handbook for cooperating teachers - Wilmington University

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College of EducationLesson Plan Framework (with Guiding Questions)This frame is designed to help you in the construction of your lesson plan. Since many schoolsapproach lesson design utilizing various terminologies, this framework provides a structurebased upon the College of Education’s Program Competencies. The design is structuredaround carefully constructed questions meant to guide your thinking as you prepare forinstruction. Although responding to each question is not essential, you should consider thosethat are appropriate, practical, and useful for your lesson. You do need to include the basicstructures such as context for learning, lesson objectives, Delaware Standards, lessonrationale, instructional strategies, materials and technology, formative assessment, closure andsummarizing strategies, summative assessment, analysis of data, reflections/modifications forfuture lessons.Lesson Title:Subject Area/Topic/Grade Level:Author’s Name:Context for Learning:What is important to know about thestudents? Gender, age, diversity,socioeconomic, cultural and ethnicbackgrounds? Unique characteristics of learners? Academic background, priorknowledge, performance levels? Student readiness, interests, learningstyles?How might these factors influenceyour planning, teaching andassessment?College of EducationProfessional PartnersCreating Environments for Learning126August 2011
Delaware Standards: This should include DE CommonCore Standards or DE Grade LevelExpectations (GLE’s).Lesson Objectives: Students will be able toLesson Rationale:Why are you teaching this lesson? What are the major concepts, “thebig ideas,” the transferrableinformation in this lesson that makesit worth teaching? How does this lesson build on whatstudents already know and are able todo? How does this lesson fit into thecurriculum?My classroom students will understandthat they are learning these “big ideas”(concepts, transferrable information)because…College of EducationProfessional PartnersCreating Environments for Learning127August 2011
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College of EducationHANDBOOK FORCOO
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TABLE OF CONTENTSCollege of Educati
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We envision our students, as they t
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Master of Education in School Leade
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group and individual interviews hel
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to make judgments, come to informed
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improved practice, (b) increased st
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Improved oral and written communica
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PREREQUISITES:The Teacher Internshi
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Learning Outcomes/Learning Activiti
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9.2 participate in professional dis
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13.10 appreciates the importance of
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handbooks. Teacher Interns are aske
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TYPICAL (SUGGESTED) SCHEDULE* FOR 4
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12. Participate in regular progress
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37. School/district policies regard
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Finally, I want you to summarize th
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You could also try offering some op
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documentation.Recommend early inter
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LESSON PLANNING USING THE WIMU TEMP
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In any event, solo teaching should
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Clinical semester credits may, unde
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In many cases, the rubrics let you
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APPENDIX:BS, MEE, and MAT Program P
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SCORINGELEMENTS1.2 Understanding of
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2.2 Understanding ofhuman developme
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SCORINGELEMENTS3.1 Understanding of
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Teacher Preparation ProgramsScoring
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6.5Understanding ofhow to maximizet
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8.3 Thecandidatedemonstratesknowled
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(teacher-designed); (3)publisher-de
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Page 79 and 80: strategies, equitablydistributing r
Page 81 and 82: SCORINGELEMENTS11.2 Understands how
Page 83 and 84: SCORINGELEMENTS12.2 Understands leg
Page 85 and 86: 13.3 Candidateunderstands theimport
Page 87 and 88: Teacher Preparation ProgramsScoring
Page 89 and 90: College of EducationMASTER OF EDUCA
Page 91 and 92: Implement Strategies - Develop and
Page 93 and 94: Implement strategies towards assist
Page 95 and 96: CEC Standard -SevenInstructionalPla
Page 97 and 98: during discussion, (3)rephrasing qu
Page 99 and 100: identify achievementgain and diffic
Page 101 and 102: 3.5 The candidatedemonstratesknowle
Page 103 and 104: Wilmington UniversityClinical Repor
Page 105 and 106: What data will indicate that the st
Page 107 and 108: of the elements in the rubric?Time
Page 109 and 110: Wilmington University Teacher Prepa
Page 111 and 112: Wilmington UniversityCollege of Edu
Page 113 and 114: Competency 2: Human Development and
Page 115 and 116: Competency 5: Learning Environment
Page 117 and 118: Competency 7: Instructional Strateg
Page 119 and 120: Competency 9: Professional Growth -
Page 121 and 122: Competency 12: Professional Conduct
Page 123 and 124: Competency 14: Employment - Obtain
Page 125: Narrative Comments (Optional)Teache
Page 129 and 130: Formative Assessment (ongoing) How
Page 131 and 132: Formative Assessment (ongoing) How
Page 133 and 134: REFLECTION SHEETTeacher/Teacher Int
Page 135 and 136: .COOPERATING TEACHER STIPENDIn orde
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