RE Program Year 1 Instructional Cycle 1 Page 1 of 10

Year 1 Instructional Cycle 1

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?
-The purpose of each lesson is based off the learning targets.
-Likewise, all assessments are grounded in the learning targets.

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?
-Students need to understand the political, social and economic roots of the New Imperialism


What are the connections to previous and future learning?




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.

RE Program Year 1 Instructional Cycle 1 Page 2 of 10

INSTRUCTIONAL PLAN
to be completed before teaching

Establishing the Learning Objectives
What is the purpose of this lesson?
-To examine cases of the New Imperialism.
-To analyze the differences between how the colonizer and the colonized viewed the New Imperialsim.


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 New Imperialism took on many various forms.
-A person's viewpoint of the New Imperialism varied depending on whether they were a colonizer or the colonized.


Gathering Appropriate Resources
What new learning is needed to teach this content?
-Vocabulary/Geography/Results of the Industrial Revolution.


What resources will be necessary to plan and to teach this lesson?
-Textbook/Internet/PPT/Scamble for Africa worksheet.


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


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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?
-Discussion (as a form of review)/Direct Lecture (in order to introduce and cover the topic)/Collaborative Learning (to allow students to dig deeper in a more
independent setting).

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?
-Vocabulary Quiz/ Review of Previous Knowledge Discussion/ Direct Lecture (Note Taking)/Group Activity/Exit Ticket.

What activities require higher-order thinking skills?


Why were these activities chosen?
Differentiation
RE Program Year 1 Instructional Cycle 1 Page 4 of 10

INSTRUCTIONAL PLAN
to be completed before teaching
How will you determine if differentiation in needed for this lesson?
-By constantly getting to know my students and their needs at any given time.
-Also, through the collection of data throughout the year.

How will you provide access and appropriate challenges for students?
-By always providing a variety of lessons, activities and assessments, and adjusting them accordingly to meet student needs.

How might the lesson be adapted to accommodate where students are in relationship to mastery of the standard?


What concepts/strategies need to be modified or extended?

Resources and Materials
List resources and materials needed for this lesson.
-Vocabulary Quiz (handout)
-Primary Source Quote (PPT)
-Learning Targets (PPT)
-New Imperialism Slide Show (PPT)
-Guided Notes (handout)
-Scramble for Africa Worksheet (handout)
-Map of Africa Worksheet (handout)
-Exit Ticket (handout)














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INSTRUCTIONAL PLAN
to be completed before teaching







RE Program Year 1 Instructional Cycle 1 Page 6 of 10

REFLECTION ON INSTRUCTION AND REVISION
to be completed after teaching
Identifying the Learning Need
Were student learning needs accurately identified and assessed?
Yes. Throughout this lesson I continually linked their previous knowledge to the content being learned. I also made sure to link this lesson to what is going on in
their lives today.

How did connections help students to better understand the purpose and content of the lesson?
These connections helped make the lesson more "real" to the students. They provided relevance to their learning.




Establishing the Learning Objectives
What are the evidence indicators of student knowledge and understanding?
Informally their were many signs during our discussions from actual responses to head nods. Furthermore, when grading the students Map of Africa and Scramble
for Africa assignments, I was able to gauge student knowledge and understanding.


What misconceptions were discovered? How were they addressed?
My students knew very little about the New Imperialism, especially as it pertains to Africa. Therefore I had to spend a little more time giving background
information to set the stage for the actual lesson.


What behaviors and learning products indicate that students were intellectually challenged?
Again, responses during our discussions that day as well as responses on the two assignments I had students complete indicate that students were intelectually
challenged.



Instructional Strategies
What evidence indicates that the selected instructional strategies were appropriate?
These assignments were aligned with the standards. I also incorporated data from the Preassessment Tests to inform my lessons daily




RE Program Year 1 Instructional Cycle 1 Page 7 of 10





REFLECTION ON INSTRUCTION AND REVISION
To be completed after teaching
Instructional Activities
How did the activities support the learning objective?
These assignments were aligned with the learning objective.

How did the activities support deep and independent understanding of the learning objective?
After participating in a lecture on the topic, students were given a chance to work together on an assignment, before working independently on onother
assignment.

How did the activities provide opportunities for students to share new knowledge?
From the various discussion to the two assignments to the exit ticket, students were provided with many opportunities to share their knowledge with me.

Differentiation
To what extent did the activities engage and challenge all students?
I provided multiple opportunities to be challenged in a variety of ways (direct lecture/discussion/collaborative work/independent work).

How might instructional learning groups be strengthened in subsequent lessons?
This certain class works well with their friends. It is an honors class and I rarely have to monitor behavior. Therefore I let them work with their friends. In other
classes I have found that a mixture between ability grouping and behavioral grouping is the best option, at least from my brief experience.


Assessment of Student Learning
What evidence suggests that students understand or do not understand the concepts?
Student responses to questions in the lecture or discussion, as well as student repsonses on the two assignments. Ultimately their answers on the semester final
exam displayed understanding.

Did the assessment tasks provide students the opportunity to demonstrate and explain their thinking?
Yes, both assignments and ultimately the questions on the unit test that dealt with this topic gave students the opportunity to demonstrate and explain their
thinking.

What concepts were best understood? What areas remain challenges? How will the areas of strength and weakness be woven into subsequent lessons?
Students understand that basic concepts brought forth in this lesson, but are challenged to understand the details of the lesson. I will be readdressing these
topics to ensure in depth understanding over the next couple subsequent lessons, leading up to the unit test.
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RE Program Year 1 Instructional Cycle 1 Page 9 of 10





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.

MONITORING STUDENT LEARNING
Grade Level/Subject Area:9
th
/World Expeience Grade Level/Subject Area:9
th
/World Experience

Student Name (First Name Only)Ryan

Student Name (First Name Only)Sean

Student Profile: Gender, AgeM/14 Student Profile: Gender, AgeM/15

Description of Learning Outcomes
- Ryan did well on the Vocab Quiz.
- He completed the Scramble for Africa
assignment, as well as the Exit Ticket, but did not
turn in the Map of Africa assignment.
-Ryan received a C (81%) on the 1
st
Semester
Exam.
- Overall 1
st
Semester Grade: B (83%)
Description of Learning Outcomes
- Sean did well on the Vocab Quiz.
- He completed the Scramble for Africa assignment,
as well as the Exit Ticket, but did not turn in the Map
of Africa assignment.
-Sean received a D (65%) on the 1st Semester Exam.
- Overall 1st Semester Grade: C (77%)

Next Steps
-As the 2
nd
semester approaches, Ryan needs to
turn in assignments more consistently. He is
smart, but needs to do ALL of the work in order
to reach his full potential.






Next Steps
- As the 2
nd
semester approaches, Sean needs to
continue to not only turn work in more consistently,
but also on time. He has come a long way since the
beginning of the year, but he can still improve much
more academically.
Reflection and Revision:
Examining Individual Student Work
RE Program Year 1 Instructional Cycle 1 Page 10 of 10