's motivation may affect that
credibility; (TEKS 110.44.b.12.B)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Evaluate reliability of resource
material and source.
b. Determine which information sources to
use for project’s purposes.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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6. Generate relevant,
interesting, and researchable questions;
locate appropriate print and non-print
information using text and technical
resources, including databases and the
Internet; use text organizers such as
overviews, headings, and graphic features
to locate and categorize information;
produce reports and research projects in
varying forms for audiences; and draw
conclusions from information gathered. (TEKS
110.44.b.13.A-E)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Develop “relevant,
interesting, and researchable” questions
to research short story or poem and its
environment of origin. (Where was Poe at
time of story and what was happening to
him and around him?)
b. Organize elements
relating story/ poem to environment/
origin using concept mapping and templates
if available.
c. Draw conclusions
regarding relationship of elements of
story/ poem to environment/ origin.
d. Present information regarding elements
and their relationship using appropriate
software (word processor/ presentation/
spreadsheet/ video).
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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7. Use the conventions of
oral language effectively; use informal,
standard, and technical language
effectively to meet the needs of purpose,
audience, occasion, and task; communicate
effectively in conversations and group
discussions while problem solving, and
planning; use effective verbal and
nonverbal strategies in presenting oral
messages; ask clear questions for a
variety of purposes and respond
appropriately to the questions of others;
and make relevant contributions in
conversations and discussions. (TEKS
110.44.b.15.A-F)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Work in small groups to research
background information for short story/
poem.
b. Work in small groups to produce product
to present background information for
short story/ poem.
c. Work in small groups to produce short
story/ poem/ rap/ skit/ narration/
etc. that represents group’s
interpretation of updated version of short
story or poem.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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8. Present interpretations
such as telling stories, performing
original works, and interpreting poems and
stories for a variety of audiences. (TEKS
110.44.b.18.C)
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Provide background
presentation for short story/ poem using
appropriate medium.
b. publish short story/ poem/ rap/ etc.
using appropriate medium.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
-
Evaluation
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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Teacher
At the completion of session, educator
will be able to
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At the completion of session, educator
will be able to
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At the completion of session, educator
will be able to
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At the completion of session, educator
will be able to
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9. Allow students to complete tasks
required lesson rather than doing the task
for the student or "dumbing" down lesson
to accommodate perceived weaknesses.
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
|
a. Give time to student complete task his/
her self.
b. Allow
students to make (and correct) mistakes.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
|
10. Comfortably use technology to
integrate Higher Order Thinking Skills
into lesson.
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Think of technology as ancillary not
the purpose of a lesson.
b. Consider
technology for purposes other than for
"drill and kill" when developing lessons
targeting TAKS objectives.
c. Consider
HOTS development and remediation as
complimentary (not opposite) instructional
objectives.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
|
11. Develop a process that can be
replicated across the curricula for other
teachers in different classes.
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
|
a. Break curricular units into component
parts that can be related to each other
and to other units.
b. Develop
templates that can be individualized to
fit the needs of individual teachers
across the curricula.
c. Think in
terms of school wide resources and develop
lessons accordingly.
d. Feel
comfortable collaborating with teachers to
develop cross curricular projects.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
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Mentor
At the completion of session, mentor will
be able to
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At the completion of session, mentor will
be able to
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At the completion of session, mentor will
be able to
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At the completion of session, mentor will
be able to
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13.
Mentor will feel comfortable coaching
colleagues with respect to
allowing
students to help themselves (rely on
themselves vs. teacher/ adult to solve
problems/ complete tasks) and developing
activities to address diverse backgrounds,
abilities, and learning modalities.
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
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a. Lead colleagues toward allowing
students to complete tasks for required
lesson by giving students time to function
rather than doing the task for the
student.
b. Lead colleagues toward developing
scaffolding activities (using technology
as and when appropriate) for students to
work toward mastery rather than doing the
task for the student or "dumbing" down
lesson to accommodate perceived
weaknesses.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
|
13.
Mentor will feel comfortable coaching
colleagues with respect to using
technology as a tool to integrate HOTS
into lesson
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
|
a. Lead colleagues to think in terms of
"connections" to other curricular areas.
b. Lead colleagues toward greater
collaboration to develop cross curricular
projects which can incorporate both HOTS
development and TAKS remediation.
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Cognitive
-
Knowledge
-
Comprehension
-
Application
-
Analysis
-
Synthesis
Psychomotor
-
Acquiring knowledge
-
Executing actions
-
Transfer of control
-
Automization
-
Generation
Affective
|
14. Mentor will feel comfortable coaching
colleagues to consider technology as a
means to an end (a tool) as opposed to the
curriculum a tool to teach technology.
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Complex thinking
Information processing
Effective communication
Collaboration/cooperation
Habits of mind
|
a. Work with
colleagues in such a manner that their
first thoughts is not how proficient they
(or their students) are or are not but how
can we teach the students and what tools
are available to facilitate this effort.
b. Work with colleagues in such a manner
that they take ownership of ideas relating
to technology as another resource.
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Cognitive
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