- •Table of contents
- •In This World by Donna Fargo 68
- •Northeastern State University
- •College of Education
- •Conceptual framework
- •Vision Statement
- •Conceptual framework continued
- •Educators as Leaders will:
- •III. Educators as Developers of Human Potential will:
- •Conceptual framework continued
- •Fall 2011 Pre II Internship Calendar
- •Nov. 18, Friday Last day to submit/resubmit any competency to Chalk & Wire
- •Student resources:
- •Professional dress is required at all seminars and placement interviews
- •Professional dress is required for Internship visits, at all seminars and Full Internship placement interviews
- •Student instructions for northeastern state university education
- •Meet and Greet Required Contents
- •1Field Experience Activity Record – Pre-Internship II
- •Northeastern State University Observation/Evaluation of the Lesson
- •1: Communication
- •2: Showing topic
- •3: Relating subject topics
- •4: Use of signal responses
- •5: Teaches Objectives
- •6: Skills Demonstration
- •7: Positive reinforcement
- •8: Checks student progress
- •9: Instructional changes
- •10: Requiring practices
- •11: Summarization Practices
- •12: Student unsupervised practice
- •13: Grading pattern usage
- •14: Building student self-awareness
- •15: Interaction with students
- •16: Fair and firm treatment
- •17: Rapport development
- •18: Growth and development awareness
- •19: Idea acceptance
- •20: Acknowledging students' accomplishments
- •22: Lesson plan design
- •23: Activity selection
- •24: Time on task
- •25: Time use efficiency
- •26: Defining expected behavior
- •28: Mutual courtesy
- •29: Rapport with students
- •30: Personal organization
- •31: Written record maintenance
- •32: Lesson plan design
- •33: Professionalism
- •34: Self expression
- •35: Educational theories and practices
- •36: Overall lesson evaluation
- •Nsu 2pre-intern II Responsibilities
- •Activities
- •Example only
- •Northeastern State University – College of Education
- •Final evaluation form
- •Portfolio
- •Portfolio checkpoints & courses from which artifacts will be created & assessed (Courses are dependent upon major)
- •Portfolio Artifact Cover Sheet Tips
- •Portfolio Competency 11 Assignment Instructions
- •Submit Comp. 11, in Chalk and Wire, to Lereen Neugin by the due date (See Pre-II Calendar in the handbook)
- •Instructions:
- •1. Preparation: The teacher plans for the delivery of the lesson relative to short-term and long-term objectives.
- •2. Routine: The teacher uses minimum class time for non- instructional routines, thus maximizing time on task.
- •3. Discipline: The teacher clearly defines expected behavior, encourages positive behavior and controls negative behavior.
- •4. Learning environment: The teacher establishes rapport with students and
- •1. Establishes objectives: The teacher communicates the instructional objectives to students.
- •2. Stresses sequence: The teacher shows how the present topic is related to those
- •3. Relates objectives: The teacher relates subject topics to existing student
- •4. Involves all learners: The teacher uses signaled responses, questioning
- •5. Explains content: The teacher teaches the objectives through a variety of methods.
- •6. Explains directions: The teacher gives directions that are clearly stated and related to the learning objectives.
- •7. Models: The teacher demonstrates the desired skills.
- •8. Monitors: The teacher checks to determine if students are progressing toward stated objectives.
- •9. Adjusts based on monitoring: The teacher changes instruction based on the
- •2. Student files: The teacher maintains a written record of student progress.
- •3. Grading patterns: The teacher uses grading patterns that are fairly administered and based on identified criteria.
- •Nsu lesson plan template
- •Instructional design
- •Nsu unit plan template
- •Instructional design
- •Instructional design (con’t)
- •Sample Reflection and Self Evaluation Rubric
- •In This World
Instructional design (con’t)
Level of Challenge: In the table below, indicate the level of challenge for the instructional strategies in each lesson. Use an X or checkmark. Add rows to the table below as needed.
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Knowledge |
Comprehension |
Application |
Analysis |
Synthesis |
Evaluation |
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Lesson #1
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Lesson #2 |
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Lesson #3 |
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Lesson #4 |
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Lesson #5 |
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Adjustments/Adaptations:
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In the table below, indicate which types of exceptional learning needs you must address. This information should match the contextual information about student characteristics detailed earlier.
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Autism Spectrum Disorders |
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Multiple Disabilities |
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Developmental Delay |
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Orthopedic Impairments |
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English Language Learners / Limited English Proficient |
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Specific Learning Disability |
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Emotional Disturbance |
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Speech/Language Impairment |
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Gifted & Talented |
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Traumatic Brian Injury |
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Hearing Impairments |
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Visual Impairment |
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Intellectual Disability (includes MR) |
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Other Health Impairments (ADD, ADHD, Epilepsy, Diabetes, etc…) |
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Other: |
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Other: |
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Now, using the table below, indicate strategies you will use to adjust your instruction to accommodate students with exceptional learning needs, language diversity or other learning variations.
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Use visual cues to signal change in activities |
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Substitute non-written assignments for written ones |
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Use cue cards for non-verbal communication |
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Use a variety of grouping strategies |
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Reduce or limit options / distracters for classroom assessments |
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Structure classroom to meet physical needs |
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Use graphic organizers (webs, clusters, maps, outlines) |
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Compact the curriculum for advanced students |
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Use tactile techniques |
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Provide checklists |
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Use color-coding |
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Follow IEP guidelines for students who have them. |
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Provide extended time |
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Use assistive technology |
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Other |
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Other |
RESOURCES AND MATERIALS (including technology)
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Using the table below, indicate technology-based resources you will use in your instruction. Add rows as needed.
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Assistive Technology |
Audio Recording |
Computer Software |
Digital Camera (still & video) |
Distance Learning / Webcast |
Interactive Whiteboard |
Internet Websites / Tools |
Overhead Projector |
Video Recording (CD/DVD/VHS) |
Other |
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Lesson #1 |
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Lesson #2 |
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Lesson #3 |
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Lesson #4 |
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Lesson #5 |
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List other resources and materials (non-technology based) needed by both teacher and students. Be sure to include textbooks, literature books, manipulatives, laboratory equipment.
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Teacher |
Students |
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Lesson #1 |
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Lesson #2 |
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Lesson #3 |
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Lesson #4 |
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Lesson #5 |
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“How to tell students what to look for without telling them what to see is the dilemma of teaching.”