1. Effective Lesson Planning Beginning Teachers Ridge Road MS Tonya McGhee, PD Facilitator

2. Lesson Plan Elements  Objectives  Vocabulary Development  Activating Strategy (Opener/Hook)  Essential Questions vs. Higher Order Thinking (HOT) Questions  Guided Practice (We can do it as a class)  Independent Practice (I can do it by myself)  Differentiation/Rigor

3. Lesson Objectives: Let students know WHAT they are learning and WHY it's important. Example: "Today we're going to learn ways to identify your learning style and why it's important for career choices” Vocabulary Development: What are the important words students need to know. Methods: Foldables, Frayer Model Activating Strategy (Opener/Hook): Activate student’s learning with an amazing quote/fact, question, video, K/W/L chart, wordsplash, 3-2-1

4. Essential Questions The Broad Guiding Questions There’s no one right answer Involves thinking Provocative Requires students to connect learning from several disciplines Open-ended Answers may change as understanding deepens Engages students in real life problem-solving Examples How are the 3 branches of government dependent on each other? Should we clone animals? Non Examples What are the 3 branches of government and what does each one do? What is cloning? If a question can be answered in a few words or a sentence, it’s probably not an essential question. Write essentials questions with “why” or “how” instead of “what”?

5. Higher Order Thinking Questions Embedded into the lesson at certain times during instruction Can determine direction of instruction Present at least 3 HOT Qs per lesson that challenge all students Bloom’s Revised Taxonomy

6. Bloom’s Taxonomy: Analyzing Key Words analyze, contrast, function, simplify, assume, discover, inference, survey, categorize, dissect, inspect, take part in, classify, distinguish, list, test for, compare, divide, motive, theme, conclusion, examine, relationships What are the parts of features of…? How is ____ related to…? Why do you think…? What is the theme…? What motive is there…? Can you list the parts…? What inference can you make…? What conclusions can you draw…? How would you classify…? How would you categorize…? Can you identify the parts…? What evidence can you find…? What is the relationship between…? Can you distinguish between…? What is the function of…? What ideas justify…? Question Stems

7. Bloom’s Taxonomy: Evaluating Key Words agree, deduct, interpret, recommend, appraise, defend, judge, rule on, assess, determine, justify, select, award, disprove, mark, support, choose, dispute, measure, value, compare, estimate, opinion, conclude, evaluate, perceive, criteria, explain, prioritize, criticize, importance, prove, decide, influence, rate Do you agree with the actions…? With the outcome…? What is your opinion of ….? How would you prove…? Disprove…? Can you assess the value or importance of…? Would it be better if…? Why did they (the character) choose….? What would you recommend…? How would you rate the…? What would you cite to defend your actions….? How could you determine…? What choice would you have made….? How would you prioritize…? What judgment would you make about…? Based on what you know, how would you explain…? What information would you use to support he view….? How would you justify….? What data was used to make the conclusion….? Why is it better that…? How would you compare the ideas? Question Stems

8. Bloom’s Taxonomy: Creating Key Words adapt, delete, improve, predict, build, design, invent, propose, change, develop, make up, solution, choose, discuss, maximize, solve, combine, elaborate, minimize, suppose, compile, estimate, modify, test, compose, formulate, original, theory, construct, happen, originate, create, imagine, plan What changes would you make to solve…? How would you improve…? What would happen if…? Can you elaborate on the reason…? Can you propose an alternative…? Can you invent…? How would you test…? Can you formulate a theory for…? Can you predict the outcome if…? How would you estimate the results for…? What facts can you compile….? How would you adapt ____ to create a different…? How could you change (modify) the plot (plan)..? What could be done to maximize (minimize)…? What way would you design…? What could be combined to improve (change)…? Suppose you could _____what would you do….? Can you construct a model that would change…? Can you think of an original way for the…? Question Stems

9. Guided vs. Independent Practice Guided Practice (We Do) Reminds students of the objective(s) Allows immediate, non-evaluative feedback for understanding of content Scaffolded from easiest to hardest Reinforce “learning behavior” with praise or recognition Consider pairs/triads Independent Practice (I Do) Reinforce learning activity individually and prepares students for future learning May involve problem solving, skill demonstration, performance task Daily objective/goal should be achieved

10. Differentiation Differentiation consists of multiple approaches to instruction that is individualized, safe, and challenging for each student. Keys to Successful Differentiation Know your student Believe that all students can learn Instruction should interesting, relevant, and focus on depth of learning (quality) Teach for success and practice positive discipline Multiple modalities of instructional delivery Assessment is ongoing and includes multiple measures

11. Levels of Differentiation Flexible seating, think-pair- share, homework options, numbered heads together, anchor activities, varied texts, varied organizers, varied journal prompts Blooms: understanding Level 1 Jigsaw, interest groups, choice boards, learning styles, flexible grouping, stations/centers, solution stations, Blooms: analyzing, applying Level 2 Independent studies, learning contracts, Literature circles, tiered lessons, ongoing assessments, philosophical chairs, debate, Socratic seminar Blooms: creating, evaluating Level 3

12. Information from this powerpoint has been adapted from a variety of sources including: www.ascd.org www.readwritethink.org www.bloomstaxonomy.org Integrating Differentiated Instruction + Understanding by Design by Carol Ann Tomlinson and Jay McTighe