There appears to be a good match across the following dimensions: learner characteristics, intended outcomes, teaching/learning strategies, content, assessment, allocated time and framework for lesson evaluation. From there, introduce students to one method of website evaluation, the CRAP checklist, with the PDF slides and/or the attached Youtube video. Content and resources for career literacy and preparation. UEN-TV is operated by the Utah Education Network. Secondary Library Media (6-12) The Utah Education Network (UEN) uses various systems and tools to deliver distance education classes to Utah students. It will also be helpful for most to watch the included slideshow to understand or review the meaning of words like "credibility" and "bias.". Org Chart. х hZo° 0J j hZo° 0J UhR~К hZo° h«q9 hZo° hZo° >*hR~К hZo° 6БhZo° hR~К hZo° 5Б O 2 M N Ш Щ Ѕ ¬ ё + , a b А к ' ( _ £ € < = o ч ч ч т т к т т т т т к т т т т т к б т т т т к т т Дh^ДhgdZo° Logo and Guidelines, Technical Services Lesson Plan & Implementation: Reflection and Analysis College of Education Childhood Education & Literacy Studies ... explain how you will use information from this evaluation in future lesson planning. Overall evaluation of the lesson plan 30 31 The lesson plan is written using the procedural genre and could be easily followed by others. Rewrite sections of the lesson plan as needed to make it more effective. Or e-mail us: ivc-ops@uen.org, Operations Center x Based on the Word Net lexical database for the English Language. © 2020 Leaf Group Ltd. / Leaf Group Media, All Rights Reserved. g h ґ Ј Z [ £ § о п 6 7 ≈ ∆ Ђ ђ ’ ÷ f g ђ ≠ ( ) _ ` ≤ ≥ . 0 ^ © , * * ’ Ш и и Д l Write a general outline for your preschool lesson plans to serve as a template so you include all components, including an introductory activity, teaching and independent activities for the kids. involve and inform parents as appropriate. 101 Wasatch Drive varied pacing plans IТve preassessed student readiness to make appropriate content and/or activity assignments get a picture of understanding and skill as opposed to facts only focus the lesson squarely on what students should know, understand, and be able to do As I assign students to groups or tasks, IТve made certain student group assignments vary from recent ones all students are encouraged to Уwork upФ if appropriate, provisions are made for students who need or prefer to work alone group sizes match student need As I create differentiated activities, IТve made certain all of them call for high-level thinking all appear about equally interesting to my learners if readiness based, they vary along a continuum of BloomТs Taxonomy if interest based, students have choices about how to apply skills and understandings or how to express them varied modes of learning opportunities accommodate carried learning profiles each activity is squarely focused in one, or very few, key concept or generalization student choice is maximized within my parameters for focus and growth appropriate skills have been integrated into the activity requirements expectations for high-quality task completion are clear for all students I have a plan for gathering ongoing assessment data from the activity I have a means for bringing closure and clarity to the tasks When creating assignments for differentiated products, IТve made certain they vary along a continuum of BloomТs Taxonomy based on student readiness require all students to use key concepts, generalizations, ideas, and skills to solve problems, extend understandings, and/or create meaningful products maximize student choice within parameters necessary to demonstrate essential understandings and skills include a core of clear and appropriately challenging expectations for the content of the product, processes involved in the production, and production requirements for the product provide for formative evaluation and modification of the product provide for summative evaluation by teacher, students, peers, and/or others involve and inform parents as appropriate IТve also thought about instructional strategies like learning contracts, centers, interest groups, compacting, etc.

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