Posting On Your Wall: More Than Just Facebook

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  • Lesson Identification and TEKS Addressed

    Cluster : Education and Training

    Course : Instructional Practices in Education and Training

  • TEKS Student Expectations

    Instructional Practices in Education and Training

    • (1) The student explores the teaching and training profession. The student is expected to:
      • (B) determine knowledge and skills needed by teaching and training professionals

    • (2) The student understands the learner and the learning process. The student is expected to:
      • (A) relate principles and theories of human development to teaching and training situations
      • (B) relate principles and theories about the learning process to teaching and training situations
      • (D) explain the relationship between effective instructional practices and learning differences, learner exceptionality, and special-needs conditions
    • (3) The student communicates effectively. The student is expected to:
      • (A) demonstrate effective verbal, non-verbal, written, and electronic communication skills
      • (C) evaluate the role of classroom communications in promoting student literacy and learning
      • (D) demonstrate effective communication skills in teaching and training
    • (4) The student plans and develops effective instruction. The student is expected to:
      • (B) explain the rationale for having a fundamental knowledge of the subject matter in order to plan and prepare effective instruction
      • (F) demonstrate teacher planning to meet instructional goals
    • (10) The student participates in field-based experiences in education and training. The student is expected to:
      • (A) apply instructional strategies and concepts within a local educational or training facility

    Practicum in Education and Training

    • (2) The student understands the learner and learning process. The student is expected to:
      • (A) apply principles and theories of human development appropriate to specific teaching or training situations
      • (B) apply principles and theories about the learning process to specific teaching or training situations

    • (3) The student communicates effectively. The student is expected to:
      • (A) assess the effectiveness of personal verbal, non-verbal, written, and electronic communication skills
      • (D) integrate effective communication skills in teaching or training
    • (4) The student plans and uses effective instruction. The student is expected to:
      • (A) apply principles and theories that impact instructional planning
      • (B) develop instructional materials that align with the Texas Essential Knowledge and Skills (TEKS)
    • (10) The student participates in field-based experiences in education or training. The student is expected to:
      • (A) apply instructional strategies and concepts within a local educational or training facility
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • problem/solve, set and meet instructional goals
    • create a content-specific bulletin board utilizing their knowledge of human growth and development theories, student learning styles, differences and special needs
    • review the course TEKS and student expectations
    • demonstrate effective verbal, nonverbal, written and electronic communication skills
    • have an opportunity to hold/participate in a local bulletin board competition
  • Rationale

    Script:

    When students enter your classroom, they should be instantly introduced to the lesson you are about to teach. You can do this by decorating your classroom door, walls, bulletin boards and white boards with items that will engage students and give them a glimpse into the lesson you are about to teach. In this lesson you will apply your knowledge of developmental theories, student learning styles, differences and needs in order to create informative, eye-catching bulletin boards that are specific to lesson topics. You will also have the opportunity to practice creating effective bulletin boards throughout the school year.

  • Duration of Lesson

    Four 45 minute class periods

  • Word Wall

    Bulletin board: A board on the wall of a classroom, office and so forth, where things (such as written notices or pictures) are put so that they can be seen by many people

    Engaging: Very attractive or pleasing in a way that holds your attention

    Objective: Something that one’s efforts or actions are intended to attain or accomplish

    TEKs: Texas Essential Knowledge and Skills; The Texas state standards for what students should know and be able to do

    Theory: An explanation or prediction about why something happens

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines for Internet access)
    • presenter remote

    Materials:

    • bulletin board area
    • borders for bulletin boards
    • colored cardstock paper
    • glue
    • markers
    • scissors
    • stapler
    • staples
    • stencils
    • straight pins
    • thumb tacks

    Supplies:

    • pictures of various bulletin boards from teachers’ classrooms
    • samples of classroom bulletin boards

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to the lesson:

    • Become familiar with PowerPoints™, handouts and activities.
    • Arrange the classroom tables or desks against the walls of the classroom. Obtain samples of classroom bulletin boards or create a slide presentation from pictures of bulletin boards from various teachers’ classrooms. Place the boards on top of the classroom tables or desks so the students may view the boards in a gallery style.

    Teacher note: Refer to lesson “School-Age Children” at http://cte.sfasu.edu/lesson-plans/school-aged-children/ for additional information and resources.

    Refer to lesson “How Did You Learn That?” at http://cte.sfasu.edu/lesson-plans/how-did-you-learn-that/ for additional information and resources.

    As students enter the classroom, instruct them to carefully view each board. Ask them to rate each board on a scale from 1 – 5, 1 being the lowest score, 5 being the highest. Have each select their “favorite” and explain their choice to the class.

    Allow the students about 15 minutes to complete the assignment. Then ask the following:

    • Which board stands out most to you? Why?
    • Which board was the most creative? Why?
    • What is the purpose of a bulletin board?
    • How can a teacher use a bulletin board as an instructional tool in the classroom?
    • How can a teacher use a bulletin board to display information to the class? To the parents?

    Distribute graphic organizer, KWL Chart – Bulletin Boards (see All Lesson Attachments tab). Have students fill out the first two columns of the chart. Ask students to write down what they already know about bulletin boards and what they want to learn about bulletin boards in the second column. The last column will be completed during Lesson Closure.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and their definitions.

    If the outcome of this lesson will be used to enter the TAFE competitive event BULLETIN BOARD CONTEST, review competition guidelines at this time. See TAFE Advisor Handbook for details.

    Distribute Note Taking Posting on Your Wall: More Than Just Facebook (see All Lesson Attachments tab) handout. Students will be expected to take notes while viewing the slide presentation.

    Introduce PowerPoint™, Posting on Your Wall: More Than Just Facebook (see All Lesson Attachments tab). Allow time for classroom discussion.

    Throughout the lesson refer to the Word Wall so that students may become familiar with terminology. You may use a site such as wordle.net or tagxedo.com to create a digital word wall.

    Videos included in the slide presentation:

    • December Standards Based Bulletin Board Guide
      Ms. Daniel from www.msdanielsclassroom.edublogs.org shares her December Standards Based Bulletin Board display. She includes helpful tips and design ideas for creating monthly classroom bulletin board displays that are creative, easy to assemble, low (or no) cost, and demonstrate rigorous student learning.
      http://youtu.be/vzeMWXWkZog

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking, navigating to the web and completing the assessment
    • providing extra time for oral response
    • frequent feedback

  • Guided Practice with Special Education Modifications/Accommodations

    Inform students that they will create three bulletin boards appropriate for a specific grade level/subject area.

    Distribute Bulletin Board Ideas (see All Lesson Attachments tab) handout. Students will complete the handout to assist them in developing their bulletin boards.

    Which bulletin board idea is your favorite? Which board is most effective? Why? Discuss all the ideas and brainstorm for assistance if necessary.

    Allow for questions and discussion.

    Distribute handout, Bulletin Boards on Pinterest (see All Lesson Attachments tab). This activity can be done individually or with a partner. Visit the site or download the free app at www.pinterest.com (this may require students to create a free profile.) Search and find five bulletin boards each that teach a lesson on math, reading and classroom rules or procedures. Students will then answer a few questions about each bulletin board.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing extra time for oral response
    • frequent feedback
    • providing peer tutoring
    • reducing length of assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Introduce Bulletin Board Project and Bulletin Board Project Rubric (see All Lesson Attachments tab). Students will visit the Texas Essential Knowledge and Skills webpage at:
    http://www.tea.state.tx.us/index2.aspx?id=6148

    Instruct the students that they will be developing three bulletin boards:

    • Elementary level
    • Middle school level
    • High school level

    Instruct students to select a specific TEK and student expectations of their choice for each grade level -elementary, middle school and high school. Students will then construct three bulletin boards using the selected TEKs. Bulletin boards will be assessed using the Bulletin Board Project Rubric (see All Lesson Attachments tab).

    Thoroughly explain project guidelines and each rubric component.

    Teacher note: Have students take photographs of the bulletin boards they develop and place them in their Education and Training portfolio.

    Teacher note: If the TEKS have already been taught, have students locate the TEKS for their particular grade level or content area in mind. If students have already developed a lesson plan (prior to this lesson) for their particular grade level, they may enhance the lesson by developing a bulletin board to correspond with it.

    Teacher note: You have the option of assigning this as an assessment grade and/or entering it in the TAFE Bulletin Board Contest. See Enrichment Activity.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing extra time for oral response
    • frequent feedback
    • providing peer tutoring
    • reducing length of assignment
    • assisting student in gathering information
    • providing praise and encouragement

  • Lesson Closure

    Review objectives, terms and definitions.

    Complete graphic organizer, KWL Chart – Bulletin Boards (see All Lesson Attachments tab) to analyze what they have learned about bulletin boards.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student projects will be shared with the class and assessed with rubric.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • providing praise and encouragement

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Books:

    • Early Childhood Education Today, Twelfth Edition by George S. Morrison
      This book is a great resource on early childhood education. It covers the foundation of education, programs and resources for children and families, educational needs of infants through the primary grades and the special needs of children and families.
    • Introduction To Teaching: Becoming A Professional. (Fifth ed.). by Don Kauchak & Paul Eggen
      For any student going into the teaching profession, this is an excellent choice. It is an easy read for students on all levels. It covers the changing teaching profession, the foundations of education and how to become an effective teacher.

    Textbook:

    • Brisbane, H. (2010). The developing child. Columbus, OH: Glencoe/McGraw-Hill.

    Websites:

    • Bulletin Boards and Other Displays
      The University of North Carolina at Chapel Hill outlines four ways to use bulletin boards as a teaching tool in the classroom: to reinforce instructional goals, to communicate essential information, to include and motivate students and to make the classroom a more appealing place.
      http://www.learnnc.org/lp/pages/733
    • Interactive Bulletin Boards for Secondary School Mathematics
      Bulletin boards can be interactive learning tools in the mathematics classroom, and this website gives numerous examples of interactive math bulletin boards with how-to instructions for creating them. It also gives the instructional strategies that go with each board.
      http://faculty.kutztown.edu/schaeffe/bulletinboards/bbs.html
    • Texas A&M AgriLife Extension Service
      Family and Consumer Science
      The AgriLife Extension website provides teachers with useful information about educating children.
      http://fcs.tamu.edu/

    YouTube™:

    • December Standards Based Bulletin Board Guide
      Ms. Daniel from www.msdanielsclassroom.edublogs.org shares her December Standards Based Bulletin Board display. She includes helpful tips and design ideas for creating monthly classroom bulletin board displays that are creative, easy to assemble, low (or no) cost, and demonstrate rigorous student learning.
      http://youtu.be/vzeMWXWkZog
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Promote the use of the pre-reading strategy prediction.

    Print, distribute and discuss, Really Good Bulletin Boards: Making Your Classroom Walls Work For You, at http://www.reallygoodstuff.com/images/art/ReallyGoodStuff_BulletinBoard.pdf.

    • Encourage students to connect reading to their life experiences or prior knowledge.
    • Word Attack Strategies. Prior to reading, allow students to skim the passage or text, circling words that are unfamiliar to them. Once these words are decoded (glossary, dictionary, dictionary.com or classroom discussion) the student will have a better understanding of the pronunciation and meaning of the unfamiliar word(s) facilitating comprehension.
  • Quotes

    A bulletin board is an identity card that has many meanings for children and family. Bulletin boards give the identity of a school.
    -Tiziana Filippini, Pedagogical Coordinator, Municipal Infant-Toddler and Pre-Schools of Reggio Emilia, Italy

    Each bulletin board might be considered a gallery space which brings viewers into the intimate life of a classroom and provides a view into the thinking that happens there. There is vulnerability in the very act – for us as teachers, and certainly for students.
    -Melissa Tonachel, Kindergarten Teacher, Devotion School

    To ask ‘why put something up?’ is a powerful way of generating a rationale. Is it to honor kids? Satisfy parents or administrators? Or to truly capture what students are doing? Some displays draw you in so that you no longer see the individual student, but a collective group of students thinking together and make me feel as if I have experienced a special moment for which I was not present.
    -Gerardo Martinez, Principal, Devotion School

  • Multimedia/Visual Strategies

    PowerPoint ™:

    • Posting On Your Wall: More Than Just Facebook
    • Presentation Notes for Posting On Your Wall: More Than Just Facebook

    Technology:

    Free ipad Apps

    Flashcards+
    This app helps students learn and study information.
    https://itunes.apple.com/us/app/flashcards+/id408490162?mt=8

    Phonics Genius
    This app helps students learn the pronunciation of words.
    https://itunes.apple.com/us/app/phonics-genius/id461659980?mt=8

    YouTube™:

    • December Standards Based Bulletin Board Guide
      Ms. Daniel from www.msdanielsclassroom.edublogs.org shares her December Standards Based Bulletin Board display. She includes helpful tips and design ideas for creating monthly classroom bulletin board displays that are creative, easy to assemble, low (or no) cost, and demonstrate rigorous student learning.
      http://youtu.be/vzeMWXWkZog

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizer:

    • KWL Chart – Bulletin Boards

    Handouts:

    • Bulletin Board Ideas
    • Bulletin Boards on Pinterest
    • Bulletin Board Project
    • Bulletin Board Project Rubric
    • Scavenger Hunt: TAFE Bulletin Board Contest
    • Scavenger Hunt: TAFE Bulletin Board Contest (Key)
    • TAFE Bulletin Board Contest

    Files for downloading:

  • Writing Strategies

    Journal entries:

    • What are the three types of bulletin boards? Describe each one.
    • How can you create an effective bulletin board presentation?
    • I can use bulletin boards in my future classroom to ___________________.

    Writing strategies:

    • RAFT
      • Role: Seasoned teacher
      • Audience: First-year teacher
      • Format: Informative
      • Topic: The benefits of a simple, attractive, functional and appropriate bulletin board
  • Communication 90 Second Speech Topics

    • Purpose of bulletin boards
    • Types of bulletin boards
    • How to use bulletin boards as an instructional tool in mathematics
    • How to use bulletin boards as an instructional tool in reading
  • Other Essential Lesson Components

    Enrichment activity

    Have students develop a rubric outlining criteria for assessing elementary school bulletin boards for instructional purposes.

    Assign students a project to identify a strategy for working with English Language Learners. It should be one that helps with learning vocabulary or reading skills. The strategy could be one they have observed or one found through researching. They will demonstrate peer teaching when presenting it to the Instructional Practices students.

    The mission of Texas Association of Future Educators (TAFE) is to foster the recruitment and development of prospective educators through the dissemination of innovative programming and relevant research. One of the ways we provide character and leadership skills is by encouraging students to participate in TAFE competitions. Students have the option to participate in the TAFE competition – Bulletin Board Contest. Have students read the rules and contest regulations carefully to ensure they understand what the requirements are for each competition. To familiarize themselves with the rules and guidelines of the competition, have the students complete Scavenger Hunt – TAFE Bulletin Board Contest (see All Lesson Attachments tab) handout. Distribute TAFE Bulletin Board Contest (see All Lesson Attachments tab) handout to assist in completing the scavenger hunt. Use Scavenger Hunt – TAFE Bulletin Board Contest (Key) (see All Lesson Attachments tab) handout as a guide to check their answers.

  • Family/Community Connection

    Note to teacher: Prior to this lesson and with the school administration’s permission, ask the teachers on your campus if they would like assistance with developing bulletin boards in their classroom. See Service Learning Projects.

    If your students participate in a learning experience at an elementary school, have the students visit several classrooms to explore various bulletin boards. Have them take notes and report back to the class how the board was used in the classroom. If your students do not take part in a learning experience at an elementaryschool, then they could view your campus’ bulletin boards.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)
    http://texasfccla.org

    STAR Events:

    • Early Childhood – An individual event – recognizes participants who use Family and Consumer Sciences skills to plan and conduct a child development project that has a positive impact on children and the community.
    • Focus on Children – An individual or team event –recognizes participants who organize a community service project focused on a specific need related to children in the community.
    • Teach and Train – An individual event – recognizes participants for their exploration of the education and training fields through research and hands-on experience.

    SkillsUSA
    http://skillsusa.org

    SkillsUSA Contests:

    • Early Childhood Education – An individual event – recognizes participants who demonstrate knowledge of developmentally appropriate practice and ability to prepare and implement learning activities for children 3 to 5 years old. Contestants will prepare a written lesson plan and take a written test assessing their knowledge of child development and effective teaching strategies.

    Texas Association of Future Educators
    http://tafeonline.org

    TAFE Contests:

    • Bulletin Board – An individual or team event that recognizes participants who demonstrate their knowledge, skills, and ability to create a bulletin board display for teaching and/or for student interaction.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson. For additional information on service learning see
    www.ysa.org

    Possible idea: Help collect a variety of bulletin board items such as paper, stencils, scissors and more for new teachers to use in their classroom. Classroom supplies can be expensive, and this would be a great way for students to show new teachers they are supported.

    Pair up students with a high school teacher on their campus to volunteer his or her services in assisting the teacher with developing his or her classroom bulletin boards. This can be a monthly on-going service learning project throughout the school year. Have students take photographs of the bulletin boards they develop and place them in their Education and Training portfolio.

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