Lesson Planning and Evaluation Facilitator: Bianca Sorbera

Today’s Class Icebreaker Morning Session-Lesson Planning Multiple Intelligences Components of a lesson plan Lunch Afternoon Session-Assessment What is assessment and evaluation? Principals of quality assessment Assessment FOR/AS/OF Learning Creating transparency in assessment Culminating Task

Icebreaker In your group, find 5 things you all share in common. Try not to make the commonalities too obvious like we all have arms, we all have eyes, or we all are from Indonesia. Time: 4 minutes

Activity Brainstorm the different types of learners you would encounter in a classroom.

Multiple intelligences (MI)

Multiple intelligences You will participate in a gallery walk around the classroom stopping at each MI Count how many statements apply to you in each category Tally your highest and lowest MI score. Take the sticker from your highest and lowest score and put it on yourself. Stand by your highest MI and discuss with others assessment methods you usually excel with. Discussion Questions What does this representation mean for you in your classroom as an instructor? How do you enjoy learning? Adapted from (Armstrong, 2000)

Differentiated Instruction and assessment What do you know about differentiated instruction and assessment? If you are not familiar with the term, what do you think it could mean? Differentiated instruction is adapted from Howard Gardner’s theory (1989) of multiple intelligences. The intention is that students will be able to learn and show their learning in a number of ways through various teaching methods that reflect students’ varying styles of learning and interests. Adapted From: http://education.alberta.ca/teachers/aisi/themes/differentiated- instruction.aspx

Activity Each group will receive a piece of chart paper with an MI on it. Your group will have one minute to write down an activity that would be suitable for people who represent that MI.

Activity In your groups write down what you think are some necessary components in an effective lesson.

Comparing Lesson Plans In your groups look at the two lesson plans provided. Create a Venn diagram and indicate the similarities and differences between the two. Discussion Which lesson plan do you prefer? Why? http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/lesspln3.htm

Components of a Lesson Plan 1. Introduction What are some things you could include in a lesson introduction? Attention getter Topic and chapter – tie into course outline Benefit to future career Review, tie in to previous material Agenda – on board, screen or handout

Components of a Lesson Plan 2. Knowledge Check -assess previous knowledge of the topic What are some benefits of a knowledge check? shows the instructor what the students already know about that topic validates the students prior knowledge and explicitly shows students what they already know and what they need to learn informal can be reviewed immediately or at the end of class Examples: Q&A Quiz Homework Presentation Participation Self-evaluation

Components of a Lesson Plan 3. Content What should instructors take into account when planning this section of a lesson? delivery students’ multiple intelligences Examples: Lecture Discussion Role-play Scenarios Group Work Computer Demonstration Audio Visual Case Study

Components of a Lesson Plan 4. Assessment students showing that learning has taken place-we will discuss this more in the afternoon session. Examples: Q&A Homework Presentation Participation Self ‐Evaluation Quiz

Components of a Lesson Plan 5. Conclusion What are some things you could include in a conclusion? refer to agenda and learning outcomes emphasis on value of material to future careers homework what’s coming next Examples: Recap/Summary Informal Assessment Lesson Highlights

Components of a Lesson Plan 6. Reflective Notes Why would reflective notes benefit an instructor? What are some things you could reflect on in a lesson?

Group Work Your group will receive a learning outcome. Create a lesson plan based on the outcome. Leave the assessment component blank. Learning outcome: By the end of this course, students will be able to identify and classify their spending habits and prepare a personal budget. http://www.teaching.utoronto.ca/topics/coursedesign/learning-outcomes/examples.htm