Year 1 Instructional Cycle 1

Directions: 1. Resident Educators complete the Instructional Plan sections prior to teaching a lesson. For Cycle 1, focus on the highlighted questions. 2. Following the teaching of the lesson, Resident Educators complete the Reflection on Instruction and Revision sections.

INSTRUCTIONAL PLAN to be completed before teaching

Assessment of Student Learning
What insights emerge from the analysis of student data?

How will assessments reflect the learning targets and lesson purpose? Students assessments will reflect comprehension of student learning as it relates to lesson objectives. Each lesson has an objective that is to be obtained by the end of it and assessments, whether formal or informal, are to decide whether or not that objective was met. How will timely, correct and authentic feedback be part of the assessment process?

How will assessments provide opportunities for students to take responsbility for their learning?

Identifying the Learning Need

How will the relationship between the standards and the learning target be communicated?

What prior knowledge do students need for this lesson? General knowledge of human anatomy and it's functions

What are the connections to previous and future learning?

RE Program Year 1

Instructional Cycle 1

Page 1 of 8

INSTRUCTIONAL PLAN to be completed before teaching

Establishing the Learning Objectives
What is the purpose of this lesson? Analyze the role of the immune system in preventing disease and differentiate different viral infections that may affect a patient

Why is this learning important?

How will the importance of this lesson (learning) be made clear to students?

What misconceptions about content need to be considered in planning?

What enduring understandings or big ideas will students walk away with? The immune system is a collectio of disease fighting cells that recognize the presence of foreign substances in the body act to neutralize and destroy them. Recognize common viral infections: rhinovirus, influenza, mononucleosis, rubella, and chicken pox

Gathering Appropriate Resources

What new learning is needed to teach this content? Etiology, signs/symptoms, and management of viral infections

What resources will be necessary to plan and to teach this lesson? Presentation, projector, and Arnheim's Principles of Athletic Training

What research will be necessary to plan and to teach this lesson?

RE Program Year 1

Instructional Cycle 1

Page 2 of 8

INSTRUCTIONAL PLAN to be completed before teaching

Instructional Strategies [How the teacher conveys the content]
What is the instructional strategy for this particular lesson? Why was this strategy chosen? Lecture, role playing, and review. The material is presented to students and then reviewed to promote repetition. The concepts in the material are applied through role playing How will the instructional strategies provide opportunities for students to transfer prior learning to new content and concepts?

How do the instructional strategies relate to the learning targets?

How will the purpose of the strategies be made clear?

Instructional Activities [What the students do to engage with and learn the content]
What activities provide students opportunities for deliberate practice of the learning strategy? Case scenarios allow for student to use reason and use prior knowledge applied What activities require higher-order thinking skills?

Why were these activities chosen?

Differentiation
How will you determine if differentiation in needed for this lesson? I will use student exit slips to determine comprehension of the material and make adjustments if necessary How will you provide access and appropriate challenges for students? Students will be challenged through critical thinking question given to them in discussion How might the lesson be adapted to accommodate where students are in relationship to mastery of the standard? RE Program Year 1 Instructional Cycle 1 Page 3 of 8

INSTRUCTIONAL PLAN to be completed before teaching

What concepts/strategies need to be modified or extended?

Resources and Materials

List resources and materials needed for this lesson. Presentation, projector, and Arnheim's Principles of Athletic Training

RE Program Year 1

Instructional Cycle 1

Page 4 of 8

REFLECTION ON INSTRUCTION AND REVISION to be completed after teaching

Identifying the Learning Need
Were student learning needs accurately identified and assessed? Yes students completed exit slips pertaining to material presented in class How did connections help students to better understand the purpose and content of the lesson? When given case studies, students were able to work through the process of evaluation and apply etiology, signs, symptoms, and management pertaining to the scenario

Establishing the Learning Objectives

What are the evidence indicators of student knowledge and understanding? Review and discussion questions

What misconceptions were discovered? How were they addressed? Prior misconceptions were brought up in class and sutdents asked questions about certain indications and causes for diseases.

What behaviors and learning products indicate that students were intellectually challenged? Students who did not know the signs and symptoms or treatment for a certain illness on the pre assessment were able to explain them on the post assessment

Instructional Strategies
What evidence indicates that the selected instructional strategies were appropriate? Students showed comprehension of material on post assessment after lesson

RE Program Year 1

Instructional Cycle 1

Page 5 of 8

REFLECTION ON INSTRUCTION AND REVISION To be completed after teaching

Instructional Activities
How did the activities support the learning objective? Students discussed the role of the immune system in the body and differentiated viral infection by comparing and contrasting signs and symptoms of infections How did the activities support deep and independent understanding of the learning objective? Students had to think critically when given case scenarios in regards to the material How did the activities provide opportunities for students to share new knowledge? Students presentated case studies to the class and discussed them with classmates

Differentiation
To what extent did the activities engage and challenge all students? Students were challenged and engaged in the discussion throughout the entire lecture How might instructional learning groups be strengthened in subsequent lessons? Have students work in smaller group on assignment and present the assignments to the class

Assessment of Student Learning

What evidence suggests that students understand or do not understand the concepts? Exit slips at the end of class Did the assessment tasks provide students the opportunity to demonstrate and explain their thinking? Yes, assessments were shorts answer and allowed for students to demonstrate learning in their own words What concepts were best understood? What areas remain challenges? How will the areas of strength and weakness be woven into subsequent lessons? The role of the immune system on the body and several viral infections were understood while the differentiation of rubella and reubeola was a more difficult concept to understand. We will review differences between measles, mumps, and rubella next class.

RE Program Year 1

Instructional Cycle 1

Page 6 of 8

Reflection and Revision: Examining Individual Student Work

Purpose: Examining student work in terms of specific learning outcomes allows Resident Educators to evaluate the effectiveness of their instructional planning and teaching. Directions: 1. Using the same students selected for Monitoring Student Learning, complete the general information for each student below. 2. List the learning outcomes achieved by each student and attach evidence (examples of student work). 3. Determine appropriate next steps, based on the evidence of learning outcomes.

Grade Level/Subject Area:11

MONITORING STUDENT LEARNING Grade Level/Subject Area:11 Student Name (First Name Only)Molly Student Profile: Gender, AgeF 17 Description of Learning Outcomes Student comprehended lesson well and met objectives of student learning set at the beginning of class

Student Name (First Name Only)Brianna Student Profile: Gender, AgeF 17 Description of Learning Outcomes Student was able to differentiat difference of viral infections. Student had difficulties placing signs or symptoms with a certain infection

Next Steps Student will need to demonstrate comprehension of lesson by differentiating material and identifying signs and symtoms

Next Steps Student needs to continue to remember knowledge obtained in class and identify these disorders by their definitions

RE Program Year 1

Instructional Cycle 1

Page 7 of 8

RE Program Year 1

Instructional Cycle 1

Page 8 of 8