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Students write about betrayal from their own experience

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demonstrated how to respond to the content on the illustration

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Students had to illustrate the tone or mood of "The Raven" or "Masque of the Red Death"

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You want to plan in an orderly fashion that make sense to the students.

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We're covering Work Safety in Level 1. This happened to be the exact example we picked up on. In addition to my content, I used examples from our PD training.

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Guided Practice & Informational Videos from Adobe

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Student Work & You Tube Videos

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We discussed at length (all classes) the plan for Active Assailant

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Advertisements, Video Games, and Company Logos

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I plan backward from the assessment to be sure I have covered everything and in a variety of 3 different ways :)

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In addition to the PPT, we visualized specific courses of action regarding Active Assailants.

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Pulling a lot from the PD, as well as personal knowledge, I laid the foundation through history and established importance through relevance.

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Made an analogy between police investigators and auto techs.  Both require being inquisitive and thorough.

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Made an analogy between police investigators and auto techs.  Both require being inquisitive and thorough.

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Try to build foundational knowledge 1st and grow in complexity.

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Students disassemble only one side of vehicle drum brake while using other side as visual.

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Showed students finished product and asked what problems could occur

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showed students what a good solder connection looks like and how to achieve it

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showed students finished example and what it should be able to do

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what is the most logical progression to use to

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Used a doughnut shop as an example of the business that would increase the supply of doughnuts if the price could be raised. (Law of Supply)

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Demonstrated how to graph a suppy curve with price and quantity data.

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Students prepared three foldables to illustrate the concept of supply.

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I use the outline from the textbook that shows a clear progression for the study of particular topics.

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I showed examples of Automated Guided Vehicles for my students to emulate in their activity.

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I showed examples of Automated Guided Vehicles for my students to emulate in their activity.

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I walked them through a flowchart to illustrate how to go through the steps in a process.

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I walked them through a flowchart to illustrate how to go through the steps in a process.

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I provided videos of AGV's and images of flowcharts including the ones students made.

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I provided videos of AGV's and images of flowcharts including the ones students made.

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Typically I begin with the end in mind and try to have a sequence that fits a schedule, but every now and then I shake it up by extending the learning opportunities as they present themselves. This can completely throw off my timetable sometimes.

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We watched a video which showed native speakers using the vocabulary they had learned in real life situations.

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I try to review first then tie in the old material with the new material in a logical fashion.

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I modeled by pronouncing vocabulary and students repeated as well as directed conversation with questions.

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Our new vocabulary was on different sports and the verbs you need when playing the sports. I asked about their experiences in the different sports which peaked their interest in the material.

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We were talking about optimizing area and volume and I gave the example about packing a U-Haul for a move.

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In every class using the Smart Board or the Dukane Doc Camera I demo the 5 steps in working a problem.

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I showed a video on how to make a soda can.  https://www.youtube.com/watch?v=hUhisi2FBuw

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Look at where I want the students to be, what I want them to learn. Look at where they are and scaffold my lesson to get them there.

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We were discussing the naming of all 206 bones and I used acronyms and mnemonics to reinforce the material.

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Students completed a bone scavenger hunt to find the scientific and common name of all of the bones

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Students made a concept map outlining the bones, structures, and functions

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Start with the basics and build on each concept (scaffolding)

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Students were shown how to create a foldable. They were to research they given individuals

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Start with foundation knowledge and build each day to obtain the learning target at the end of the lesson/unit

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Used the NACE handbook with step by step instructions to teach new skill

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I demonstrated the skill prior to allowing the students to practice and prepare for check off

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I was able to show them the equipment needed for the skills demonstration and tell them the pur

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When teaching a skill, I put the steps in the sequence that make sense to get the desired outcome.

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Discussed Copyright Laws.  Gave examples of Record Labels vs. Illegal downloading.

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Discussed Copyright Laws.  Gave examples of Record Labels vs. Illegal downloading.

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Examples of Jockey Lot, downloading material, student example of creating their own album.

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Examples of Jockey Lot, downloading material, student example of creating their own album.

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Presentation and short video on related material.

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Presentation and short video on related material.

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Sequence and what needs to be taught before the Thanksgiving break in order to retain information needed to complete the course successfully.

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Sequence and what needs to be taught before the Thanksgiving break in order to retain information needed to complete the course successfully.

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Generally the standards will provide the required/relevant sequence.

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Generally the standards will provide the required/relevant sequence.

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This series of lessons included several videos that related to the subject.

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This series of lessons included several videos that related to the subject.

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I demonstrated the proper series of steps to the task. 

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I demonstrated the proper series of steps to the task. 

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In relation to employability skills, gave examples of good and bad employability skills drawn from experiences with former fellow employees.

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In relation to employability skills, gave examples of good and bad employability skills drawn from experiences with former fellow employees.

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Students write about betrayal from their own experience

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Students write about betrayal from their own experience

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demonstrated how to respond to the content on the illustration

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Students had to illustrate the tone or mood of "The Raven" or "Masque of the Red Death"

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You want to plan in an orderly fashion that make sense to the students. It has to be completed within the 90 minutes the children are actually in the classroom.