Professional Development Plan (Goals)
Lee Gabor
MTTC 1002
WHY NOT ADULT LESSON? WHY DO ANOTHER 3 RD GRADE LESSON? Mr. Amaya moved from 1 st grade to 3 rd grade this year. He has many more TEKS to cover and 3 rd Grade is tested using the TAKS. I can best help him by working on lessons he can use in the classroom. While doing this, I’m cognizant of the planning necessary for adult classes. DISD Staff Development called me and has interviewed me as a potential presenter in the summer for classes given to teachers. Therefore, I’m reading everything I can on the adult lesson preparation in anticipation of how I can be of service to the Staff Development department at the district.
State your:
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 – 3 rd Grade Science 1 Use small rubber ball and set up books, roll the ball to knock books over. This introduces the concept of change due to force. After one time doing this, use animation on the Internet to introduce the idea that forces cause change. http://www.bbc.co/uk/schools/ scienceclips/ages/6_7/forces_ movement.shtml |
Enjoyment – the students will be curious about the ball knocking down the books and then will like the animation, which shows a small car on a track; at starting point, handle is pulled back to yellow or red light and when let go, the car is pushed forward. |
All students observe the books falling and then get to see the animation; then each student comes to computer to reset the car and pull red handle back to yellow lights and then red light so that car moves to first stop and then second stop. |
Cognitive – knowledge and analysis; Psycho-motor – eye-hand coordination |
Complex thinking |
Students can focus on the screen and understand cause and effect. |
Cognitive – evaluate and synthesis |
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Collaboration and cooperation |
Each student has an opportunity to “lead” the class as the activity is repeated; |
Cognitive – recall – students repeatedly see activity, but decide which stop will be activated by whether handle is pulled to red or yellow light. |
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Assessment |
TEKS 3. Science concepts. The student knows that forces cause change. The student is expected to (A) measure and record changes in the position and direction of the motion of an object to which a force such as a push or pull has been applied; |
Cognitive – analysis – students can see the result of cause and effect. |
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2 Use 2 nd animation on Internet to further show forces cause change revisewise/science/physical/12b_ act.shtml
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Enjoyment – this animation has alien who uses spaceship to show forces of gravity, friction, air resistence. |
Students watch this animation through at least two times, but teacher resets. |
Cognitive – knowledge and analysis |
Complex Thinking and Assessment |
Student verbally complete quiz in animation |
Cognitive - evaluate |
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3 Use 1 minute section near end of movie Lethal Weapon to show bus hitting a car and causing the car to rise into the air and roll over |
Enjoyment, especially for boys – the large bus and small car emphasize the result of strong force |
Students watch this to see fake wreck, but it shows what would happen if real |
Cognitive – visualization and comprehension of how Hollywood creates fake science |
Complex Thinking |
Student are able to imagine the same type of force with truck hitting car, car hitting bike, etc. |
Cognitive – visualization and also realizing the importance of being safe drivers and pedestrians |
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4 Students form teams and getters retrieve box of Lego pieces and make cars |
Habits of Mind |
Students know and fulfill their team jobs |
Comprehension of expectations |
Effective communication |
Students follow directions |
Application |
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Collaboration/cooperation |
Students work with each other to make usable cars; pieces are taken from the box and students can experiment in making the cars; however, for the actual experiment, they will be instructed and must create exact duplicates so all measurements and graphs are accurate; teacher will model making the car. |
Psychomotor – executing actions |
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5 Ramps are set up at 3 different heights and students will let go of cars to see that the higher the ramp, the farther the car moves. Students will measure the distance the cars move from end of ramps and graph the results. To let them further enjoy the activity, they will be allowed to use small metal cars and marbles and measure/graph these results. |
Complex Thinking
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Each team of 4 students will have a wooden ramp to use. The will set one end first at 6 inches, then at 1 foot, then at 2 feet. They will use standard foot rules to measure and will use books on which to set the end of the ramp. |
Cognitive Application |
Information processing |
Once ramps are positioned, each student will place Lego car on the raised end of ramp and let go. Another team member will measure the distance car moves onto the floor after it comes off the end of ramp that is resting on the floor. |
Cognitive Synthesis Psychomotor-automization |
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Complex thinking; Information processing |
The Recorder on the team will mark the graph. However, all students will take turns letting go of the cars, so that each enjoys this activity. |
Psycho-motor – generation Cognitive – Knowledge and Analysis |
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Complex thinking; Effective communication |
Differentiated learners will be able to complete the tasks except, possibly for the graphing and the recorder for the team can help with that. |
Cognitive - Knowledge |
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TEACHER GOALS - |
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1. Plan lesson |
Complex thinking |
Working together on questions; then separately to come up with ideas; then together to complete lesson plan. |
Cognitive - knowledge |
2. Use technology (computer, projector, Internet) for accessing animations. |
Complex thinking |
Mr. Amaya knows how to do this well. Ms. Gabor found the Internet sites and both of us agree, these will help the students since it is for 3 rd grade level. |
Cognitive - application |
3. Activate/implement lesson |
Effective communication |
Mr. Amaya will engage the students by using a ball and books to knock over, then go to the Internet, etc. |
Cognitive - application |
4. Assess lesson |
Complex thinking |
Observation |
Cognitive - evaluation |
5. Use CPS system, which is technologically driven, to give short True-False test, using graphics of cars on ramps, etc. |
Information processing; Complex thinking |
A formal assessment will be used to determine if students really understand the TEK. |
Cognitive – application; Psychomotor – executing actions |
6. Ms. Gabor will help set up and facilitate the CPS system. Mr. Amaya has used it only once before. Ms. Gabor also will help write the T-F test and insert the graphics for the test; after this 2 nd time of showing Mr. Amaya how to do this, he should be able to use them on his own. |
Habits of mind; Effective communication |
Students really like using the remotes and once the questions are written and saved, this can be used each year as well as for re-teaching. |
Psychomotor – executing actions |
6. Use Differentiation |
Effective communication |
This will be an easy lesson for Special Ed Resource student to master. |
Cognitive - Analysis |
7. Maintain classroom management |
Complex thinking |
Some students doing too much talking seems to be only problem and not much of one. |
Cognitive – evaluation; Affective |
MENTOR-MENTEE (COACHING) RELATIONSHIP GOALS 1. Develop effective relationship |
Collaboration/cooperation |
Mr. Amaya and Ms. Gabor have worked on a number of committees together and already have developed strong trust and excellent relationship. Mr. Amaya helps Ms. Gabor with Spanish lessons. |
Affective Transfer of control |
2. Build Trust |
Effective communication |
Already have strong trust in each other as teachers and as people with integrity. |
Transfer of control |
PROFESSIONAL LEARNING GOALS 1. More precise and articulate thinking and discussion |
Complex thinking; Effective communication |
The question and answer session helps both Mentor and Mentee to gain a better sense of how the lesson should go to best help the students. |
Cognitive – comprehension and analysis |
2. Better learning and use of 3 rd grade Science TEKS (this is Mr. Amaya’s 1 st year in 3 rd Grade) |
Complex thinking |
There is always room for improvement in better learning the TEKS. |
Cognitive - comprehension |
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Note: Please add more table rows as necessary.
This is how I believe the successful accomplishment of my goals will lead to improved student learning.
First, the kids will really enjoy making and using the Lego cars and also using the small metal cars and marbles. Hands-on activities seem to be the most engaging type of activities in the classroom. Also, the students will easily be able to handle this and will not feel negative pressure. Since the students are bilingual, they won’t have the pressure of reading in English or of doing difficult math calculations. All the students on the team can contribute to the graphing and the recorder (who is usually the student with the neatest hand-writing) can actually write the graph. This fun activity should help them to easily comprehend the TEK of force causing change.
This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.)
First, Mr. Amaya and I will observe if all the students are watching the two Internet animations and the movie section. We also will observe the cooperative nature of the teams and the students’ abilities to create the Lego cars on their own. Mr. Amaya will model the final Lego car so that each team has the same size car. This is necessary for the actual measuring and graphing. All of the students, including Special Ed, will be participating in psycho-motor skills and should do well with this. The graphs created by teams will be posted in the hall outside the classroom (Mr. Amaya’s bulletin board).
Also, students will be given a short true-false test to determine if they understand that an object that pushes or pulls another object represents a force that causes a change in the object it touches. Very important: do we believe this lesson will help students when they take the 5 th grade Science TAKS two years from now? Yes, we both do – they should understand that force causes change. In 4 th and 5 th grades, they will learn more about friction, etc.
QUESTIONS I ASKED MR. AMAYA, WITH HIS ANSWERS (PARAPHRASED) – discussion was over 3 days, after tutoring.
PRE-PLANNING THE LESSON
How much time do you think you need to pre-plan the lesson? No more than an hour.
Do you have resources you typically use to help you plan the lesson? Yes and we’ll use the Lego sets Ms. Gabor has.
Do you use pre-packaged lessons or do you prefer to start from scratch with only the TEKS to guide you? With my bilingual students, I prefer to design the lesson for them.
GOAL OF THE LESSON
What do you want the students to grasp from the lesson? This is a simple lesson. All they need to understand is that an object pushing or pulling another object causes that second object to change in some way.
What specific knowledge do you plan to facilitate? The change is in distance. The students will hold the car and then let go, which is like pushing, and the car will change position by moving down the ramp and onto the floor. It will go and we will measure how far it travels.
TEKS COVERED
Do you present the TEKS in written form to the students as you begin the lesson? Yes. You (Ms. Gabor) showed me how to make signs with them so I can use them every year. By putting them on the board, the students better know the goal.
How many TEKS are you covering in this lesson? Only one.
If more than one, how will you handle combining multiple TEKS. N/A
Do you have a way for students to keep track of the TEKS as they master them? I don’t use the form yet that you showed me because I don’t have time to make one for my class. But I like the form and that you have each student check when they master the TEK. I think this helps them review for the TAKS test.
IMPLEMENTING – RESOURCES AND EQUIPMENT NECESSARY AND AVAILABLE
Do you have resources readily available? Yes, we will use your Lego kits and the little metal cars and marbles we are borrowing from you and also the wooden ramps.
Is there any resource that you desperately need and feel isn’t available? No, we’ll use the classroom computer and you are bringing the projector and the CPS remotes. I still have the program on the computer and we are writing the test together, but it will be short.
Are you able to borrow resources from team members or other teachers? Just the things I am getting from you.
CONDUCTING THE LESSON – WHOLE GROUP
How do you plan to initially engage the interest of the students? The animations we will put on the screen, but more than that, when they see the cars and the kits, they will want to start the lesson.
What alternatives, such as music or art, can you think of that would help encourage the students’ interest in this topic? The movie part will help. Last time we used songs and the students really liked that. This time we won’t have time for the songs, since we are making the Lego cars and we want to get the lesson finished in one day.
What is your effective or engaging question? I hadn’t thought about that. Maybe I can use a small rubber ball and set up a book and knock it down. Then ask the students what happened. That will be a good thing to lead to the Internet.
What hands-on activity do you plan for whole group? Making the Lego cars. (Note from Lee Gabor: making these was my Coach Bonnie Barnes’ idea – we were going to just use small metal cars and marbles, but the kids will love making the Lego cars.)
CONDUCTING THE LESSON – SMALL GROUP
How do you determine which students to put together in small group setting? We will use our usual teams and we do those like the principal said, higher level with lower level students and mixing boy-girl.
What activities do you plan to help the various groups? They will all do the same lesson and I think the Special Ed student can easily do this.
CONDUCTING THE LESSON – INCLUSION
How do you plan to modify the lesson for your Special Ed student(s)? The only way is he won’t have to do the graphing by himself. The recorder for the team he is on can do that. He should be able to do all the other things.
CONDUCTING THE LESSON – ESL, BILINGUAL, REGULAR
How do you plan to modify the lesson for your students with varying language skills? We are all bilingual in the class, so everyone should be able to understand the directions in Spanish. And when we make the car, I will show them exactly how and we’ll count the pieces.
CONDUCTING THE LESSON – TECHNOLOGY
What technological tools do you plan to use so that this lesson is the most effective it can be? I think using the animations and the movie part will help a lot.
Do you plan to use technology to assess the student’s ability to comprehend and use the lesson? The students really liked using the remotes we used for the last lesson, so we will use them again. The questions on the quiz should be easy, since we are only doing one TEK.
How can this lesson be used on the computer – do you plan writing or is there a software program that augments this lesson? We aren’t doing anything on the computer except getting the Internet animations and doing the test on the CPS. We are using the video and tv for the movie part. If the students could type faster, I could have them write about this on the computer, but we will put this in their science journal and let them write with pencil.
FEEDBACK FROM STUDENTS
What questions do you plan to ask the students so that you can clarify any misconceptions they may have? I think each team will discuss if they know what happened and why did the cars go farther when the ramp was put higher. I can go to each team and ask that also.
How can you determine if the students would be able to use this information in a real world setting? I can ask them for ideas how things change. I know at the scrap car place, they pick up the wrecked cars with a big magnet and drop them. That makes more dents, so there is change. And when cars get wrecked. Oh, when we drink from soda cans and crush them. The students can think of ideas.
ASSESSMENT
What type of informal assessment(s) do you plan? We will watch them and see if they do this right.
Will you do a formal pre-assessment or post-assessment? We won’t do a pre-assessment and we will use the CPS True-False test for our formal test.
How important to you is your observation of each student? Very important, so I will know if the students can measure and put the ramps in the right place and let go of the cars instead of throwing them.
Do you plan to use this lesson to add to the student’s portfolio? I don’t think so.
How will you know if the student masters the lesson? If they do well on the CPS test and if they participate in the class.
RETEACHING
What will you do to re-teach the lesson? If we need to, we can do the lesson again, but not make cars, just use the little metal cars.
REINFORCEMENT – HOMEWORK
What type of homework assignment do you think can best help to reinforce the lesson? I can have them draw an example of what we did. They use the ramp, books, and a car.
How will you modify this for your inclusion students? Drawing can be the same. There isn’t a lot of writing, so it should be ok.
How will you modify it for your ESL or Bilingual or Regular students? I have only bilingual, so I don’t need to modify.
STUDENT PROFILES
How do you profile your students so that you keep track of the level of mastery of the TEK(s). I have the profile sheets Mr. Fonseca (the principal) gave us, but I like your idea of students having their own profile sheets and writing a checkmark when they master something.
SELF-ASSESSMENT
How do you determine if your planning and presentation of the lesson has achieved what you expected? If the students enjoy it and if they can tell me the next day what we did and why the cars did what they did.
CLASS MANAGEMENT PROBLEMS
What types of class management problems do you typically have in a day? Some students talk to much, but I don’t have other problems. These are pretty good children.
What have you done so far to address this or these problems? I usually call the parents when they keep talking. We have our rules on the wall and our consequences. The 3rd one is to call the parents and I don’t have to do that much.
What are some other alternatives for dealing with the misbehavior? I guess writing a referral and sending the students to Mrs. Rodriguez, but I haven’t had to do that.
We agree to work together as a collaborative team to implement this plan.
Teacher’s signature __________Mr. Amaya is the teacher_____________________________________
Coach’s signature ___________Lee Gabor is the Mentor and Regina Parker is the Site Coach_______