Accomplished Teaching:

1
Lesson Planning for Improved Student Learning

• Accomplished Teaching
• The Key to National Board Certification

• Bess Jennings Morehouse, NBCT
• MaryAnn Joseph, NBCT

2
Introductions

• Bess Jennings Morehouse, NBCT- EC Generalist,
  2000
• Resource Teacher, Hawaii Department of
  Education
• Faculty, National University Online NBC Master
  of Arts Program
• In Waiting for Renewal Certification

• MaryAnn Joseph, NBCT MC Generalist, 1999
• EIRC, Sewell, New Jersey
• Assessor, NBPTS
• Renewed 2008

3
Introductions

• NBCTs
• Candidates
• Administrators
• Higher Education Faculty
• Candidate Support Providers

4
Table Talk

• With regard to Lesson Planning
• What is the relationship to effective teaching?
• What must a candidate demonstrate in the
  portfolio entry?

5
Some Thoughts.

• Lesson plans provide a structure for purposeful
  teaching that is directed at specific outcomes.
• Candidates must demonstrate that their teaching
  decisions are purposeful based on the needs of
  their students and their knowledge of the subject
  area.

We are talking about.
The 5 Core Propositions
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The Architecture of Accomplished Teaching
Student Learning
4 Reflect Improve
3 Manage Monitor
5 Learning Communities
2 Subject
1 Students
7
Portfolio Instructions The Architecture
Instructional Context
1
Determine students current understandings
Instructional Planning
2
Determine student learning goals
Determine nature and sequence of learning
activities
Instruction
3
Prompt and Monitor Student Learning
Analysis (Assessment)
Determine students progress toward the learning
goal(s)
4
Reflection
8
The Architecture of Accomplished Teaching
5 Core Propositions
Parts of the Entry
Context (Instructional) Planning
Instruction Analysis of Learning Reflection
on Teaching
Commitment to/Knowledge of Students Knowledge of
Subject and Pedagogy Manage Monitor Learn
from Experience
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Accomplished TeachingLESSON PLANNING AND
REFLECTION FRAMEWORK 
10
An Interactive Discussion. 
The Experts Are Among Us!
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INSTRUCTIONAL CONTEXTTable Talk What are
candidates areas of difficulty with the
instructional context? 
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Common Areas of Difficulty

• The Laundry List of numerous challenges.

• Lack of attention to needs of particular
  students in the class.

• Superfluous information that has no direct
  bearing on the instruction.

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TIPS- 

• Focus on 1-3 students to highlight in this
  entry in order to illustrate the range of your
  abilities to address different kinds of student
  needs.
• It is not necessary to feature the students who
  present the greatest challenges to you.
• Remember- your goal is to illustrate how you make
  a difference by effectively responding to your
  students.

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PLANNING- GOALSTable Talk What are teachers
areas of difficulty with regard to describing
lesson goals? 
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Common Areas of Difficulty

• Lack of clarity about intended learning outcomes

• Lack of alignment of context, goals, strategies,
  and assessment of learning

• Describes an activity, rather than the learning
  goal

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Overarching vs Lesson Goals
Students will understand that recognizing
patterns can help them make predictions.

• Is it measureable?
• Can it be achieved in a single lesson?
• Is it specific to these students at this time?
• Will students understand what they need to do to
  achieve the goal?

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Lesson Goals are Specific to the Needs of the
Featured Students
Overarching Students will understand that
recognizing patterns can help them make
predictions.
Given a pattern of five blocks in alternating
colors, the student can accurately predict the
color of the next block.
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Lesson Goals are Specific to the Students
Developmental Levels
Overarching Students will understand that
recognizing patterns can help them make
predictions.
Given a numerical pattern in which the interval
increases at a non-constant rate, the student can
determine the pattern and predict the next three
numbers in the sequence. (i.e. square number
patterns, triangular number patterns)
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QUIZ TIME!
Overarching or Lesson Goal?
Students must show understanding of the sequence
of events in a story.
Students must compare and contrast main
characters from two different stories. Include
at least 3 physical traits and 3 personality
traits of each character in your description.
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A FEW MORE.
Students will bite out the phases of the moon
using Nilla wafer cookies.
Students will create a terrarium to connect
concepts of precipitation, condensation, and
evaporation.
Students will create a powerpoint and present it
to the class.
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TIPS- 

• State 1-3 explicit, measureable learning goals
  for students.
• Focus on the goals that will be assessed to
  determine student progress at the end of the
  instructional sequence.
• Connect the goals to the information you
  provided in the Instructional Context.
• Describe what students will know or be able to
  do as a result of the teachers instruction.

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PLANNING-STRATEGIESTable Talk What are
teachers areas of difficulty with regard to
planning/describing learning activities? 
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Common Areas of Difficulty

• No connection made between student needs
  (instructional context) and selected strategies.

• No evidence of meeting individual student needs
  as described in the instructional context.

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TIPS- 

• Connect the rationale for selected instructional
  strategies to the information provided about your
  students - as a class and as individuals in the
  Instructional Context section.
• Connect strategies to the stated goals.
• Strategies should include supports for students
  with learning challenges who are described in the
  Instructional Context section.

25
ANALYSISTable Talk What are teachers areas
of difficulty with regard to describing student
progress toward the learning goals? 
26
Common Areas of Difficulty

• Lack of detail in describing evidence.

• Unclear goals make it difficult to define
  student learning.

• Description of student learning does not refer
  to stated goals.

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TIPS- 

• Describe evidence of student learning in
  reference to the stated learning goals.
• Describe and explain particular student responses
  in detail to provide evidence of student
  learning.
• Do not assume anything is obvious to your reader.
• Connect the instruction, analysis and reflection
  sections to the stated goals.

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REFLECTIVE QUESTIONS- 

• Lead us to think about our teaching
• Lead us to think about our writing
• Lead us to think about our thinking
• Lead us to lesson planning that improves student
  learning

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REFLECTIVE QUESTIONS- 

• Are open-ended, no single correct answer,
  arguable, require reasoning and thinking beyond
  recall
• Are doorways that lead to big ideas and core
  processes
• Are generative spark inquiry and raise other
  questions

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Reflection and Analysis Student Centered
Teaching
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Accomplished Teaching

• Requires specific, intentional practice
• Asks teachers to find ways to make learning
  activities relevant to students needs
• Assumes that effective teaching can, and must be
  accomplished in a myriad of ways
• Empowers and professionalizes teachers.

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VISIT US ON FACEBOOK

• Download session handouts
• Continue the discussion with other candidates
  and support providers

• Bess Jennings Morehouse, NBCT
• MaryAnn Joseph, NBCT