Be a Great Teacher? (Lesson Plan Development) HwaChoon Park EDIT 2000 Spring 2015

Objectives Identify the parts of a lesson plan Organize components of a lesson to use in your lesson plan Create lesson plans Objectives for instruction and expected results and/or skills developed from learning.

Integrated Course Design (Fink, 2003)

Hunter Model of Mastery Learning (1994) Anticipatory Set Any activity that “focuses students’ thought on what will be learned” Objective and Purpose “Students learn more effectively when they know what they are supposed to be learning and why. Teachers teach more effectively when they have the same information.” Input New knowledge processes, or skills need to be introduced by discussion, listening, and observing.

Hunter Model of Mastery Learning(cont.) Modeling Have students “see” what it is that you want them to learn. Demonstrate the thinking, procedures, or processes you want them to do. Check for Understanding “Formative Assessment” Guided Practice Independent Practice Closure

Hunter vs. Gagne Anticipatory Set Objective and Purpose Input Modeling Hunter Model of Mastery Learning Anticipatory Set Objective and Purpose Input Modeling Check for Understanding Guided Practice Independent Practice Closure Gagne’s 9 Events of Instruction Gain attention Inform learners of objectives Stimulate recall of prior learning Present the content Provide “learning guidance” Elicit performance (practice) Provide feedback Assess performance Enhance retention and transfer to the job

Parts of Lesson Plan General information Objectives Materials Sequences of a lesson plan Evaluation Feed-back

General Information Subject Instructor Title of lesson Date Time period Grade (Audience) Relative vocabulary list.

How to write objectives Create objectives that are specific, skill-oriented and measurable. Describe what students will do through the lesson Common core standards i.e. CCSS.Math.Content.1.G.A.1 Georgia Performance Standards i.e. S4CS1 CCSD curriculum portal Write behavioral objectives -Cognitive domain (knowledge): define, explain, apply, analyze, compare, create, evaluate and so on -Affective domain (emotion): advocate, be willing, express, perceive, and so on -Psychomotor domain (skill): conduct, imitate, observe, produce, repeat, show and so on

Bloom’s Taxonomy of Cognitive Skills

A Taxonomy of Significant Learning (Fink, 2003)

Sample objectives Learners/Students/Participants successfully completing this lesson/unit/course/workshop will be able to: Describe different parts of a lesson plan. Fit different types of educational technology into related subjects and grade level. Develop lesson plans.

Materials What do you need to make it all happen? Textbooks, handouts, PowerPoint slides, paper, scissors, media tools and so on.

Parts of a Plan Sequence of Activities Instructional aids/Strategies Set induction Handouts Lesson: how are you going to deliver information? Activity: what will the students do to apply their learning? Evaluation: how will you assess students’ learning? Instructional aids/Strategies Details: Questions, Discussion Points, Examples

Evaluation Assess students’ mastery based on the lesson plan objectives Create and present a rubric and tools for assessment Explain what, how, when to assess in advance before real assessment.

Reflection (Feedback) Take a time to reflect on the lesson after it has been taught Revise time needed, criticize what has been successful or not, why? Adapt new ideas and skills to the lesson plan for later use.

Questions? A lesson plan template is available on eLC Thank you!

References Fink, D. (2003). Creating Significant Learning Experiences - See more at: http://www.harapnuik.org/?page_id=854#sthash. q4KQHmaQ.dpuf Hunter, R. (2004). Madeline Hunter's mastery teaching: Increasing instructional effectiveness in elementary and secondary schools .Thousand Oaks, CA: Corwin Press.