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1. Developing lesson plans do not display as much alignment of activities to the aim/objective, while effective lesson plans are better aligned.
2. Developing lesson plans do not have groups or are grouped randomly, while effective lesson plans group students intentionally to better instruction

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The teacher's overall planning and familiarity of different ways of teaching their subject is one difference between d/e for 1a

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The presence of feedback that pushes student understanding seems to be a difference between d/e for 1a

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A developing lesson plan has some of the learning outcomes and activities aligned, but eventually becomes mis-matched. an effective lesson plan is not only evident in the plan, but in the learning outcomes and activities that are done by students . the objectives are evident in the student wrk

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A developing lesson plan has some of the learning outcomes and activities aligned, but eventually becomes mis-matched. an effective lesson plan is not only evident in the plan, but in the learning outcomes and activities that are done by students . the objectives are evident in the student wrk

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FOR A LESSON TO GO FRPM EFFECTIVE TO HIGHLY EFFECTIVE, THERE HAS TO BE OPPORTUNITIES WITHIN THE LESSON THAT PROMOTES HIGHER LEVEL THINKING.

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familiar with content in developing as opposed to solid conceptual knowledge. Knows some (but may be incomplete or inaccurate prerequisite knowledge) in developing as opposed to accurate understanding

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"The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another"

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Developing lesson, teachers are familiar with the content but activities are not aligned or coherent.
Effective lesson, teacher have activities aligned with the lessons aim and objectives

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highly effective lesson plans plan for the needs of each individual student in the class and provides appropriate work, whereas an effective lesson plan plans for the needs of different types of students but places them into groups/categories

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Content knowledge- effective lesson plans demonstrate the teacher's adequate content knowledge, while highly effective lesson plans not only demonstrate content knowledge but true disciplinary fluency– the teacher is able to ask higher-order thinking questions that extend beyond the scope of the course AND the teacher is able to understand the underlying conceptual disciplinary framework that will scaffold the topic at hand.

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"The learning activities have reasonable time allocations"

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To be highly effective you need to think about how students think/learn and relate that to the topic while simultaneously preparing for possible misconceptions.

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Developing lesson plan does not have the depth and connections that an effective lesson plan does. Teachers are familiar with the content, but not as much as the developing column.

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student choice

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Content knowledge, "instructional student groups are organized thoughtfully to maximize student learning and build on student strengths"

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No differentiation in developing and grouping partially supports with some variety in developing as opposed to differentiation for different groups and varied use of instructional groups in effective

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Knowing the prequisite skills students need and misconceptions they might have and addressing that in lesson with keeping the rigor or the lesson activity aligned with the standards

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Differentiation for individual students in HE

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"Teacher provides a variety of appropriately challenging materials and resources"

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- developing lesson plans are not made for the different needs of students but for a group as a whole, whereas an effective lesson plans and provides for different levels of student ability

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The biggest difference I see between effective and highly effective is opportunity to answer higher level thinking questions.

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1A: Effective lessons make connections between concepts in prior learning and reinforces necessary skills before moving on. Developing lessons move on regardless of mastery and present topics independently without making connections between ideas.

1E: Effective lessons are well-timed with intentional groups and ineffective ones do not have adequate time given

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I struggle a lot with 1a, knowledge of content and structure, knowledge of prerequisites and knowledge of content related pedagogy. I often feel like a jack of all trades who is a master of none.  

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I struggle a lot with 1a, knowledge of content and structure, knowledge of prerequisites and knowledge of content related pedagogy. I often feel like a jack of all trades who is a master of none.  