Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Planning Session with Deborah and Flannery

No description

Deborah Greenblatt

on 1 May 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Planning Session with Deborah and Flannery

Purposeful Pedagogy:
Planning Session

Student-centered pedagogy
Syllabi planning
Lesson planning
Philosophical Grounding
Learner-focused approach
What does a learner-focused approach look like in your discipline? (turn and talk)
You are told to teach a course. What do you do?
Components of a Syllabus
(see page 15 of workshop booklet)
Use it as a checklist. Does your syllabi include everything on the list? Does every syllabus need to? Why or why not?
Is there anything missing from our list?
Lesson planning
A lesson is a group of activities supporting the development of an objective that is linked to an enduring idea for the course.
What purpose does a syllabus serve?

Guiding thoughts for course building
Things to know and questions to ask
You can get free books and sample syllabi!
Ask: What other responsibilities do I have outside the classroom?
Overview of the session
Parking Lot
Expectations at CUNY
Differ by campus and department
Three typical syllabi situations
total autonomy
some flexibility
Planning for student success
Choose enduring idea that you would like to introduce in a lesson
Structure of an lesson (packet p.13-14)
(review, assess, get them thinking about topic of the day)
(activities and transitions)
(bringing it back together)
Summing it up
3-2-1 Assessment
Three things/strategies you learned from this session
Two changes you would make to your syllabus to make it more student centered
One thing you want to learn more about

Take a look at the syllabi you brought:
Is it more teacher-centered or student-centered?
What do you like or not like?
What has worked for you as a student?
(turn and talk)
Phase 1 of UbD: Understanding by Design
Types of summative assessments
paper (research, reaction)
scaffolding assignments/activities to support success on the summative assessment (p.58)
Pedagogical approaches
Extreme teacher-centered approach
Authority-based thinking
Lecture-based (teacher talks and students listen and take notes)
Pre-determined and non-flexible assignments and course calendar
Questioning is "call and response" with the teacher as the expert
Student-centered approach
More democractic style
Workshop-style: Short mini-lesson ans students are discussing and working for most of the class time
Flipped classroom approach
Syllabus and course calendar are responsive to students' needs
Student choice
Differentiation of instruction (and assessments)
Questioning allows students to construct their own knowledge and learn from the group

Socratic seminar
turn and talk
stop and jot
treasure hunt
low-stakes assessments
interactive clickers
exit slips
gallery walk
thumbs up/middle/down

Model: matching assessments to central themes
Then, it's your turn...
Model: using the modified lesson planning template
Then, it's your turn...
Examine your syllabus and look for where the "enduring ideas" and/or "essential questions" addressed in the course.
Where did you find them? (share out)

Presenters model
Now it's your turn...
Highlight/write them down for the next activity
Phase 2 of UbD
Return to the parking lot
Full transcript