RE Program Year 1 Instructional Cycle 2 Page 1 of 10

Year 1 Instructional Cycle 2

INSTRUCTIONAL PLAN
to be completed before teaching
Assessment of Student Learning
What insights emerge from the analysis of student data?
-Student data allows you to know what the students do and do not know.
-Students data also allows you to know, how students learn, not just what they have learned.
-Furthermore, student data gives a teacher insight on how to adjust your teaching daily, weekly, monthly and year to year.

How will assessments reflect the learning targets and lesson purpose?


How will timely, correct and authentic feedback be part of the assessment process?
-As I was circulating through the different groups working, I was providing immediate feedback.
-When these assignments were turned in, I graded them, handed them back and offered constructive feedback both individually and as a group.

How will assessments provide opportunities for students to take responsbility for their learning?


Identifying the Learning Need
How will the relationship between the standards and the learning target be communicated?



What prior knowledge do students need for this lesson?



What are the connections to previous and future learning?
-Previous: Causes of WWI/Roots of Imperialism carried out.
-Future: Treaty of Versailles/WWII
Directions:
1. Resident Educators complete the Instructional Plan sections prior to teaching a lesson. For Cycle 2, focus on the highlighted questions.
2. Following the teaching of the lesson, Resident Educators complete the Reflection on Instruction and Revision sections.

RE Program Year 1 Instructional Cycle 2 Page 2 of 10

INSTRUCTIONAL PLAN
to be completed before teaching




Establishing the Learning Objectives
What is the purpose of this lesson?



Why is this learning important?
-The Treaty of Versailles has wide-ranging ramifications from the Great Depression to the rise of Totalitarian governments to WWII to the 9/11 Terrorist Attacks.


How will the importance of this lesson (learning) be made clear to students?
-The importance of this was stressed though examining the learning targets and some of the primary source quotes, along with the reminder of Osama BIn
Laden's leteter to the American people. I also highlighted the above point thoughout the lesson.


What misconceptions about content need to be considered in planning?



What enduring understandings or big ideas will students walk away with?



Gathering Appropriate Resources
What new learning is needed to teach this content?



What resources will be necessary to plan and to teach this lesson?



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INSTRUCTIONAL PLAN
to be completed before teaching
What research will be necessary to plan and to teach this lesson?
-Primary Source examination (Treaty of Versailles /Wilson's 14 Points/War Statistics/Bin Laden's Letter).




Instructional Strategies [How the teacher conveys the content]
What is the instructional strategy for this particular lesson? Why was this strategy chosen?


How will the instructional strategies provide opportunities for students to transfer prior learning to new content and concepts?


How do the instructional strategies relate to the learning targets?
-Strategies are implemented to convey learning targets to all students.

How will the purpose of the strategies be made clear?



Instructional Activities [What the students do to engage with and learn the content]
What activities provide students opportunities for deliberate practice of the learning strategy?


What activities require higher-order thinking skills?


Why were these activities chosen?
Differentiation
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INSTRUCTIONAL PLAN
to be completed before teaching
How will you determine if differentiation in needed for this lesson?


How will you provide access and appropriate challenges for students?


How might the lesson be adapted to accommodate where students are in relationship to mastery of the standard?
-I could have chosen the groups for the activity in a different manner.
-Guided Notes could have been adjusted as well (to provide more or less information).

What concepts/strategies need to be modified or extended?

Resources and Materials
List resources and materials needed for this lesson.
-Learning Targets (PPT)
-Primary Source Quotes (PPT)
-Treaty of Versailles Worksheet (handout)
-Treaty of Versailles Information Packet (Webpage/Chromebooks)
-Exit Ticket (handout)

















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INSTRUCTIONAL PLAN
to be completed before teaching




RE Program Year 1 Instructional Cycle 2 Page 6 of 10

REFLECTION ON INSTRUCTION AND REVISION
to be completed after teaching
Identifying the Learning Need
Were student learning needs accurately identified and assessed?
Yes. Throughout this lesson I continually linked their previous knowledge to the content being learned. I also made sure to link this lesson to what is going on in
their lives today.

How did connections help students to better understand the purpose and content of the lesson?
These connections helped make the lesson more "real" to the students. They provided relevance to their learning.




Establishing the Learning Objectives
What are the evidence indicators of student knowledge and understanding?
Informally there were many signs during our discussions from actual repsonses to head nods. I also earned a sense of where student were in their understnading
while I was circulating around the room during the group activity. Exit tickets at the end of the lesson also informed me of their level of understanding.
Furthermore, when grading their "Treaty of Versailles" packets, I was able to further gauge student knowledge and understanding.


What misconceptions were discovered? How were they addressed?
Many people are still confused about how the Treaty of Versailles impacted the world for decades to come. This caused me to review the ramificaitons of the
treaty again. I even reviewed the treaty again before the unit test and during the next unit's introductory lessons.


What behaviors and learning products indicate that students were intellectually challenged?
Again repsonses during our discussions that day, along with conversations had during their collaborative time, as well as the responses on the packet they
completed indicate that students were intelectually challenged.



Instructional Strategies
What evidence indicates that the selected instructional strategies were appropriate?
These assignments were aligned with the standards. I also incorporated data from the Preassessment Tests to inform my lessons daily



RE Program Year 1 Instructional Cycle 2 Page 7 of 10






REFLECTION ON INSTRUCTION AND REVISION
To be completed after teaching
Instructional Activities
How did the activities support the learning objective?
These assignments were aligned with the learning objective.

How did the activities support deep and independent understanding of the learning objective?
Although this was a group activity, students were still encouraged to work independently as a team (divide and conquet). Also since no groups totally finished the
assignment in class, individuals were given an opportunity to engage in the topics alone for homework.

How did the activities provide opportunities for students to share new knowledge?
From various discussions to the packet to the exit ticket, students were provided with many opportunities to share their knowledge with me.

Differentiation
To what extent did the activities engage and challenge all students?
I provided multiple opportunities to be challenged in a variety of ways (direct lecture/ discussion/ collaborative work/ independent work).

How might instructional learning groups be strengthened in subsequent lessons?
After using several approaches in the first semester, I began using a combination of two methods, basing groups of both ability and behavior. Unfortunately
behavior is always a factor in some of my class, so I will continually be sensitivve to that in future lessons.


Assessment of Student Learning
What evidence suggests that students understand or do not understand the concepts?
Student responses during the lecture and discussion, as well as student responses and on the packet. Ultimately their answers on the WWI test reflected their ture
understanding.

Did the assessment tasks provide students the opportunity to demonstrate and explain their thinking?
Yes the packet and ultimately the questions on the unit test that dealt with this topic gave students the opportunity to demonstrate and explain their thinking.

What concepts were best understood? What areas remain challenges? How will the areas of strength and weakness be woven into subsequent lessons?
Students understand the basics of the lesson, but not all understand the more specific details of the lesson, particularly the ramifications of the Treaty of
Versailles. I will readdress some of these topics prior to the unit test and again when introducing the next unit.
RE Program Year 1 Instructional Cycle 2 Page 8 of 10






RE Program Year 1 Instructional Cycle 2 Page 9 of 10





Purpose: Examining student work in terms of specific learning
outcomes allows Resident Educators to evaluate the
effectiveness of their instructional planning and teaching.
Directions:
1. Using the same students selected for Monitoring Student Learning, complete the
general information for each student below.
2. List the learning outcomes achieved by each student and attach evidence (examples of
student work).
3. Determine appropriate next steps, based on the evidence of learning outcomes.

MONITORING STUDENT LEARNING
Grade Level/Subject Area:9
th
/ World Experience Grade Level/Subject Area:9
th
/ World Experience

Student Name (First Name Only)Ryan

Student Name (First Name Only)Sean

Student Profile: Gender, AgeM/14 Student Profile: Gender, AgeM/15

Description of Learning Outcomes
-Ryan started the semester off extremely well
with a 100% on the WWI Test, and has continued
to do well, turning in all of his assignments for
this cycle.
-He finished the cycle out strong with a B (88%)
on the 3
rd
Nine Weeks Exam.
Description of Learning Outcomes
- Sean is still turning in most of his work.
- He did not do so well on the WWI Test (D), but did
very well on a follow up / introductory activity
(Treaty of Versailles packet).
- He then did fairly well on the 3
rd
Nine Weeks Exam
with a C (80%).
Next Steps
- Ryan seems to be grasping all concepts very
well.
- I am working with him to participate more in
class and to provide more in depth answers on
assignments to further his depth of knowledge.





Next Steps
- Sean has improved, but still does not complete all
of his work.
- I have encouraged him to utilize the study tables,
but he has yet to show up.
- I will continue to pry and prod Sean to excel,
because he has the ability to be a really good
student.
Reflection and Revision:
Examining Individual Student Work
RE Program Year 1 Instructional Cycle 2 Page 10 of 10