Creating High Performance Learning Environments

It's very important to understand the standards and apply them while teaching. The standards gives teachers a basis of what the students need to know. Without the standards it would be difficult to pinpoint what skills and knowledge are being taught. In this blog I am going to write a reflection on backwards mapping and standards. Backwards Mapping Reflection Backwards mapping was an effective way to make up the lesson plan. It helped tremendously because when you work off evaluating the end goal or what we call the standard, it ensures that the plans and procedures that you are outlining in your lesson plan will make sure that the goal is met. The first step in the backwards mapping strategy is to evaluate the standard and end goal and ensure that you understand all that is required for the student to learn. This can be done by breaking down the standard as well by evaluating what the big ideas or nouns are versus what skills or verbs that the students must know and be able

Introduction I am planning on teaching secondary physical/general science starting the next school year 2018. I prefer to teach high school so in this blog I am focusing on the teaching standard, HS-PS2-1, from the High School Forces and Interactions standards by the Nevada State Academic Content Standards for Science. I chose this standard because Backwards mapping starts off with the goal or end result in my mind then to determine how the teacher will know that students are meeting the standard and then lastly to determine what types of activities and learning opportunities to learn the standard. HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.  Proficiencies that students should achieve with the standard: Students learn the law states that F ( force) = m (mass) x a (acceleration) Students learn the physical quant

Roller Coaster Physics Academic expectations: The teacher held high performance expectations for the students because each student was being assessed and challenged. The students were challenged through the process because instead of just giving students all the materials to work with in the project she found a system to where the students needed to find the reason for getting more materials and also using a budget to obtain the material. The high performance expectations is to work together to find the problem to the solution and not give all the materials to finish. The teacher also used real life examples in order to prepare students for their future careers.  Behavior Expectations - The teacher for this scenario had high behavior expectations for the students because they were expected to listen to other’s opinions and ideas without disrespecting. The students were required to have fun from experience and testing, which was called chiming by the teacher. Group projects tau