Learning Segment

Y​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​ou will create a learning segment that will consist of 3-5 connected lessons around a central focus. Things to Think About: What do your students know, what can they do, and what are they learning to do? What do you want your students to learn? What are the important understandings and core concepts you want students to develop within the learning segment? How will you use knowledge of your students’ assets to inform your plans? What instructional strategies, learning tasks, and assessments will you design to support student learning and language use? How will your learning segment support students to develop and use language that deepens content understanding? How is the teaching you purpose supported by research and theory about how students learn? Things to Do: Provide context information. This context is the first page of the lesson plan format and will describe the composition of the class you will be using to plan your learning segment. Review the curriculum and select a learning segment of 3-5 lessons and identify a central focus for the learning segment. Determine the content standards and objectives for student learning that will address the central focus. Write a lesson plan for each lesson in the learning segment. Attach each lesson plan along with key instructional materials and copies of all written assessments and/or directions for any oral or performance assessments. Write a commentary re​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​sponding to the learning segment prompts listed on the following page. Directions You will create a learning segment that will consist of 3-5 connected lessons around a central focus For each lesson plan, you will complete the Medaille College Lesson Plan Template. Compare your work to the lesson plan rubric to ensure that each part of your plan fulfills the Target requirements. The purpose of the lesson plan rubric is to assess candidates’ evolving skills in understanding learner development and differences, demonstrating and applying content knowledge, and planning for assessment and instruction. AAQEP and InTASC standards guided the development of the rubric. The rubric is primarily used by the faculty who teach methodology and field experience courses and college supervisors who evaluate student teaching. Candidates are expected to achieve and maintain “target” level of performance in each indicator by the time of the second gateway evaluation and throughout student teaching. Data from the rubrics are both aggregated and disaggregated by candidate and by program and used biannually for three purposes: To discuss and evaluate each individual candidate’s readiness for program completion To discuss and evaluate overall strengths and weaknesses based on trends in rubric data To use the findings of this evaluation in the examination and adaptation of program curricula to improve areas of cand​‌‍‍‍‌‍‍‌‌‍‌‍‍‌‌‌‍‍‍‍​idate need.