Instructional Loop Practice

Why are you choosing this topic? Why is it important for young children in your classroom to learn about your topic? How does it relate to you personally? Why are you passionate about it? How does it relate to the students personally in your classroom? How do you know? Do they have any experience of your topic? How is your topic more broadly relevant and meaningful to children in the Madison area? Describe Goldstein’s definition of rigor. Describe the 3 components of rigor: Which one is the most challenging for you? Why? Which one are you looking forward to implementing? Why? Which one might be a struggle? Why? What about Goldstein’s definition do you agree with? Why? What about Goldstein’s definition do you disagree with? Why? What is your definition of rigor? Instructional Loop Practice Describe the 6 elements of the ILP and which element is the most important for you personally to focus on for the students in your classroom. Why? Is there anything missing in the ILP that you would like to add? Anticipatory Planning Web Define and describe steps in the Anticipatory Planning Webs. What are they? Why are they used? How does it assist YOU in planning your topic? Draw a web for your final topic with at least 5 sub-topics. Find, name, and connect 5 standards (to the degree possible) to your topic, subtopics with page numbers/publication if possible, as well as possible activities for each. Be sure to match the ages of your practicum site children to the standards you are choosing. Topic: Subtopic 1: Standard: Possible Activities: Subtopic 2: Standard: Possible Activities: Subtopic 3: Standard: Possible Activities: Subtopic 4: Standard: Possible Activities: Subtopic 5: Standard: Possible Activities: Knowledge of students What are the demographics at your practicum site/school? • I work at the DLI program of the kindergarten at Midvale Elementary School. Two groups of the kids is taught in English and Spanish. After lunch recess, my morning group kids who use English in the morning go to the class in Spanish with Maestra Simone, which is the cooperating teacher with my CT, Ms. Pagel; and the kids of the afternoon group switch to my English classroom for the whole afternoon. What ages are the students in your classroom? How many students? • Kindergarten. I have 17 kids in the morning; 11 girls, and 6 boys. 8 English native speakers; 9 English language learners/speak Spanish at home; 1 girl is in the special aids. And 18 children in the afternoon, which are 10 native English speakers, 8 Spanish speakers. What is the classroom culture like? • Considering the students as “friends,” not “students.” • Considering the children as the active learners. There are a lot of small/big group times and almost an hour social studies/toys times in my classroom. Children are learning throughout play and several activities. • Classroom culture is being respectful with each other, and the children and the teacher are the family. There are two posters are putted on the wall. One is “Be respect” and students are signed their names on it; other one is “we are family.” Describe what the Funds of Knowledge are. Why are they important? How do teachers proactively discover what a child’s FoK are? Give at least 5 examples of how you might do this at your site if you were the teacher. Choose and use a first name only pseudo name for at least five of your students at your practicum site and describe what unique experiences they possess. Remember that you should fictionalize the children so that you can begin to imagine your students and what they bring into the classroom and how you will work with them. What do you know about these five students? What do you know about their interests? Their challenges? What resources do they bring from home and their communities? How are you emphasizing learner interests, motivations, and points of view? What are your learners’ prior knowledge or understandings of your topic? Answer each of the above questions for EACH child below: • Child’s First Name and Story: • Child’s First Name and Story: • Child’s First Name and Story: • Child’s First Name and Story: • Child’s First Name and Story: How will you communicate that your student’s experiences are valuable? Name at least 3 strategies and describe how you will do this. 1. 2. 3. Transformative Education Describe transformative education. Why is it important and what are the goals? How do you plan to interrupt and confront your own biases when teaching? In designing a Multicultural Curriculum that rests on equal opportunity and cultural pluralism, answer the following questions about your topic: Who told this story? Is there another possible narrative? What are other perspectives? Are there additional points of view or explanations of your topic? If it is not possible to answer the above questions, answer how your topic will give equal opportunity and address cultural pluralism for your students. Objectives What do you want students to know or be able to do as they engage with and after they’ve been engaged in this lesson? Use measurable and observable language as you write these. As you write your TWO objectives, consider these three areas: 1)physical (What gross and fine motor skills are you helping them build?) 2) social emotional (What social competencies, emotional awareness, executive function, and healthy self-image are you helping them build?) 3) academic (What academic content are you addressing? What are you supporting them in learning?) Lesson Procedure You can choose what length lesson plan you would like – it can be a day lesson, week, or longer but answer all the questions in complete sentences and elaborate throughout so the lesson is coherent and is understandable to someone who is not familiar with teaching. Write so that a friend or a parent could understand what you are describing. Materials and Environment What materials will you use? How will they be organized to maximize learning time? How will you set up the learning environment? Do you have books you plan to use? Which ones and why? Are your learners familiar with these materials or will you need to teach them about some of the materials? Talk about how you will incorporate the four cognitive routines during the lesson. Why is it important? Which part of the lesson will you incorporate this practice? Are there metaphors or analogies you can incorporate into your lesson to connect to students lives? Time Procedure Rationale Launch: How will you introduce the lesson? What strong cues will you use? How will you explain focus & why it is important? How will you ignite using culturally responsive learning traditions such as stories, songs, movements, chants, rituals, dialogic talk in your lesson plans? What other ways will you capture student interest and engage learners in the content right away? Instruction: What will you do? What will you be asking your students to do? Lay your plans out step by step - if you can identify a specific practice that you’ll be using, please do so.. How do you plan on being a warm demander, an ally, and build a learning partnership with students? How will you show how & model & demonstrate? Will you use graphics, visuals, videos, or physical models? Describe what you will use. Structured Practice or Application: Give time to practice & give feedback Time to reflect & share & teach one another If applicable, how will learners “chew” or practice or apply the content (skills, knowledge) from the instruction time? What strategies will you use? Be specific. What will you do to support their practice during this time? What questions will you ask students during this time? How will you offer directions? How will you check in with students? Closing: How will you conclude the lesson? How might you summarize or synthesize learning? Why is it important to have a closing? What does it do for students? For the teacher? What does your closing look like? Will there be large or small groups, pairs? Describe your procedure. How will you connect this to prior learning? Assessment and Documentation Assessment How will you use the guidelines suggested in Doran and Mazur’s article to assess culturally and linguistically diverse children? Describe how they might be helpful in assessing at least one of your students whom you described earlier. How will you check for student understanding throughout the lesson? What informal observations and assessments might you be doing? What will you assess for? (Content understandings, dispositions, development, etc?) How will you track that information? What documentation strategy or tool will you use? Reflection Reflection Anti-bias teaching: Why do you want to do anti-bias education? What do the anti-bias goals mean to you? What do you hope anti-bias education will do for the children you teach? If your hopes are realized, how will it benefit them? What do you hope anti-bias education will do for their families? How will it benefit them? What anxieties and concerns do you have about doing anti-bias education in your setting? Where will you find support for doing anti-bias education within or outside of your program? How can you become an ally? What are some other things you want to reflect on? How will you build reflection into your practice? Will you teach it to children? Talk about what you hope for your future as an early childhood teacher.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            

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