1R. Scenario: - guided notes The teacher decides to provide strong scaffolding with the use of guided notes. The teacher prepares the guided notes to correlate with a PowerPoint lecture. Students are given the guided notes and the teacher presents the lecture while the students fill in the guided notes. For example: Ms. Osblan is excited to discuss the types of plants, those with seeds and that those without. She has prepared a great set of guided notes (with pertinent illustrations that can be colored) that students will complete as she lectures on types of plants, their distinct distinguishing characteristics and commonalities. The Exit Ticket will ask the students to compare and contrast two types of plants. As she reviews the tickets she realizes that students have simply listed characteristics of one type of plant with no compare and contrast. What did she do wrong, she worries? The NBPTS process Reflection - The teacher evaluation of the lesson is structured and focused on student learning. An accomplished teacher is always thinking and evaluating the outcomes of the strategies, thinking about what happened before and during and after a lesson, asking: · What did students learn? · Why? Why not? · What could go better? In the lesson presented, Ms. Osblan reflects and realizes that she needed to add additional scaffolding. She knows that they recognize the material, but (referencing Bloom’s Taxonomy) that they cannot actually apply, analyze, and synthesize the knowledge. She decided that she would add a think-pair-share of the results. Then she would assign students to write their conclusions comparing types of plants on large format display papers. The students will hang the paper in the room. Each group of students will gallery walk, adding information to the papers hanging in the room, as needed. Finally, Ms. Osblan will lead a class discussion about the basic types of plants, examples, and analysis of why each is classified the way it is.

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