1. Your students’ experience takes shape
Lesson Planning
Your students’ experience takes shape

2. Ponder
Why should students attend your lesson? Why will it be a good use of their time? What do you find fulfilling about the topic?
Example: N3 is makes sense eventually; it is profound as well as beautifully simple. And it is the first real physics that my course covers.
This lesson: mmost immediately practical of parts of course prep. Preparing a lesson well benefits me and students most of antything I can do.
How can your lesson fulfill its potential?

3. Objective
Practice the steps of making a lesson plan

4. The Lesson Plan Where the class takes shape
Where your students’ impression of the subject takes shape

5. Student Part What should students do during a lesson?
Bear in mind Constructivist theory and Bloom’s taxonomy
How can you get them to do it?

6. 5E Model
Engage
Explore
Explain
Elaborate
Evaluate

7. Engage Interest students in the lesson
Make connections to past knowledge
Anticipate what will be learned
Example: Newton’s third law

8. Poll Question
If a 0.25-g insect collides with a 1250-kg compact car, which experiences the greatest (magnitude of) force in the collision?
The insect.
The car.
It’s a tie.
Insufficient information to answer.

9. Explain
Direct instruction: lecture
Includes student explaining

10. Newton’s Third Law
To every action there is an equal and opposite reaction.
If object A exerts force F on object B, object B exerts force –F on object A, along the same line of interaction.
FAB = –FBA
Demonstrate rope and skateboard

11. Bug + Windshield Small car: 1250 kg Large insect: 0.00025 kg
From the same force, the bug accelerates a lot more!

12. Explore Students ask or answer questions
Instructor asks leading questions

13. Question A projector sits on a table.
Identify the forces acting on the projector.
Identify the object applying each force.
Identify the “reaction” force and the object it acts on for each force.

14. Elaborate Student practice
Obtain more information about topics of interest
Step to higher levels of Bloom’s taxonomy

15. Interaction Forces All forces are interaction forces!
gravity
wind
jumping
everything!
This means: whenever something accelerates, something else accelerates in the opposite direction!
Whoa!

16. Evaluate Students evaluate their own learning
Instructor evaluates student learning
Instructor evaluates lesson

17. Question Which is greater?
The pull of gravity from the earth on the moon.
The pull of gravity from the moon on the earth.
Both forces are equally strong.
Cannot tell without more information.

18. I Do – We Do – You Do Model desired behavior with explicit commentary
Think-Aloud: demonstrate your thought process
Progressively incorporate student involvement
Ends with student work
Perhaps show steps of making a 5E lesson plan

19. Example
How can I engage students in a lesson in Newton’s third law? (physics)
How can I engage students in a lesson on verb tenses? (foreign language)
How can I engage students in a lesson on checking intent? (life skills)
How can I engage students in a lesson on your topic ?

20. I Do – We Do – You Do
Use Think-Aloud examples when advancing in cognitive levels (Bloom’s taxonomy)
Perhaps show steps of making a 5E lesson plan

21. Exit Slip
What has the instructor done in this workshop to (choose one to answer):
Engage students at the start of a lesson?
Encourage thoughtful student responses?
Reinforce what was taught?