1. Teaching a Lesson (and Researching!)  Available online at www.redwood.org/stewart www.redwood.org/stewart  Examples and supplemental information in BLUE.  Available online at www.redwood.org/stewart www.redwood.org/stewart  Examples and supplemental information in BLUE.

2. Research First!  The first step in good teaching, is gaining background knowledge.  Research (especially through the Research Report and Interview) will be the focus for Semester 1 and 3 students.  Then … Semester 2 and 4 students will be more ready for Teaching a Lesson.  The first step in good teaching, is gaining background knowledge.  Research (especially through the Research Report and Interview) will be the focus for Semester 1 and 3 students.  Then … Semester 2 and 4 students will be more ready for Teaching a Lesson.

3. Format and Information:  Your lesson will follow the format below. A blank worksheet is found on your assignment sheet (and online at teacher website). You are strongly encouraged to start by reviewing your Research Report and Interview for ideas and information. Further information is available through class and online.

4. Stage 1 — Desired Results (Teacher Background)  Established Goal: Students will understand issues and background relevant to your service work.  -What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?  Established Goal: Students will understand issues and background relevant to your service work.  -What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?

5. Stage 1 — Desired Results (Teacher Background)  Essential Questions: Why are you teaching this lesson? How does it apply to the “ real world ” ? What are the questions it will answer?  -What is it important for students remember after your lesson?  Essential Questions: Why are you teaching this lesson? How does it apply to the “ real world ” ? What are the questions it will answer?  -What is it important for students remember after your lesson?

6. Stage 1 — Desired Results (Teacher Background)  Knowledge: By the end of the lesson, students will know …  -What key knowledge and skills will students acquire as a result of this unit?  -What should they eventually be able to do as a result of such knowledge and skills?  Knowledge: By the end of the lesson, students will know …  -What key knowledge and skills will students acquire as a result of this unit?  -What should they eventually be able to do as a result of such knowledge and skills?

7. Stage 1 — Desired Results (Teacher Background)  Understandings: By the end of the lesson, students will understand …  - What are the big ideas?  - What specific understandings about them are desired?  - What misunderstandings are predictable?  Understandings: By the end of the lesson, students will understand …  - What are the big ideas?  - What specific understandings about them are desired?  - What misunderstandings are predictable?

8. EXAMPLE Stage 1 — Desired Results (Teacher Background)  Consider an EXAMPLE lesson…

9. EXAMPLE Stage 1 — Desired Results (Teacher Background)  Established Goal:  Students will experience and consider how socio-economic differences lead to global inequity.  Established Goal:  Students will experience and consider how socio-economic differences lead to global inequity.

10. EXAMPLE Stage 1 — Desired Results (Teacher Background)  Essential Questions:  How is food distributed throughout the world?  What factors are important in determining food distribution?  Is food distribution on our planet fair?  Essential Questions:  How is food distributed throughout the world?  What factors are important in determining food distribution?  Is food distribution on our planet fair?

11. EXAMPLE Stage 1 — Desired Results (Teacher Background)  Knowledge:  Very few people (under 20%) on earth eat most (about 50%) of the food.  On average, people in less developed countries have much less of basic essentials than people in more developed countries.  Knowledge:  Very few people (under 20%) on earth eat most (about 50%) of the food.  On average, people in less developed countries have much less of basic essentials than people in more developed countries.

12. EXAMPLE Stage 1 — Desired Results (Teacher Background)  Understandings:  Food distribution on earth is not equitable.  Understandings:  Food distribution on earth is not equitable.

13. Stage 2 — The Lesson  Anticipatory set: Introduce the lesson. Grab student attention.  - How will you get everyone interested from the beginning so they are ready to learn?  Anticipatory set: Introduce the lesson. Grab student attention.  - How will you get everyone interested from the beginning so they are ready to learn?

14. Stage 2 — The Lesson  Instructions/Information: What background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.  Learning Activities …  Instructions/Information: What background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.  Learning Activities …

15. Stage 2 — The Lesson  Learning Activities:  -What learning experiences and instruction will enable students to achieve the desired results? How will the design:  W = help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)  H = Hook all students and Hold their interest? (Anticipatory Set)  E = Equip students, help them Experience the key ideas and Explore the issues? (Instructions, Check for Understanding)  R = provide opportunities to Rethink and Revise their understandings and work? (Instructions, Wrap up)  E = allow students to Evaluate their work and its implications? (Wrap up)  T = be Tailored (personalized) to the different needs, interests, and abilities of learners? O = be Organized to maximize initial and sustained engagement as well as effective learning?  Learning Activities:  -What learning experiences and instruction will enable students to achieve the desired results? How will the design:  W = help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)  H = Hook all students and Hold their interest? (Anticipatory Set)  E = Equip students, help them Experience the key ideas and Explore the issues? (Instructions, Check for Understanding)  R = provide opportunities to Rethink and Revise their understandings and work? (Instructions, Wrap up)  E = allow students to Evaluate their work and its implications? (Wrap up)  T = be Tailored (personalized) to the different needs, interests, and abilities of learners? O = be Organized to maximize initial and sustained engagement as well as effective learning?

16. Stage 2 — The Lesson  Learning Activities:  Do something fun and interesting! -I hear, I forget. I see, I remember. I DO, I understand!  PowerPoint can be a good for visual support when presenting information but be careful when using it:  Don’t just read  Use it to support what you are saying not guide your presentation  Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.  Learning Activities:  Do something fun and interesting! -I hear, I forget. I see, I remember. I DO, I understand!  PowerPoint can be a good for visual support when presenting information but be careful when using it:  Don’t just read  Use it to support what you are saying not guide your presentation  Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.

17. Stage 2 — The Lesson  Learning Activities--Resources: / http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide bk/teachtip/teachtip.htm#techniques http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide bk/teachtip/teachtip.htm#techniques / http://www.hellofriend.org/teaching/good_classroom.html http://www.hellofriend.org/teaching/good_classroom.html / http://www.iml.uts.edu.au/learnteach/resources/tm/goodteaching. html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteaching. html / http://www.teachervision.fen.com/teaching- methods/resource/5810.html http://www.teachervision.fen.com/teaching- methods/resource/5810.html / http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html / http://wvde.state.wv.us/mentorship/Teacher%20Doc/Classroom% 20Management%201/Common%20sense%20teaching%20tips%20co nti.pdf http://wvde.state.wv.us/mentorship/Teacher%20Doc/Classroom% 20Management%201/Common%20sense%20teaching%20tips%20co nti.pdf / http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf  Learning Activities--Resources: / http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide bk/teachtip/teachtip.htm#techniques http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guide bk/teachtip/teachtip.htm#techniques / http://www.hellofriend.org/teaching/good_classroom.html http://www.hellofriend.org/teaching/good_classroom.html / http://www.iml.uts.edu.au/learnteach/resources/tm/goodteaching. html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteaching. html / http://www.teachervision.fen.com/teaching- methods/resource/5810.html http://www.teachervision.fen.com/teaching- methods/resource/5810.html / http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html / http://wvde.state.wv.us/mentorship/Teacher%20Doc/Classroom% 20Management%201/Common%20sense%20teaching%20tips%20co nti.pdf http://wvde.state.wv.us/mentorship/Teacher%20Doc/Classroom% 20Management%201/Common%20sense%20teaching%20tips%20co nti.pdf / http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf

18. Stage 2 — The Lesson  Check for Understanding: Check that students know the instructions/information.  -Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.  Check for Understanding: Check that students know the instructions/information.  -Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.

19. Stage 2 — The Lesson  Activity/Performance: Allow the necessary time for students to complete the activity.  -Allow for students to do something and get involved with their learning.  Consider …  Activity/Performance: Allow the necessary time for students to complete the activity.  -Allow for students to do something and get involved with their learning.  Consider …

20. Stage 2 — The Lesson  Materials needed:  -What will you need to have prepared before the lesson?  Set-up Procedures:  -Once the materials are there, what is required to set up your activity?  Activity Procedures:  -Be clear about what you and your students will do and how long it will take.  Materials needed:  -What will you need to have prepared before the lesson?  Set-up Procedures:  -Once the materials are there, what is required to set up your activity?  Activity Procedures:  -Be clear about what you and your students will do and how long it will take.

21. EXAMPLE Stage 2 — The Lesson  Do the EXAMPLE lesson!

22. EXAMPLE Stage 2--Lesson  Anticipatory Set:  We are going to share some food!  Anticipatory Set:  We are going to share some food!

23.  Instructions:  1. When you get cups, share equally.  2. Eat.  3. Return cups to teacher.  Instructions:  1. When you get cups, share equally.  2. Eat.  3. Return cups to teacher. EXAMPLE Stage 2--Lesson

24.  Check for Understanding:  Have students repeat out loud instructional steps 1-3.  Check for Understanding:  Have students repeat out loud instructional steps 1-3.

25. EXAMPLE Stage 2--Lesson  Activity:  Materials: 3 cups, 50 M&M ’ s, Wrap-up data  Set-up: Distribute M&M ’ s in cups (10, 15, 25)  Procedures:  1. Anticipatory set (30 sec)  2. Give Instructions, Check for Understanding (2 min)  2. Pass out cups, students eat M&M ’ s (3 min)  4. Discuss and Wrap-up (10 min)  Activity:  Materials: 3 cups, 50 M&M ’ s, Wrap-up data  Set-up: Distribute M&M ’ s in cups (10, 15, 25)  Procedures:  1. Anticipatory set (30 sec)  2. Give Instructions, Check for Understanding (2 min)  2. Pass out cups, students eat M&M ’ s (3 min)  4. Discuss and Wrap-up (10 min)

26. Stage 2 — The Lesson  Wrap up: Review the lesson.  - Through what authentic performance tasks will students demonstrate the desired understandings?  - By what criteria will performances of understanding be judged?  - Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?  - How will students reflect upon and self-assess their learning?  Wrap up: Review the lesson.  - Through what authentic performance tasks will students demonstrate the desired understandings?  - By what criteria will performances of understanding be judged?  - Through what other evidence (e.g., quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?  - How will students reflect upon and self-assess their learning?

27. Wrap up: 1. Show, discuss food distribution chart--> 2. Discuss Essential Questions. Country% of world/ classroom % of food/ # of M and M’s Less Developed Countries 57 % of world (6/10 students) 20 % of world’s food (10 M and M’s) Somewhat Developed Countries 26 % of world (3/10 students) 30 % of world’s food (15 M and M’s) Developed Countries 17 % of world (2/10 students) 50 % of world’s food (25 M and M’s) EXAMPLE Stage 2 — The Lesson Essential Questions: -How is food distributed throughout the world? -What factors are important in determining food distribution? -Is food distribution on our planet fair? Essential Questions: -How is food distributed throughout the world? -What factors are important in determining food distribution? -Is food distribution on our planet fair? The richest 20% of people in the world consume nearly half the meat and fish in the world, but the poorest 20% consume just 5% (FAO, 2000).

28. Do it!  Lessons will be presented during class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.  Due Dates: Topic: Worksheet/1st Draft (-->): Teaching:  Lessons will be presented during class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.  Due Dates: Topic: Worksheet/1st Draft (-->): Teaching: