Topic: PMI (Positive, Minus, Interesting) Teaching Strategy Developed by: Ruby Curtis Grade level: Bachelor of Education

students

April 3, 2014

Universal Design for Learning Representation 1.1 Offer ways of customizing the display information: visual information on handout is a large font and black ink on white for students to see information well. Information will also be given verbally at a moderate speed and high enough auditory level for each student to hear. 1.3 offer alternatives for visual information: Information given will be displayed on the handout as well as verbally given to students. 2.1 Clarify vocabulary and symbols (language): each term will be explained to students. 2.5 Illustrate through multiple media: the handout and other pages and examples shown will be displayed on the Elmo. 3.1 Activate or supply background knowledge: through the bellwork students background information on making a decision will be activated. 3.2 Highlight patterns, critical features, big ideas, and relationships: multiple examples will be used in the activity to demonstrate the PMI teaching strategy. Examples will be given and each student or group will also do their own example. 3.3 Guide information processing, visualization, and manipulation: use of an interactive model of the PMI strategy will be used and information will be given out progressively, making sure each student understand before moving on. 3.4 Maximize transfer and generalization: on handout there is a notes section for

Outcomes Students will have an understanding of the PMI teaching strategy and have an understanding of how to implement this strategy into the classroom. Assessment (formative/summative, self/peer) What prior data is informing your instruction? Students will already have an understanding of elements that go into making a decision. What assessment strategies will measure the learning from the outcomes? The activity as well as the discussion at the end of the lesson will demonstrate whether or not the students have gained an understanding of the PMI teaching strategy. Observation will be used to assess students learning. At the end of class the outcome will be read again and students will be asked if they feel they have each been able to reach the outcome. Timeline / Elaboration Before (APK) 5m Focus Question: The bell work will be written on the whiteboard for students to begin working on. Question is discuss in your groups what you think about when making a decision. At the beginning of the class ask table groups to share what they have discussed. During 20 m After the bell work discussion, go over the agenda and the outcome that is written on the whiteboard. Hand out the PMI teaching strategy handout. Explain the PMI teaching strategy to the students using the handout as a reference point. Avoid solely reading from handout. More so, explain in own words the teaching strategy to better engage audience. Check for understanding: ask if everyone understands the PMI teaching strategy. Ask for a thumbs up, thumbs sideways, or a thumbs down. Explain to students the activity where they will experience for themselves the PMI teaching strategy. Explain to students that they will be doing the PMI strategy on their tables using a whiteboard marker. Either each person can do their own PMI strategy with their own decision they need to make, or the table group can work together on a chosen decision. Leave the choice up to the students for what works best for them. Give some examples: If Amy wants to do her PMI

Required Materials, Tools and Technology -PMI teaching strategy handout (25) -White board markers (25) -baby wipes to clean off tables at the end of the lesson. Special Concerns I hope that each student or group is able to easily think of a decision to use for the PMI strategy activity. Differentiation Information being given will be given visually as well as said verbally. Students will be able to engage in the activity to have a hands-on approach to the strategy. Handout has size 14 font to be easily seen.

In-Class Support Attention-getter of hand raising and chimes will be used. Teacher will be circulating while students are doing the activity. Teacher will provide assistance when needed. Transition to activity will be done smoothly, as it is only the markers that need to be distributed.

Cross-curricular Connections The PMI strategy being learned through this lesson can be used in other classes.

Reflection I think this lesson will go

students to write in. Prior knowledge of decision making will be connected to lesson through the bellwork. Action and Expression 4.3 Use assistive technologies for access to learning: the handout will placed on the Elmo. 5.1 Use multiple media for communication: Information will be given verbally as well as through the handout, the Elmo, and visualized and experienced through the activity. 5.3 Build fluencies with graduated levels of support for practice and performance: the visual information given on the handout as well as verbally, the activity, and discussion will be used to achieve the outcome. 6.3 Facilitate (use) tools to manage information & resources. Facilitate managing information and resources: handout is presented as a chart. The lesson will be given in a very organized manner. 6.4 Enhance capacity for monitoring progress: a check for understanding will be completed after each step in the lesson. Engagement 7.1 Optimize individual choice and autonomy: in the activity choice will be given to students on the decision they will be making as well as if they want to work individually or in a group. 7.2 Optimize relevance, value and authenticity: this strategy can be used in students lives and in their future classrooms. Decision to be made in the activity will be relevant to students personal lives. 7.3 Minimize threats and distractions: background noise will be eliminated when teacher is talking. Everyones attention will be on the teacher or the student who is talking. If anyone else is causing background noise teacher will

strategy on whether or not to move, if Sarah wants to do her PMI strategy on her decision of doing her internship in Alberta or not, or a table group could do the PMI strategy using the decision of doing spring courses. Tell students if they need help picking a decision they can raise their hand and ask for more suggestions. Check for Understanding-leading questions: o where will you be doing the PMI strategy? (with a white board marker on the tables) o what are the two options of doing the strategy? (on your own or as a table group) o how long will you have? (about 5 minutes) o Ask if there are any other questions. o Pass out markers and tell students they may begin.

smoothly and that each student will gain an understanding of the PMI teaching strategy to implement into their classrooms as well as use the strategy on their own to make decisions. I feel like I did a good job filling out this lesson plan and was able to implement many important components.

Opportunity for individual/small group instruction Students will be doing the PMI strategy on their tables using a whiteboard marker. Either each person can do their own PMI strategy with their own decision they need to make, or the table group can work together on a chosen decision. Leave the choice up to the students for what works best for them. (Steps can be followed in previous section) After 5m Bring everyones attention back to the front of the classroom by using the chimes. Ask if there are any volunteers who would like to share what they did for the PMI teaching strategy. Allow students to talk in their groups about this teaching strategy. Tell them they can discuss what they like about it, if there is anything they do not like about it, where the strategy could be used. Give about 3 minutes. Bring everyones attention to the front of the room with the chimes. Have a whole group discussion by asking (table by table) to share something that their group discussed. Go over the outcome once again and ask students if they feel they have reached the outcome. Ask for a thumbs up, thumbs sideways, or a thumbs down to show their response.

ask them to bring their attention where it needs to be. Transitions will be made smoothly. Materials will be given out at proper time (once teacher is done talking) to keep attention where it needs to be. 8.1: Strengthen connection to goals and objectives: Outcome will be displayed on the white board and will be stated at beginning of lesson. 8.2: Vary demands and resources to optimize challenge: activity can be done individually or as a group. 8.3 Foster collaboration and community: students will be discussing the bell work as table groups, collaborating in the activity, and discussing once again in their groups after the activity. 9.1 Promote expectations and beliefs that optimize motivation: goals for students will be set and expectations set for students. Teacher will make sure students are on-task at all times. An attention getter will be used if needed to gain everyones attention.