Curriculum, Planning, and Assessment

  • Curriculum, Planning, and Assessment
    1A.4:          Well-Structured Lessons
    Explanation: This example is from a bridge building lesson. This lesson represents an area of growth that I am rather proud of. I remember early lesson planning from the Fall where I didn’t use a template and was intentional about accounting for every aspect of the class, the student, lesson, and myself. For about a month now, I have included an MCAS starter in each class.
    Evidence: James Kobialka – “Lesson begins with engaging video and specific examples of building techniques based on formative assessment of student weaknesses. Students full into working at 10:20.”

    1B.2:          Adjustment to Practice
    Explanation:     Reflective practice is a unique feature of the Clark program. It is a skill that I was instilled throughout my outdoor education experience but here it has been nurtured to affect positive and tangible change in my teaching practice. I still have to work on applying the lesson more consistently but I am pleased at how far I have come. I am readily able to change lessons when I recognize the need. I think this skill will become an invaluable tool for years to come.
    Evidence:     Beginning of lesson is based on previous observations of student struggles and successes. Procedure for materials (glue) is modified halfway through the lesson and it becomes apparent that the original procedure is inefficient. Models the use of prototyping to students while working individually with groups to gather data from building models and apply the learned skills to the lesson. End of the class does not include a final focus point for the students; time is lost that could have been useful.

    Next Up: Teaching All Students