Period

Teaching in the Extended

Today’s Objective:

Workshop participants will actively participate in learning new teaching strategies that are appropriate for teaching in the extended period.

Workshop participants will leave with teaching strategies they can immediately implement to improve instruction.

Tell me, I forget

Show me, I’ll remember

Involve me, I’ll understand

The First Deadly Sin:

Doing What You Did Before, Only Longer

Step One:Long Range Planning

18 Week Plan

Week 1 Week 10

Week 2 Week 11

Week 3 Week 12

Week 4 Week 13

Week 5 Week 14

Week 6 Week 15

Week 7 Week 16

Week 8 Week 17

Week 9 Week 18

Name _______________ Academy ______________Course_______________ Grade(s)/Level(s)_________

Step Two:Weekly Planning

Name: _____________ Course: ____________ Plan for Week of: ____________

Monday

Tuesday

Wednesday

Thursday

Friday

Weekly Lesson Plan

Step Three:Daily Planning

Direct Instruction

Activity One

Activity Two

Multiple Activities

Change Activities Every

Twenty to Thirty Minutes

Daily Lesson PlanTeacher: ____________ Date:_________ Period:______ Course:_____________ Level:______Academy:____________Objective(s):________________________________________________________________________________________________Segment 1 Materials Description of Activities

Activity:

Time Allotted:

Segment 2 Materials Description of Activities

Activity:

Time Allotted:Segment 3 Materials Description of Activities

Activity:

Time Allotted:

A Guide to Using the Extended Class Period

A menu of Teaching Strategies Activities for Student Practice Simple Cooperative Learning Activities Whole-Lesson Formats Movement-Oriented Activities

JigsawEach student has a task that contributes to an overall group objective. In heterogeneous groups of three to six students, each student is assigned part of a lesson. Each student works independently to become an expert on a portion of the lesson and is accountable for teaching the information to other group members, who must do the same. The teacher assesses mastery of the overall topic. Individual grades are given based on a test.

Your Group’s AssignmentPlease place your answers on the chart paper.

1) Name of strategy:

2) Description of strategy in your words:

3) Pros & Cons of the strategy:

4) Sample application-Specifically, when would you use this strategy?

Gallery Walk

Completed group products are displayed around

the classroom. On a signal, groups pass from

one product to another, responding as groups to

the products they see by writing questions or

adding ideas. It may be necessary to time each

‘turn.’

Name of Strategy Explanation of Strategy

Notes/Uses

What to look for on your gallery walk

Think–Pair–ShareIn Think-Pair-Share, a problem is posed, students think alone about the question for a specific amount of time, then form pairs to discuss the question with someone in the class, usually a teammate. During Share time, students are called upon to share the answer with the class as a whole. Sometimes students are held accountable for listening to their partner because during Share time they are called upon to share the answer they heard from their partner.

Questions?