(1) begins class sessions with a clear statement about the lesson’s objectives and place in the progression of course
(2) designs and implements varied activities in each class period
(3) brings each activity to closure effectively and transitions intentionally to subsequent activities
(4) ensures that students are using technology and tools effectively
(5) concludes class with a summary and clear tie-in to the next class
(1) begins class sessions with a clear statement about the lesson’s objectives and place in the progression of course
(1/2020) Included is a screenshot of the Algebra 2 Class Notebook in OneNote with the daily plan outlined on the left and the larger class progression mapped out on the right. This was a habit I grew into, starting in 2016, once shifting to teaching class through OneNote.
(2) designs and implements varied activities in each class period
(10/2019) Included an annotated lesson plan from Algebra 2: 108 (Day 12) Inequalities Exponents and Absolute Value. My quick thoughts about each activities purpose and the time estimates for each part are shared in the red boxes. Notice there is a constant bouncing between students working alone, optionally in table groups, and not optionally in table groups.
(3) brings each activity to closure effectively and transitions intentionally to subsequent activities
| When I first started: | Current practice | Future goals |
| The agenda, the flow, the class plan were in my head. Very little was written down. So to recreate lessons from my first year (pre-OneNote) would be virtually impossible. | I’ve evolved a lot in this- especially since transitioning to fully block schedules. I remember not breaking class up initially, and that made class draaaaag onnnnnn.
To help me plan these chunks using OneNote has been helpful. I build a skeleton page that will be filled out during each class period. This skeleton page guides the students through content similar to how a textbook guides students. Additionally, I’ll have a separate page, my lecture notes to myself, that includes any other notes about transitions/reminders/answers/etc..
Then in class we’ll work from top to bottom and along the way there should be space for students to fill out the skeleton of notes and add more if needed (‘Insert Space’ in OneNote).
I break up activities/sections with SOLID BLUE LINES (as seen in the above artifact) |
Continue to use visual and spatial cues in OneNote. |
(4) ensures that students are using technology and tools effectively
| When I first started: | Current practice | Future goals |
| Put onus on student to be distracted or not. Again coming from college-type background and lack of my own education. | Very clearly layout How I use the OneNote in class and how I expect them to use it.
And when introducing any new technologies, I deliberately try to make sure what students should expect is clear. |
I’d like to have a little library of videos (possibly student made) that students could watch/re-watch to help them with Technology X Skill or Pro-tips of using Technology X. |
(5) concludes class with a summary and clear tie-in to the next class
