Professional Documents
Culture Documents
Ilp Sem 2 Lesson
Ilp Sem 2 Lesson
Ilp Sem 2 Lesson
Colleagues (Summarize how two colleagues have addressed this issue in their classroom. Identify grade level, subject, and summary of ideas.)
My first colleague is the one that we noticed the issue of students not being able to
apply the knowledge they had. He had a discussion after the reading where the students
talked about how the felt about the story. The students had plenty of feelings but did
not know how to turn that into a theme. He ended up moving on.
10th grade English
My second colleague left the discussion out altogether. They focused on the wording of
the free response question. After reading a poem they looked at the test question that
stated, how does the author develop the theme of the poem. Focusing on the test
question helped get buy in from the students. Students seemed to have a better
understanding to write a theme sentence but had fewer overall feelings to help them.
Special Emphasis: ISTE Standards (Semester 3 only)
Directions: Identify at least one ISTE-Educator and at least one ISTE- Student Standards that are the primary focus of your project. Explain how these standards will be incorporated.
Special Emphasis Focus How Special Emphasis will be Incorporated
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 2 of 5
Section 5: Results and Reflection
Directions: Record Pre- and post- assessment data into Pre/Post Assessment Data Table (see end of document). Include copies/images of pre/post assessments/directions and the Pre/Post
Assessment Data Table with submission.
Pre/Post Assessment Data Analysis Findings for Three
Pre/Post Assessment Data Analysis Findings for Whole Class
Focus Students
For my preassessment data found that a majority of students that attended the
live lessons had a topic for their research proposal. My post assessment for the
whole class has found that 86% of students who completed the Unit 3 proposal
assignment scored above a 70%
Moving forward
teacher should try
slowing down their
Reviewing Teacher did well to utilize the chat lesson. Going too fast
data, both pod in a meaningful way as to will only lead to
individually keep students engaged with the confusion. By letting
and with S-Integrating S-Integrating lesson. Teacher hit all the taking a short break in-
5.3
colleagues, T-Applying T- Integrating necessary topics that needed to be between topics it will
to monitor discussed. Teachers lessons felt make it easier for
student rushed as he switched topics students and teachers
learning though. to understand the
lesson and it will make
the lesson overall not
feel so rushed.
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 3 of 5
Action Items
For curriculum design, lesson
planning, assessment Build in a break between topics. Make 1 slide to force me to slow down. Mental/physical stretch break.
planning
For classroom practice Have a short song/music queued up so the break feels more natural.
For teaching English learners,
students with special needs, Make sure ELs and students with special needs are getting calls after the lesson to make sure they
and students with other understand.
instructional challenges
For future professional
development
Work closer with the Case managers of the students with IEPs/504s
For future inquiry/ILP Think about how taking a break during the lesson can improve retention and engagement.
For next POP cycle Work with other teachers to think about how to modify lessons further.
Semester 3 Only:
For future use of technology
Other Notes
Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 4 of 5
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Individualized Learning Plan, Fullerton Online Teacher Induction Program (FOTIP), 2017 Page 5 of 5