Different Types of Lesson Plans

“The art of teaching is the art of assisting discovery.” Mark Van Doren “We are usually convinced more easily by reasons we have found ourselves than by those which have occurred to others.” Blaise Pascal

Different Types of Instructional Input Direct Teaching – Hunter Brain-based – 4MAT Inquiry Cooperative Learning Lecture Lecture with discussion Panel of experts Brainstorming Videos/slides Discussion Small group discussion or work Case studies Worksheets Role play Guest speakers Values clarification Jigsaw

OFICA Lessons OFICA is an acronym for a questioning pattern designed to encourage higher order thinking during class discussion Introduction: A stimulus that sets the stage for the lesson O pen-ended questions – Are questions that produce many “right” answers – Ask students to build a common frame of reference or a factual base from which they can abstract concepts and generalizations. F ocus questions – Bring attention to the specific concepts that are the intent of the discussion.

OFICA I nterpretive questions – Ask students to build meaning by noting relationships among concept and making connections with previous experience. C apstone questions – Ask students to tie concepts together by summarizing, generalizing, stating the big idea, or headlining the discussion. A pplication questions – Ask students to consider, “What does this matter to me? How might I use what I have learned?” – Allow students to use generalizations they have drawn in new and creative ways.

Inquiry Lessons Inquiry is an active learning process in which students answer research questions through data analysis. – Stimulus (observation Teacher introduces problem, dilemma, controversy, or inquiry by providing material for students to explore. – Problem Description and Possible Solution Students are given time to “tinker” with possibilities as they attempt to describe the problem and search for workable solutions – Generalization Students work to develop, organize, and categorize the information to confirm a soution. They try out their solution in a novel situation. – Drawing Conclusions Students make final decisions and draw inferences based on their observations and experiences.

Multiple Intelligence Lessons Focus on a specific objective Ask key Multiple Intelligence questions – Brainstorm instructional activities for each intelligence Select appropriate activities Complete the lesson plan form – Determine the proper sequence of activities

Instructional Decision Making Differentiation

Instructional Decision Making What type of decisions do you make as a teacher during... – Introductory materials? – Teaching (input, informing)? – Guided practice? – Independent Practice? – Closure?

Differentiation “Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning.” Carol Ann Tomlinson (2001)

“Differentiation is planning for the unpredictability of a classroom.” Tomlinson

However we conceive it, every lesson plan should be, at its heart, a motivational plan. Young learners are motivated and engaged by a variety of conditions. Among those are – Novelty – Cultural significance – Personal relevance or passion – Emotional connection – Product focus – Choice – The potential to make a contribution of link with something greater than self.

Big Idea of Differentiation Differentiation responds to readiness, interest, and learning profile.

Responding to Readiness – Preassessment – Ongoing assessment Responding to Interest – Choice – Motivation Responding to Learning Profile – Learning styles awareness – Reteaching / correctives

Correctives Different modality Simpler methods Smaller group or individual – Brainstorm examples

Practice Objective: Identify and classify mechanical and electrical sources of heat. – You teach the lesson and you are doing some guided practice with students identifying some heat sources that you are pulling out of a paper bag using white boards to respond. You notice that about 25% of your students are consistently incorrect. You have a worksheet for the students to work on independently about the topic. What should you do?

Practice Objective: Sort geometric plane figures (i.e., circle, triangle, rectangle, square, trapezoid, rhombus, parallelogram, hexagon). – After three days of instruction on shapes, you are having students sort attribute blocks according to the different shapes. Two students are struggling with this task. What should you do?

Instructional Decision Making Extensions – Opportunities for students to extend their learning, especially when they already have a good understanding of the concept or skill.

Practice Objective: Use maps to identify the geographic features of Europe. – After teaching students about this topic, they are to work on a map to identify features. You expect them to take about 20 minutes. After about 4 minutes, a student comes up to you and shows you her completed assignment which is done to perfection. What do you do now?

Practice Objective: Strike a moving ball with a racquet using correct techniques. – After teaching this skill to students and working through a guided practice activity, you are going to have students pair up and work on it together. One of your students participates in competitive tennis all over the country. What should you do?

Today’s Task Get in tables of three. 1.Each person select an objective from your TWS 2.Each person pick a scenario card 3.In turn, the group will brainstorm appropriate ways to differentiate for the lesson based on the objective and scenario.