🗓️ Before Class: Teacher Prep
- Gather/set out: One skill from earlier this year to teach, Coordination with a 9th/10th grade class.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
🎯 Essential Question
- What do we understand better about a skill once we have to teach it to someone younger than us?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Prepare a short, clear mini-lesson teaching one real design skill to 9th or 10th grade students.
- Deliver the mini-lesson, adjusting explanation based on the audience's questions.
- Reflect on what preparing to teach revealed about their own mastery of the skill.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
📚 Key Vocabulary
- Mini-Lesson
- A short, focused teaching segment built around one specific, teachable skill.
🧰 Materials & Tools
- One skill from earlier this year to teach
- Coordination with a 9th/10th grade class
🧠 Do Now (Warm-Up)
If you had 10 minutes to teach a 9th grader one design skill, which one would actually be useful to them right now?
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | Prepare | Independent work (35 min): plan a short mini-lesson on one real skill, including a simple activity for the younger students. |
| Day 2 | Teach & Reflect | Deliver mini-lesson to a 9th/10th grade class (20-25 min). Written reflection (15 min): what preparing to teach revealed about your own understanding. |
✅ Assessment & Exit Ticket
Mini-lesson assessed for clarity and audience-appropriate explanation; reflection checked for genuine insight.
Exit Ticket: What question from a younger student was hardest for you to answer clearly?
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.
🔗 Resources & References
- None beyond this lesson's materials.