/ /

Lesson Plans Structure

Last class we talked about…? Last class we talked about…? Behavioural objectives are the building blocks of lesson and unit planning Behavioural objectives are the building blocks of lesson and unit planning They guide us to focus on the specific behaviours that we will use to evaluate whether our Specific Learning Outcomes (SLO’s) were met They guide us to focus on the specific behaviours that we will use to evaluate whether our Specific Learning Outcomes (SLO’s) were met

Lesson Plans Things to consider before you start: Things to consider before you start: Learner characteristics Learner characteristics –43% of teacher decisions made on this aspect What the students know What the students know

Lesson Plan Models Gagne, Briggs, Wagner model (9 events) Gagne, Briggs, Wagner model (9 events) Hunter model (7 events) Hunter model (7 events) Rosenshine & Stevens (6 events) Rosenshine & Stevens (6 events) Triple A model (3 events) Triple A model (3 events) Bottom Line: They are just different ways to present the same ideas Bottom Line: They are just different ways to present the same ideas Triple A and Hunter model most common Triple A and Hunter model most common

Hunter Model: A Traditional Approach 1. Set –The “hook” Contradiction, inconsistency, diagram, joke, riddle, story, film, model Contradiction, inconsistency, diagram, joke, riddle, story, film, model –Links objectives with past learning –Focuses students’ minds on today’s lesson 2. Sharing Objectives and Purposes –Share objectives in everyday language –Explains why lesson is important

3. Input –Content is delivered to students –Delivery strategies vary by objectives 4. Modeling –Teacher gives examples or “works thorough” a problem based on the input 5. Checking for Understanding –Teacher asks students to demonstrate that they understand the input and the teacher provides feedback –Key questions are noted in the plan

6. Practice –Includes guided practice and independent practice 7. Closure –Input is summarized/generalized/internalized Assessment Assessment –Is based on observable evidence that the student can perform the behavioural objectives (may be formative or summative)

Triple A Model Used as the basis on MET’s K- 12 Curriculum Navigator ( Used as the basis on MET’s K- 12 Curriculum Navigator ( Based on three processes: Based on three processes: –Activating Prepare the learner to access, clarify and extend prior knowledge Prepare the learner to access, clarify and extend prior knowledge –Acquiring Allow the learner to integrate and process learning Allow the learner to integrate and process learning –Applying Allow the learner to consolidate learning through reformulating or extending learning Allow the learner to consolidate learning through reformulating or extending learning

Activating Activating Strategies can be classified by their process: Activating Strategies can be classified by their process: Overview Overview Prior knowledge Prior knowledge Vocabulary Vocabulary

Overview Strategy Teacher places the lesson frame on the overhead and discusses it with the students OR he/she fills it out during discussion with the students Teacher places the lesson frame on the overhead and discusses it with the students OR he/she fills it out during discussion with the students

Prior Knowledge Strategies 1. KWL –K = What do we KNOW –Brainstorming as a group –W = What do we WANT to know –Brainstorm questions –Teacher highlights gaps in knowledge through questions –L = What did we LEARN –Used at end of lesson

2. Mindmaps –Students arrange images and ideas in clusters around a stimulus word –Maps move from individual to partnered to whole-class sharing

3. Word Splash –Teachers selects and lists words that relate to lesson content (use a series of pictures for younger children) –Students read the splash and write a short paragraph about what they think they will be learning today

4. Anticipation Guides –Teacher lists a series of statements about a topic (these should be chosen for their ability to elicit opinion) –Students write their initial opinions and my be asked to justify them in small or large groups –After the lesson, the students again respond to the statements and justify their opinions

Vocabulary Three Point Approach Students are given the opportunity to represent a new vocabulary word/concept in three ways: Students are given the opportunity to represent a new vocabulary word/concept in three ways: 1.A definition 2.A drawing 3.A synonym or example

Acquiring Strategies Are used to help students understand and organize concepts Are used to help students understand and organize concepts 1. Charting the Patterns –Students use charts to help them organize ideas in expository or narrative texts 2. Mapping –Students use illustrative structures to record and organize the main ideas of a lesson, film, or text 3. Compare and Contrast Frames –Students use a frame to organize the similarities and the differences between two concepts

Applying Strategies Are used to facilitate reflection and retention Are used to facilitate reflection and retention 1. Concept Overview –Students fill out an overview of the lesson topic 2. Another Point of View –After a lesson on an issue, students look at the issue from a new viewpoint

Retention of Information Lecture5% Lecture5% Reading10% Reading10% Audio-visual20% Audio-visual20% Demonstration30% Demonstration30% Group Discussion50% Group Discussion50% Practice by doing75% Practice by doing75% Teach others, immediate use90% Teach others, immediate use90%

For the purpose of the assignment: You must indicate the time frame for the lesson You must indicate the time frame for the lesson You must state the SLO (s) your lesson deals with You must state the SLO (s) your lesson deals with You must construct behavioural objectives You must construct behavioural objectives You must include details on your assessment strategies You must include details on your assessment strategies You must choose either the Hunter or Triple A model You must choose either the Hunter or Triple A model