2013-2014 UMU Lesson Plan Template

Name: Scott, Zach, Maxwell Grade Level: College Freshman Subject: Trust Big Idea/Lesson Focus: Creating and Maintaining Trust Essential Question: How do we build trust in the classroom?

Date: 4/14/2014 Class Period: AYA/MCH Lesson # & Title: Chapter 2, Trust

Context for Learning: 28 college freshmen and sophomores (15 females, 13 males), who are exploring education as a careervariety of intellectual abilities and motivation. Two female members of the class are international students. Dan-Dan is from China and Seina hails from Japan. Both have different middle school experiences than every other student in the class, important to remember when talking about classroom trust. Racially the class is not very diverse, aside from Dan-Dan and Seina every student is caucasian aside from one African-American student, DeAllen. Function of the Lesson (check all that apply): Introduce New Skill or Content Practice Review Remediation/Reteaching Learning Objectives: Following the lesson, students will be able to define Trust and understand the characteristics of adolescence, which lend to the need for classroom trust through discussion. Within a group, the student will also be able to provide structural framework for how they will utilize trust building techniques that build a feeling of safety by discussion of the trust building activities list (provided). Instructional Materials and Support: YouTube: Trust Fall Fail video https://www.youtube.com/watch?v=Ov01r1anE2E PowerPoint Presentation Individual paper with list of classroom trust building activities for each student. The Jigsaw Classroom: http://www.jigsaw.org/ Assessments: Pre-Assessment for the unit: Ask the class to volunteer what they believe are good ways to build trust in the classroom before any lecture is given. Expand on their ideas as to why or why not these ideas may actually be useful. Present a scenario where that particular method of trust building would be beneficial/not beneficial. (eg. Devils Advocate) Assessment(s) during the lesson: As you make points, reiterate what you just went over with the class. The students will answer instructor led questions to ensure they are retaining information. Assessment(s) at the end of the lesson: The students will work in groups and discuss classroom trust building activities which make the classroom a safe environment. A sheet of ideas will be provided, but students are encouraged to create their own. Post-Assessment for the unit: Have an overall exam that covers main ideas from each lesson/chapter.

Strategies & Learning Tasks Introduction: Begin class with situation in which a student is fidgeting in their seat incessantly. As teachers, we scold said student in front of the class and sternly tell them Stop doing that. Following that we break character and ask the following questions: Imagine this is the first week or so of school, how do you think a middle/high school student would react to this? What continued impact could this have on the particular student & class environment? What can we as educators do to build classroom trust?

Presentation/Explicit Instruction: Go through PowerPoint presentation on Building Trust through Safety while making sure to stop along the way to field questions and to ensure retainment of information. Structured Practice/Exploration: Allow students to utilize the skills presented in explicit instruction. With teacher aid, the students will discuss positives and negatives of different trust & safety building activities. Guided Practice/Specific Feedback: Have the class pose scenarios through which there is a possibility to build or break trust in the student. Have the group discuss ways that they can build trust, and avoid any way they could potentially break trust. The instructor will move around the room backing up what students are saying if it is good, and posing a different view so that the group will have to come up with a new trust building method. Independent Practice/Application: Students will write down a classroom scenario and for homework they must list at least three trust building methods that could be used, as well as making note of at least one way that an instructor might accidentally break the trust of the student. The assignment will be due at the beginning of the next class. Closure: Teacher presents a brief overview of the information we covered, be sure to include students own ideas to provide a sense of validation. Differentiation, Individualized Instruction, and Assessment: (Anticipate the way to challenge the students for whom it is easyand the way to help those who dont get it easily) Research and Theory: Vygotskys idea of education scaffolding is used. We, the MKO, provide a base with the student so that they can learn. Defining trust and discussing the need for classroom safety provides a base. We build off of this by using class discussion to talk about the activities provided in U-Turn teaching. Finally we let the student move from ZPD to their own idea development by using groups to create and discuss new ways to build classroom trust.

Here is the Planning Commentary for the Lesson Plan for AYA/MCH 175 re: edTPA
1. Respond to the Content Focus for your Advisory Lesson. Be sure the summary is thorough! Content Focus Summarize the central focus for the content you will teach in this learning segment. Explain how this focus allows AYA/MCH 175 students to ask and answer significant and challenging questions about UTurn Teaching and to make relevant connections to the teaching field. Trust is a vital component of building teacher-student relationships that lead to a classroom environment conducive to learning. As stated in U-Turn Teaching learning, at its heart, is an emotional experience. The focus of this learning segment is to provide structural examples of creating a safe environment in which trust can flourish to allow students to take the emotional leap they must in order to risk failure. It is important in this lesson that we make sure our students understand failure is an important component of learning and trust we will be there to help them when they do. It is important to find a safe environment for middle school students to thrive in. They are in a constant battle in finding a sense of self. They want to know where they belong. If as educators we can provide a positive place where everyone belongs, their creation of a sense of self can become a lot easier. We must realize that middle school students have trouble with people in power, something a teacher has a lot of at this age. Abusing power is something we say we would never do, but put into the situation we may not realize we do it. As educators we must always show that we care by engaging and relating to students, making (or seeming to make) the levels of power a little more equal. This focus allows students in the class to make relevant connections to the teaching field. The content provides multiple examples of activities middle school teachers can use to create a safe environment where trust is high and learning can occur. The lesson plan also gives students the chance to come up with their own ideas which may be more appropriate to the grade level/class they plan on instructing. 2. Respond to bolded and italicized PROMPTS in the next sectiononce again BE THOROUGH! So be sure to answer prompts a), c), and d) from Knowledge of Students to Inform Teaching and prompts a) and b) from Supporting Young Adolescent Learning in the Discipline. Knowledge of Students to Inform Teaching
For each of the categories listed below (ad), describe what you know about your students prior learning and experiences with respect to the central focus of the learning segment. What do they know, what can they do, and what are they learning to do? Consider the variety of learners in your class who may require different strategies/support.

a.

c.

d.

Academic development (e.g., prior knowledge, prerequisite skills, ways of thinking in the subject areas, developmental levels, special educational needs) As our students are at the same academic level of ourselves and we are all currently taking the same classes, as well as other similar classes, we as the instructors possess much of the same prior knowledge and ways of thinking as those that we are teaching. We are all in the class so that we can learn to build proper relationships with students, especially trust building relationships. Family/community/cultural assets (e.g., relevant lived experiences, cultural expectations, and student interests) This relates very closely to a again because we are all of the same age so we have all had simila r life experiences. Currently, we are all experiencing being in a high school/middle school classroom as more than a student. As far as interests go, we are all taking this class so we all share some level of similar interests therefore we can relate to who we are teaching to, to try to make the lesson captivating. Though we all share similar interests and many of us have shared experiences being at the same points in our lives, we all have different stories on how we got here. Each of us probably has a different way trust was built (or broken) between our family and friends. These can be important in reminding us in the classroom that every student has different ways trust has been built throughout their lives. Young adolescent development, including cognitive, physical, and social and emotional dimensions Knowing that we are educating future teachers, we need to help them to understand that, especially at a middle school education level, building trust and ensuring the students safety is key in their development at this age. Instructors need to make a student feel safe in the learning environment so that they can then have a trusting relationship which will directly reflect the students willingness and capability to learn. Also, if the student feels th reatened or feels as though they cant trust their instructor, this can affect them mentally/emotionally which could carry on into their adolescent lives.

Supporting Young Adolescent Learning in the Discipline

Respond to prompts af below to explain how your plans support your students learning of history/social studies related to the central focus of the learning segment. As needed, refer to the instructional materials you have included to support your explanations. Cite research and theory, including concepts addressing young adolescent learning, to support your explanations.

a.

b.

Explain how your understanding of your students prior learning, experiences, and development guided your choice or adaptation of learning tasks and materials for students to use facts, concepts, interpretations, and analyses to make and explain claims/arguments about a significant historical event, topic/theme, or social studies phenomenon. One of our attention getters was using the video of a Trust Fall Fail. In our generati on, many people find it comical when things fail, especially if it results in a fall. So using this video to show how important it is to trust someone, and how important it is to be trusted and how serious we should take it, it not only is a comical, fun way to introduce an idea, but it also grabs the attention of the viewer and will help them retain the information. Students in this class have studied the different AMLE characteristics, with this knowledge the class should understand why at this age trust is such a vital component to learning. Students are at uneasy points in every aspect of development and providing a safe environment with predictable daily activities and plans gives stability to a time of life that isnt always so stable. How are the plans for instruction sequenced in the learning segment to build connections between students prior learning and experiences and new knowledge? Students know through the class that at middle school sense of self is found. Students understand that it is important for students to feel safe in the class. We build off this by presenting the idea that trust is built through providing a safe classroom. Adding new knowledge we present students with different activities and ideas they can use to build a safe, trusting classroom. At the end of the learning segment students get the opportunity to create their own ideas on how to provide a safe environment and build student-teacher trust.

SIGN HERE I _____________________________________

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have designed a LESSON PLAN for teaching and am aware of the edTPA PLANNING COMMENTARY prompts.