The Holy Family Lesson Plan Format Lesson Plans The Holy Family Lesson Plan Format

Designing the Lesson Plan Pennsylvania Academic Standards Goals for Understanding Instructional Objective Student Behaviors Sources of Evidence Criteria for Evaluation Teaching to the Objective Introduction/Motivation/Prior Knowledge Developmental Activities (Differentiation) Closure Assessment Follow Up Materials/Resources

Academic Standards Standards define what each student should know and do in a core set of subjects. They give students a solid foundation in the basics and provide consistent targets for students, teachers and parents. Standards allow schools to measure student achievement. Aligned standards and assessments provide the ability to see how well students are performing and how much they are improving.

Writing Instructional Objectives Behavior Audience Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy Condition--- the setting where the behavior will be demonstrated and observed by teacher Degree or Expectation– level at which student will excel (as per mastery learning—88-95%) “condition” “degree” “measurable”

Words to Avoid Understand Learn Know Enjoy Appreciate Value They are vague and are not observable or measurable because there is no product involved.

Blooms Taxonomy Remembering Understanding Applying Analyzing Evaluating Creating

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

Differentiation Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success Utilizing a variety of instructional and management strategies Special considerations made for students with learning disabilities; IEP’s Visual/hearing problems 504 accommodations

Examples Taped material Tiered lessons Learning contracts Small group instruction Independent study Literature circles Lecture Questioning Teacher centered Cooperative learning Inquiry based learning Student-centered projects Interest centers Compacting Varied questioning strategies Varied homework

Websites http://www.umuc.edu/ugp/ewp/bloomtax.html --Using Bloom's Taxonomy in Assignment Design http://www.pde.state.pa.us – standards and other information

http://glossary. plasmalink. com/glossary http://glossary.plasmalink.com/glossary.html#M – glossary of instructional strategies http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html - Guide to Writing Objectives http://www2.gsu.edu/~mstmbs/CrsTools/cogverbs.html -Observable Verbs for Cognitive Domain Instructional Objectives

Differentiated Instruction http://www.ascd.org/cms/index.cfm?TheViewID=350 http://www.scusd.edu/gate_ext_learning/differentiated.htm http://www.teach-nology.com/tutorials/teaching/differentiate/planning/