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How might you make a lesson plan that's both focused but allows for interactivity with the students?

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How do you know how much you have to cover per unit? I'm my unit i have ALL based goals, but I'm not sure how many goals i need to cover per unit.

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How do you know how much you have to cover per unit? I'm my unit i have ALL based goals, but I'm not sure how many goals i need to cover per unit.

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What constitutes a performance task versus just applying the skills (e.g. in a word problem)?

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What do you do when a majority of your students don't do well on an assessment? How do you make sure they get the necessary information they may have missed? How do we reevaluate?

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How do we make each lesson interesting and unique while applying the same structure (hook, activities, exit ticket)? Is it necessary to always follow this format?

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What is the difference between scaffolding and differentiation?

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Curriculum Planning for Teacher Efficiency

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Curriculum Planning for Teacher Efficiency

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What are some good methods for implementing assignments that are graded but without overwhelming the teacher with so much grading that there is less time to plan?

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How do you create interactive lectures, when you may not have enough time for an in-class activity?

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What qualifies a performance task? Is it just applications of materials? What constitutes as a "final product"?

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In my methods class, we can write lessons any way we want to. Is there a good format to use?

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Difference between formative and summative assessment?

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Difference between formative and summative assessment?

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One problem that has frustrated me with rubric design is that it feels really inorganic. For instance, once I've created a category for "creativity" and assigned that category 5 points, nothing the student does can earn them more than five points in creativity. What happens when a student goes over and above in that area? Can we design rubrics in a way that responds flexibly to student work?

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Are there any online sources to help with  assessments (scoring, bell curves, redos)?

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How do you know if a student really understands something?

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What makes an assessment "authentic"?

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1. Post a question you have about anything we've discussed so far including unit and lesson planning. 2. Then respond to your peers' posts with any ideas you have