INSTRUCTIONAL PRACTICE FDR and the New Deal Jigsaw lesson 2/24/2017

a) IntroductionEngaging Students, Activating Prior Knowledge, Setting Lesson Goals

Instructors will greet students and direct them to the group table they will be sitting at (groups
will be mixed ability and assigned beforehand to maximize effectiveness while minimizing
distraction). They will also work on their daily Do Now and to complete their learning target
trackers for the day to make sure they know what they are about to learn and how well they
understand the target after the lesson.

b) Instructional ProceduresEngaging Students in Actively Constructing Deep

Understanding

1. Intro: Lead instructor (Taylor) will have students complete their Do Now (In what ways
do you believe FDR will respond to the Great Depression?) 5 minutes
2. Students will set up their notes in Cornell style in their notebooks to work on through the
mini-lecture/introduction to new material.
3. The introduction to new material will be presented in a PowerPoint with highlighted
information for the students to write down in their notes. Modern day examples will also
be provided to help relate the material to students. 15 minutes
4. During the mini-lectures modern day examples, students will be asked if it relates to
them or someone they know by holding up either a yellow card for Yes or a pink card for
No.
5. Lead instructor will explain the activity and how it will work. Students will be placed
into pre-assigned home groups. Each group will be seated at a table with their names
and copies of a single document. Students have done this type of activity several times,
so they should have an idea of how it works, but it will still be explained before moving
on to the activity. Graphic organizer charts will be placed at each table before class starts.
6. There will be three groups of students. One group will start with one document about a
New Deal program, two groups will get two documents (there are 5 programs for them to
work on). Each group will rotate from station to station throughout the activity so they
can complete their graphic organizer chart.
7. The lead instructor and the support instructor will stop by each group to watch progress
and help students in need throughout the activity.
8. For the activity, instructor will use a timer to make sure groups stay on time.
9. Each student will have 7 minutes to read and work on their graphic organizer at their
station. Time is based upon the longest readings; if students finish their readings early, the
instructors will check their charts and offer suggestions on how to improve their answers
before the timer has gone off.
10. Groups will rotate to another station at the instructors direction. The activity will be 35
minutes total.
11. Students will then use the remaining 5 minutes of class time to work on their exit ticket,
which will be a summary of what they learned in the lesson. They will have the choice of
writing a summary, or using a 3-2-1 sheet to summarize their learning, which will be
collected before students leave the room.

c) Technology as a Tool for Effective Teaching & Learning

Technology used: SmartBoard used to display presentation on new material. Microsoft Office to
create mini lecture presentation.
d) ClosureStudents Summarizing and Synthesizing Their Learning
In addition to students completing the exit ticket, ask students how well they understand the
learning target after the activity theyve worked on. Students should be writing down their understanding
before and after lessons so that they (and the instructors) know what they understood and what should be
revisited.