Class IV

Bulletin Board Night!  Students were very busy and worried about their bulletin boards.  I conducted a pre-assessment on the KTIP lesson plan and found that three of my students (30%) had never written a KTIP lesson plan.  The other 6 differed greatly in their experience and knowledge.  I discussed small group strategies in the classroom when students have vastly different knowledge and skill in any given content area.  We decided that it would be best to pull each group individually and review KTIP lesson plans.  In each group, I reviewed the relationship among assessment, instruction and objectives (the cycle).  I also reviewed the three types of assessment, pre, formative and summative.   I decided to remove modifications from the lesson plan for this first activity and add it to the second lesson plan they must write so that I didn't overwhelm the students unfamiliar with lesson plan writing.  

Assignment: The students will email me a copy of their lesson plan to be graded.  I will add comments on this lesson plan and assign a grade.  The students will have the option of resubmitting the lesson plan, and the first and second will average into a final grade.  This will insure that they look at the comments and act upon the suggestions.

Overall, my most effective class.  Students were engaged in our small group instruction on lesson planning and said that this was very beneficial.  I didn't plan to have the small group instruction.  I expected to be able to do a whole class review of the KTIP format.  I was also amazed that although I had presented all this information during an earlier class, most of the students hadn't retained this information.  This might be due to the two weeks off for weather, or that the ppt wasn't effective without immediate application.  This is true of 3rd and 4th graders so I am assuming this is also true for adults. 

The groups were not able to complete their bulletin boards, and most stayed late.  Some groups planned to meet to complete them before the next class meeting.