Courtney Clawson Department of Agricultural Education and Studies Lesson Planning: Part 1 Courtney Clawson Department of Agricultural Education and Studies

Lesson Planning What do you know about lesson planning? What do you think you understand about lesson planning? What don’t you understand about lesson planning?

Outline Lesson Planning Overview Microteaching Activity Overview Developing Learning Objectives

What is lesson planning?

Why is lesson planning important? Provides evidence Organization and focus Aligns to outcomes Improved instruction If you fail to plan you plan to fail.

Components of a Lesson Plan Objectives Teaching/Learning Activities Evidence Interest approach Supporting materials/information What are the steps to forming a lesson plan?

Backwards Design Identify Results and Learning Goals Determine Acceptable Evidence and Assessments Plan Learning Experience and Instructional Methods

Practice!

Microteaching Planning Observation Conference Group Discussion 3 lesson planning sessions Observation Conference Group Discussion

Lesson Plan Template

Microteaching Planning Observation Conference Group Discussion 3 lesson planning sessions Observation Conference Group Discussion

Microteaching Roles Teacher Observer Students

Backwards Design Identify Results and Learning Goals Determine Acceptable Evidence and Assessments Plan Learning Experience and Instructional Methods

Learning Objectives Components of Learning Objectives Audience Behavior Condition Degree

Learning Objectives Audience Intended learner Example: PBEA-PLC Symposium Participants MSc Plant Breeding Students

Learning Objectives Behavior Observable and Measurable What will the student be able to do at the end of the lesson? Bloom’s Taxonomy describes and classifies behaviors Examples: Label lesson plan components Write a report Develop a breeding plan

Learning Objectives Blooms taxonomy At the end of this lesson, students will be able to…. Remember – retrieve knowledge from long term memory Understand – construct meaning Apply – perform a task using knowledge Analyze – differentiate, organize, and attribute knowledge Evaluate – Judge and critique knowledge Create – generate and produce new knowledge (Bloom’s Taxonomy)

Learning Objectives

Bloom’s Taxonomy Action Verbs

Learning Objectives Condition Resource, equipment and tools Environment Examples: Given plant samples Given the following environment

Learning Objectives Degree Acceptable level of performance Examples: 9 out of 10 times Without error Within 60 seconds

Learning Objectives Audience Condition Behavior Degree Components of Learning Objectives Audience Intended learner Behavior Action verb Condition Resources or environment Degree Accepted level of mastery

Learning Objectives Given a learning objective, PBEA-PLC Symposium participants will identify learning objective components without error.

Is this objective observable and measurable? Learning Objectives Given a learning objective, PBEA-PLC Symposium participants will identify learning objective components without error. A: PBEA-PLC Symposium participants B: identify learning objective components C: given a learning objective D: without error Is this objective observable and measurable?

Learning Objectives Crop Improvement students will demonstrate pedigree writing with 100% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module.

Is this objective observable and measurable? Learning Objectives Crop Improvement students will demonstrate pedigree writing with 90% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module. A: Crop Improvement students B: demonstrate pedigree writing C: given the Pedigree Naming Systems and Symbols PBEA Module D: 90% accuracy Is this objective observable and measurable?

Learning Objectives Let’s Practice Share with members at your table Write learning objectives for your lesson Include the ABCD components Share with members at your table Identify 1-2 objectives to be reported to the group

Moving Forward Lesson Planning Part 2 Microteaching Evidence & Assessment Procedures & finalizing Microteaching Practice!

Questions?

References www.mdfaconline.org/presentations/ABCDmodel.doc http://crlt.umich.edu/gsis/p2_5 http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy