Planning the Lessons
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Transcript of Planning the Lessons
Planning the LessonsPlanning the LessonsPlanning the LessonsPlanning the Lessons
Curriculum Planning• Wiggins and McTighe –
Understanding by Design– Plan backwards---
• identify the desired results • how will you assess it to know if you
reached the desired results• plan the learning experiences and
instruction
This takes good unit planning…..
Instructional Unit
•Series of lessons centered on a theme, topic, or major concept– Thematic unit– Interdisciplinary
•Combines disciplines
Planning the Unit• Select a theme• Set length (week, month, semester..)• Link to standards• Select the goals• Select the objectives• Set lessons and instructional strategies• Plan pre and post assessment• Gather materials
Interdisciplinary Unit—share load with team members
Concept Mapping for Interdisciplinary Unit
Civil War ArtMusic
Science Social Studies
Language Arts
ReadingWritingDrama
Causes
EconomicPoliticalMedical Weapons
PhotographyMilitaryRegional
Lesson Plans
Sometimes called Instructional Plans
Designing the Lesson Plan Pennsylvania Academic Standards Goals for Understanding Instructional Objective
Student BehaviorsSources of EvidenceCriteria for Evaluation
Teaching to the Objective Introduction/Motivation/Prior Knowledge Developmental Activities (Differentiation) Closure
Assessment Follow Up Materials/Resources
New Lesson Plan ‘08
Pennsylvania Academic Standards• Standards define what each student should know
and do in a core set of subjects. They give students a solid foundation in the basics and provide consistent targets for students, teachers and parents. Standards allow schools to measure student achievement.
• Aligned standards and assessments provide the ability to see how well students are performing and how much they are improving.
http://www.pde.state.pa.us
Objective
• What the students will learn as a result of the learning activity
• Written in behavioral terms
Students will be able to…..
Goals are
broad statements of educational intent
Objectives are
the educational outcome defined in behavioral terms
e.g. To know the three theories pertaining to the extinction of the dinosaurs
e.g. Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy.
Writing Instructional Objectives
Given a list of dinosaurs, students will be able to arrange
them in their various groups with 80% accuracy
Audience
Behavior
“condition”
“measurable”
“degree”
Words to Avoid• Understand• Learn• Know• Enjoy• Appreciate• Value
They are vague and are not observable or measurable because there is no product involved.
Bloom’s Taxonomy
Teaching to the Objective
• Introduction– Sets the tone; “hook”;check what they already
know• Developmental (Student-Centered )Activities
– Instructional Strategies• Closure
– Summarizes; ties it all together
Materials/Resources
• Books
• Handout
• Supplies
• Technology
• Videos
• Individuals
Differentiation•Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success
•Utilizing a variety of instructional and management strategies•Special considerations made for students with •learning disabilities;• IEP’s•Visual/hearing problems•504 accommodations
Differentiation of Instruction
Is a teacher’s response to learner’s needs
guided by general principles of differentiation
such as
Respectful tasks
Flexible grouping
Ongoing assessment
and adjustment
Content Process Product
According to students’
ReadinessInterest Learning
Profile
Through a range of instructional and management strategies such as
Teacher can differentiate
Taped material
Tiered lessons
Learning contracts
Small group instruction
Independent study
Literature circles
Lecture
Questioning
Teacher centered
Cooperative learning
Inquiry based learning
Student-centered projects
Interest centers
Compacting
Varied questioning strategies
Varied homework
• Delivery Mode – Lecture– Questioning– Teacher
centered• Access Mode
– Cooperative learning– Inquiry based learning– Student-centered
projects
With students use both modes…. which lead to acquisition of knowledge and improved self esteem
Direct or Indirect Instruction
Assessment
• How will you assess how well a student is learning (formative) and has learned (summative)
• Formative– questions you ask & students ask during class
• Summative – independent practice or an activity at the end, or test
Follow-Up
• What’s next ….– A continuation of the lesson– A spin off of the lesson– A related activity
Websites
• http://www.umuc.edu/ugp/ewp/bloomtax.html --Using Bloom's Taxonomy in Assignment Design
• http://www.pde.state.pa.us – standards and other information
• http://glossary.plasmalink.com/glossary.html#M – glossary of instructional strategies
• http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html - Guide to Writing Objectives
• http://www2.gsu.edu/~mstmbs/CrsTools/cogverbs.html -Observable Verbs for Cognitive Domain Instructional Objectives
Differentiated Instruction
• http://www.ascd.org/cms/index.cfm?TheViewID=350
• http://www.scusd.edu/gate_ext_learning/differentiated.htm
• http://www.teach-nology.com/tutorials/teaching/differentiate/planning/