Guidelines for Developing Lesson Plans EX 373-747.

Slides:



Advertisements
Similar presentations
LESSON CYCLE ANTICIPATORY SET (FOCUS) Purpose
Advertisements

Lesson Planning Methods of Teaching.
1 Daily Planning for Todays Classroom Dr. Mitchell Concepts taken from Daily Planning for Todays Classroom by Kay M. Price and Karna L. Nelson.
C Domain Teaching for Student Learning. The focus in the C Domain is on the act of teaching and its overall goal of helping students connect with the.
PATHWISE CLASSROOM OBSERVATION SYSTEM
LEARNER CENTERED LEARNER DESIGNED Learning & Preparation Objectives Learning Resources and Strategies Evidence of Accomplishment of Objectives Criteria.
Lesson Plans 101. Lesson Components In the following slides, you will find definitions for the most essential lesson components that are found in a well.
Mastery Learning: A Motivation Enhancing Strategy – Pros and Cons Kim M. Michaud EDEP 551 April 28, 2010.
SAISD’s Model for Mastery Learning “Based on the work of Madeline Hunter”
Curriculum Instruction & Assessment Part I - Alignment By Tina Waddy.
Consistency of Assessment
Student Assessment CERRA National Board Candidate Support Workshop Toolkit WS
Designing Effective Science Lessons Standards Cognitive Development Content Lesson Format Methodologies Effective Science Lessons.
Chapter 12 Instructional Methods
Lesson Planning Educ 3100.
Lesson Planning for College and Career Ready Students Madeline Hunter style Originally presented by Kate Brown for PLC.
Learning targets Learning Goals, Learning Targets, Success Criteria,
EDUC 2301: Introduction to Special Populations
Understanding the Process and the Product Professional Development Spring, 2012.
Office of Medical Education
What should be the basis of
“Fail to plan… plan to fail”
Backward Design Lesson Planning UWG Lesson Plan Format Lyn Steed University of West Georgia.
 Rubric – Appendix pg. 26  Four components ◦ Planning – will look at tomorrow ◦ Classroom management ◦ Instruction ◦ Professional Notebook.
Principles of Assessment
Backward Design Lesson Planning Lyn Steed University of West Georgia.
Welcome To Nuts And Bolts Of Lesson Planning!. Lesson Planning Accomplished Practices #1 Assessment Uses assessment strategies to assist the continuous.
Importance of Lesson planning in ESL Teaching 1. It gives a bird’s eye of view of things to be taught and learned everyday. 2. It makes you organized.
Effective Pedagogical Practices for Fragile Learners California Educational Research Association December 2011 Alicia Henderson, Ph.D. Franklin-McKinley.
Interstate New Teacher Assessment and Support Consortium (INTASC)
1 Professional Teacher Evaluation Program. 2 What is the PTEP? Assessment program designed to determine the quality of teacher performance in relation.
We learned about what powerful social studies instruction entails According to the NCSS social studies is most powerful when it is: Meaningful – Students.
Core Content Coaching Social Studies Grade 6
EDU 385 EDUCATION ASSESSMENT IN THE CLASSROOM
Four Basic Principles to Follow: Test what was taught. Test what was taught. Test in a way that reflects way in which it was taught. Test in a way that.
Classroom Strategies Classroom Strategies. Our classroom strategies are the most effective ways to build fluency, vocabulary, comprehension, and writing.
1 Chapter 7 Models for Teaching: Direct Melinda Bauer and Shannyn Bourdon.
Advantages of Using Children’s Literature provides a motivating introduction to complex curriculum topics mathematical vocabulary can be reinforced and.
What is EDI? Its researched based
Lecture 7. The Questions: What is the role of alternative assessment in language learning? What are the Reasons.
EPL 3 – Week 3 Professional Knowledge Domain Knowing learners & learning.
Teaching English Learners Essential Practices for the College Classroom.
SIOP The Sheltered Instruction Observation Protocol (SIOP)
EDU 385 CLASSROOM ASSESSMENT Week 1 Introduction and Syllabus.
March 30,  Objectives  Anticipatory Set  Questioning Strategy Video Clip  Questioning Strategy Reading  Data  Closure.
DESIGNING EFFECTIVE LESSON PLANS EDSE 4115/6116. A GOOD LESSON PLAN DOES THE FOLLOWING… Specifically states what students will do during the duration.
Facilitate Group Learning
Madelyn Hunter Rebecca Holt Cathy Ritzes Kathleen Wiles.
Stimulates & encourages teachers to think more deeply on class goals and student needs Causes innovation & creativity Allows teachers to be more prepared.
THE TEST OF ORAL ENGLISH PROFICIENCY YOUR GUIDE TO PREPARING FOR THE TOEP November 13, 2015 Dawn Takaoglu.
“Teaching”…Chapter 11 Planning For Instruction
Prof190 : Theory and Practice GNGN Education for All : Chapter Creating A Positive Learning Environment To be successful one needs to have PROACTIVE.
Using Data and Grouping to Teach All Students All the Time—Differently!
Chapter 8: Inquiry & Teaching Science Chapter 11: Discussion, Demo, & Lecture Design Strategies: Universal, Backwards, & Inquiry Based Class #4: Teach.
EFFECTIVE LESSON PLANNING Teacher Academy Fall 2013.
Mitzi Hoback and Suzanne Whisler ESU 4 September 26, 2012 DO YOUR LESSONS IMPACT STUDENT LEARNING?
ODE Javits Project: I-GET-GTEd Differentiation Strategy Explained: Centers/Stations.
Teaching Children About Food Safety Food Safety Professional Development for Early Childhood Educators.
ORGANIZING LESSON PLANNING. WHAT TO EXPECT  How to organize WEEKLY lesson plans  How to be prepared for the WEEK  How to organize examples of WEEKLY.
Student Engagement Presentation Increasing Student Engagement in the Classroom.
What is the BBC and what does it have to do with Lesson Planning? (See Handouts)
Before Instruction Zickeyous Byrd
Be a Great Teacher? (Lesson Plan Development)
“If we teach our children as we taught yesterday, we rob our children of tomorrow.”- John Dewey.
EFFECTIVE LESSON PLANNING Teacher Academy
Three-Phase Lesson Plan Model
Three-Phase Lesson Plan Model
Lesson Plans 101. Lesson Components In the following slides, you will find definitions for the most essential lesson components that are found in a well.
Improving Instructional Effectiveness
Robert Gagné’s 9 Events of Instruction
Presentation transcript:

Guidelines for Developing Lesson Plans EX

Guidelines Due Date Week 7 Due Date Week 7 Use the Lesson Plan Template Use the Lesson Plan Template Follow the Lesson Plan Format and Guidelines reviewed in this PowerPoint Follow the Lesson Plan Format and Guidelines reviewed in this PowerPoint Develop a Lesson Plan for one of the case study students Develop a Lesson Plan for one of the case study students Review the Scoring Guide on the class contents page Review the Scoring Guide on the class contents page

Step One: Identify Objectives States what the student will be able to do and why it is important. States what the student will be able to do and why it is important. In behavioral terms In behavioral terms The vocabulary, skills, and concepts the teacher will impart to the students The vocabulary, skills, and concepts the teacher will impart to the students the "stuff" the students need to know in order to be successful. the "stuff" the students need to know in order to be successful. An instructional objective is a picture of the learners after instruction. An instructional objective is a picture of the learners after instruction.

Objectives Examples Examples: Examples: The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. Given a decimal fraction, the learner will demonstrate understanding of the decimal fraction by writing an equivalent proper fraction. Given a decimal fraction, the learner will demonstrate understanding of the decimal fraction by writing an equivalent proper fraction.

Objectives Will Tell students what they will learn Will Tell students what they will learn Will Tell students how they will be assessed Will Tell students how they will be assessed Should be told to the students at the beginning of the lesson Should be told to the students at the beginning of the lesson

Step Two: Standards Lesson Objectives Should be aligned with appropriate curriculum standards Lesson Objectives Should be aligned with appropriate curriculum standards Grade Level Expectations Grade Level Expectations Grades K-8 Grades K-8 Course Level Expectations Course Level Expectations Grades 9-12 Grades 9-12 Missouri Early Learning Standards Missouri Early Learning Standards PreK PreK MAP-A Standards MAP-A Standards MAP-A Students MAP-A Students

Steps in the Act of Teaching Steps in the Act of Teaching Getting students set to learn Getting students set to learn Getting students set to learn Getting students set to learn Step 1: Anticipatory Set Step 1: Anticipatory Set Instruction Instruction Instruction Step 4: Instructional Input and Modeling Step 4: Instructional Input and Modeling Checking for Understanding Checking for Understanding Checking for Understanding Checking for Understanding Step 5: Guided Practice Step 5: Guided Practice Step 6: Check for Understanding Step 6: Check for Understanding Independent Practice Independent Practice Independent Practice Independent Practice Step 7: Independent Practice Step 7: Independent Practice Step 8: Closure Step 8: Closure

Getting students set to learn

Anticipatory Set Opportunity for the minds of learners to bring forward previous learning. Opportunity for the minds of learners to bring forward previous learning. An effective set will focus the learners on task, provide meaning and engage the learners. An effective set will focus the learners on task, provide meaning and engage the learners. Typically at the beginning of the lesson Typically at the beginning of the lesson

Anticipatory Set A short wake-up activity A short wake-up activity Simple question Simple question Example problem Example problem Motivational Activity Motivational Activity Prompt Prompt Visual Stimulation: video clip, audio clip, etc. Visual Stimulation: video clip, audio clip, etc.

Anticipatory Set Examples: Examples: Review main ideas of yesterday’s lesson which will be extended today. Review main ideas of yesterday’s lesson which will be extended today. Give synonyms for words, when the objective is improvement of creative writing. Give synonyms for words, when the objective is improvement of creative writing. A short activity or prompt that focuses the students' attention before the actual lesson begins. A short activity or prompt that focuses the students' attention before the actual lesson begins. demo demo Used when students enter the room or in a transition. Used when students enter the room or in a transition. A hand-out given to students at the door A hand-out given to students at the door review question written on the board review question written on the board "two problems" on the overhead are... "two problems" on the overhead are...

Instruction

Input Input Summarizing definitions Summarizing definitions Demonstrating basic skills Demonstrating basic skills Modeling Modeling Demonstrate the application of concepts and skills with a “worked-through” example Demonstrate the application of concepts and skills with a “worked-through” example Teacher demonstration Teacher demonstration Instruction Input/Modeling

Instructional Input/Modeling What you are going to teach. What you are going to teach. Somehow students need to get some information. Somehow students need to get some information. Two important questions to ask yourself. Two important questions to ask yourself. What information is needed? What information is needed? How will the information be delivered? How will the information be delivered?

Input Independent work Small group work Demonstrations Examples Examples Teacher Talks Teacher Talks Notes Notes Videos Videos Books Books Magazines Magazines News Paper News Paper Internet Internet

Modeling Using visual techniques. Using visual techniques. Matching visual to the verbal. Matching visual to the verbal. Students need to see an accurate example of the product or process being taught. Students need to see an accurate example of the product or process being taught. The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher shows in graphic form or demonstrates what the finished product looks like. Shows students how to do a particular technique Shows students how to do a particular technique A picture is worth a thousand words A picture is worth a thousand words

Modeling Examples Examples Demonstrations Demonstrations Examples in everyday life Examples in everyday life Pictures or video Pictures or video

Checking For Understanding

Guided Practice Time should be provided in class for the student to practice the concept or skill while the teacher is present and can monitor the students. Time should be provided in class for the student to practice the concept or skill while the teacher is present and can monitor the students. The teacher leads the students through the steps necessary to perform the skill using the tri- modal approach. The teacher leads the students through the steps necessary to perform the skill using the tri- modal approach. hear/see/do. hear/see/do.

Independent Practice This is the time outside of class when the student will work on the learning without teacher assistance. This is the time outside of class when the student will work on the learning without teacher assistance. Students work on their own. Students work on their own. Sometimes in class or not Sometimes in class or not Homework Homework At times Guided Practice and Independent Practice can be addressed in the same activity At times Guided Practice and Independent Practice can be addressed in the same activity

Monitoring Monitoring Teacher needs to plan for some means to check the understanding of individual students as well as the entire class. Teacher needs to plan for some means to check the understanding of individual students as well as the entire class. Check for understanding Check for understanding The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? The teacher uses a variety of questioning strategies to determine "Got it yet?" and to pace the lesson - move forward?/back up? Sampling the class, oral quizzing Sampling the class, oral quizzing Signaling private responses Signaling private responses Read student cues Read student cues “Deer in the headlight eyes” “Deer in the headlight eyes” Direct Observation Direct Observation

Closure Reinforce the major points to be learned Reinforce the major points to be learned Helps organize the students’ learning Helps organize the students’ learning Cue students that they have arrived at an important part of the lesson Cue students that they have arrived at an important part of the lesson A review or wrap-up of the lesson. A review or wrap-up of the lesson. "Tell me/show me what you have learned today". "Tell me/show me what you have learned today". Students summarize the essential learning that took place during the class. Students summarize the essential learning that took place during the class. Set up the anticipator set for the next day. Set up the anticipator set for the next day. Future directive Future directive

Lesson Design Lesson design is one way a teacher might plan a lesson. Lesson design is one way a teacher might plan a lesson. Only the teacher can decide whether this is an appropriate plan for a particular lesson. Only the teacher can decide whether this is an appropriate plan for a particular lesson. Prerequisites: Prerequisites: Students have been diagnosed Students have been diagnosed Can be formal, informal, intuitive Can be formal, informal, intuitive A clear objective is in mind A clear objective is in mind A task analysis has identified critical attributes of the learning A task analysis has identified critical attributes of the learning

The following may be situations in which the teacher might choose to use all the steps just described. New learning New learning Not familiar with students’ abilities, background, or experience Not familiar with students’ abilities, background, or experience Students who don’t catch on as readily as most. Students who don’t catch on as readily as most. Learning is of the high thinking levels Learning is of the high thinking levels Learning is at a high degree of difficulty Learning is at a high degree of difficulty Remedial teaching Remedial teaching

The following may be situations in which the teacher might not choose to use all the steps just described. Review, maintenance, practice Review, maintenance, practice Building on previous learning (transfer) Building on previous learning (transfer) Students are operating at an independent level. Students are operating at an independent level. Students are using the inquiry method. Students are using the inquiry method. Previous student performance indicates not all steps are needed. Previous student performance indicates not all steps are needed. Lesson is extended over more than one day Lesson is extended over more than one day

Adaptations Select and use instructional strategies that recognize differing ways of learning of individuals with exceptional learning needs including those from culturally diverse & ESL backgrounds. Select and use instructional strategies that recognize differing ways of learning of individuals with exceptional learning needs including those from culturally diverse & ESL backgrounds. Adapt instructional strategies, materials and delivery models according to characteristics of the individual with exceptional learning needs. Adapt instructional strategies, materials and delivery models according to characteristics of the individual with exceptional learning needs. Use of augmentative, alternative and assistive technologies identified for communication enhancement. Use of augmentative, alternative and assistive technologies identified for communication enhancement.Examples: See Adaptations Link on Class Contents Page See Adaptations Link on Class Contents Page

Teaching Strategies Describe Instructional Strategies that Describe Instructional Strategies that support lesson objective(s) support lesson objective(s) includes a variety of strategies addressing student learning styles & communication needs includes a variety of strategies addressing student learning styles & communication needs fosters cognition fosters cognition promote successful transition for individuals with exceptional learning needs promote successful transition for individuals with exceptional learning needsExamples

Learning Strategies Describe Strategies used to appropriately meet the individual needs of the exceptional learner. Describe Strategies used to appropriately meet the individual needs of the exceptional learner. Strategies address one or more of the following categories: Strategies address one or more of the following categories: Cognitive; Cognitive; Problems solving; Problems solving; Self-assessment Self-assessment Examples: S/Gloss.html S/Gloss.html S/Gloss.html S/Gloss.html