Lesson Planning

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Lesson Planning

• Educ 3100

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Backwards Design
1. Identify Desired Results

2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS
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Identify the Desired Results

• What do I want students to know and be able to
  do?
• Unpacking the Standards
• Getting information into teachable chunks

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Backwards Design
1. Identify Desired Results

2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS
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Determine the Acceptable Evidence

• How will I know that students know and are able
  to do it?
• Align Assessments with Objectives

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Backwards Design
1. Identify Desired Results

2. Determine Acceptable Evidence
OBJECTIVES
ASSESSMENTS
3. Plan of Action
LESSONS
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Plan Instruction and Learning Experiences

• What experiences and instruction do I need to
  provide to enable students to understand the
  concept and learn how to do it?

ENGAGING !
INTERESTING!
MOTIVATING!
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Brainstorm

• Think about effective lessons that you have
  experienced. What makes them work?
• Think about ineffective lessons that you have
  experienced. What makes them NOT work?

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Essential Elements Optional Elements Things to Avoid







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Basic Lesson Plan

• Title
• Grade and Subject
• Topic
• State Core Objectives
• Lesson Objectives
• Prerequisite information
• Time
• Materials
• Procedure
• Introduction
• Lesson Presentation
• Differentiation (not needed in Level 1)
• Assessment
• Closure
• Independent Practice
•  

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Task Analysis
What does a student have to be able to do in
order to complete the task?

• Behavioral Analysis
• Identify the specific behaviors required to
  perform the task
• Subject Matter Analysis
• Break down the subject matter into specific
  topic, concepts, and principles
• Information Processing Analysis
• Specify the cognitive processes involved in a
  task
• Ormrod

PBJ
What skills are essential without which the
student will have great difficulty with the task?
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• Task analysis is only useful for cognitive skills
  and motor skills, not verbal information.
• Why?

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There Are Many Different Types of Lesson Plan
Models

• The type of lesson you pick is determined by your
  objectives.
• How do I best teach students this topic?

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Multiple Intelligence Lessons

• Focus on a specific objective
• Ask key Multiple Intelligence questions
• http//faculty.weber.edu/kristinhadley/ed3100
• Brainstorm instructional activities for each
  intelligence
• Select appropriate activities
• Complete the lesson plan form
• Determine the proper sequence of activities

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Lesson PlanningALAMadeline Hunter
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Todays Objective

• Describe the steps in a Hunter lesson plan
• Create a lesson using the Hunter lesson plan

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Hunter Lessons

1. Anticipatory Set hook - Cue Set
2. Objectives and Purpose
3. Instructional Input Best Shot
4. Modeling
5. Checking for understanding
6. Guided Practice
7. Independent Practice
8. Assessment
9. Formative assessments
10. Correctives
11. Extensions
12. Closure

Sometimes order is rearranged
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The Steps Anticipatory Set or Cue Set

• Actions and statements by the teacher to relate
  the experiences of the students to the objectives
  of the lesson. To put students into a receptive
  frame of mind.
• To connect to student prior knowledge.
• to focus student attention on the lesson.
• to create an organizing framework for the ideas,
  principles, or information that is to follow (the
  teaching strategy called "advance organizers.
  Also think of Piaget and schemas).
• to extend the understanding and the application
  of abstract ideas through the use of example or
  analogy...used any time a different activity or
  new concept is to be introduced.

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The Steps Objectives

• What, specifically, should the student be able to
  do, understand, care about as a result of the
  teaching?

TELL THEM!
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The Steps Instruction Input or Best Shot

• Provide content and information
• Explain concept
• State definitions
• Identify critical attributes
• Provide examples
• This can be done through direct teacher
  instruction, video, demonstration, questioning
  and discussion, and many other strategies

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The Steps Modeling

• The teacher demonstrates the use of the skill or
  knowledge

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The Steps Checking for Understanding

• Pose key questions
• Ask students to explain concepts, definitions,
  attributes in their own words
• Encourage students to generate their own examples
• Use active participation

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The Steps Guided Practice

• Initiate practice activities that are under
  direct teacher supervision
• Elicit overt response that demonstrates behavior
  or understanding
• Provide close monitoring
• Check for understanding (formative assessment)

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The Steps Independent Practice

• Students continue to practice the use of the
  skill or knowledge on their own
• Essential for mastery
• Should have some elements of decontextualization
  - enough different contexts so that the
  skill/concept may be applied to any relevant
  situation...not only the context in which it was
  originally learned

What type of objectives might work well for a
Hunter lesson plan?
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The Steps Assessment

• Use formative assessments may be interwoven
  into the other steps
• Use correctives for those who do not understand
• Use extensions for those who need to be challenged

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The Steps Closure

• Do not close before giving the students practice
• Used to help students bring things together in
  their own minds to make sense out of what has
  just been taught
• Closure is the act of reviewing and clarifying
  the key points of a lesson, tying them together
  into a coherent whole

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• Live Action Hunter event!

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Sample Lessons

• Proper and common nouns
• Poppin with subtraction
• Basketball

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• Hunter Lesson Guided Practice
• Select one of the days from your TWS. Begin
  creating a Hunter lesson plan as a group.

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?
Closure activity
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• Activity - Slap game
• Lesson Planning terms

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Other Lesson Planning Models
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• The art of teaching is the art of assisting
  discovery.
• Mark Van Doren
• We are usually convinced more easily by reasons
  we have found ourselves than by those which have
  occurred to others.
• Blaise Pascal

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4MAT Bernice McCarthy

• 4MAT is a lesson plan model that appeals to all
  types of learners and engages, informs, and
  allows for practice and creative use of material
  learned within each lesson.

http//www.aboutlearning.com/ (start about 445)
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4MAT Lessons
Teach
Practice
Apply
Motivate
Connects to the four types of learners
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4 MAT Lesson DesignQuadrant 1 Motivate
Have an experience

• Capture students attention
• Begin with a situation that is familiar to
  students and build on what they already know
• Use cooperative learning that allows for diverse
  student responses
• Connect learners to the concept in a personal way
• Use real experience if possible.
• Guide students to reflect and analyze the
  experience.
• Summarize and review similarities and
  differences.
• Clarify the reason for learning

Hunter calls this Anticipatory Set
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4 MAT Lesson DesignQuadrant 2 Teach
Examine expert knowledge

• Provide expert knowledge related to the
  concept.
• Emphasize the most significant aspects of the
  concept in an organized, organic manner.
• Present information sequentially so students see
  continuity.
• Draw attention to important, discrete details
  dont swamp students with a myriad of facts.
• Use a variety of delivery systems interactive
  lecture, text, guest speakers, films, visuals,
  demonstrations, when available.

Hunter calls this Instructional Input
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4 MAT Lesson DesignQuadrant 3 Practice
Practice the skills

• Provide opportunities for students to practice
  new learning, (learning centers, games fostering
  skills development, etc.).
• Check for understanding of concepts and skills by
  using relevant standard materials such as
  worksheets, text problems, workbooks, teacher
  prepared exercises, etc.
• Use concept of mastery learning to determine if
  re-teaching is necessary and how it will be
  carried out.
• Encourage tinkering with ideas, relationships,
  connections.

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4 MAT Lesson DesignQuadrant 4 Apply
Demonstrate learning

• Provide opportunity for student to design their
  own open-ended explorations of the concept.
  Provide multiple options so student can plan a
  unique proof of learning.
• Students report and demonstrate what they have
  learned.
• Make student learning available to the larger
  community, i.e. books students write are shared
  with other classes, students report in a school
  newspaper, student work is displayed, etc.
• Leave students wondering (creatively) about
  further possible applications of the concept,
  extending the what ifs into the future.
• Learning is celebrated.

Hunter calls this Closure and Independent Practice
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Checklist for 4MAT lesson

• Quadrant One Motivate
• Did you begin with situations that build on what
  the learners already know?
• Did you use experiential learning?
• Did you use problem-solving group work?
• Did you establish the Why?

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Checklist for 4MAT lesson

• Quadrant Two Teach
• Did you keep the big idea in mind while
  explaining the details of the concept?
• Did you emphasize the most significant aspects of
  the concept in an organized, sequential manner?
• Did you establish the What?

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Checklist for 4MAT lesson

• Quadrant Three Practice
• Did you set up ways in which your students can
  learn by doing?
• Did you have students practice skills learned?
• Are there elements of absorption, fascination,
  play, and wonder in this hands-on section of your
  teaching?
• Did you establish the How?

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Checklist for 4MAT lesson

• Quadrant Four Apply
• Did you provide situations, related to the
  content, that allow the students to make the
  learning their own?
• Did you provide opportunities for students to
  polish and share their new learning?
• Did you establish the What if?

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OFICA Lessons

• OFICA is an acronym for a questioning pattern
  designed to encourage higher order thinking
  during class discussion
• Introduction A stimulus that sets the stage for
  the lesson
• Open-ended questions
• Are questions that produce many right answers
• Ask students to build a common frame of reference
  or a factual base from which they can abstract
  concepts and generalizations.
• Focus questions
• Bring attention to the specific concepts that are
  the intent of the discussion.

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OFICA

• Interpretive questions
• Ask students to build meaning by noting
  relationships among concept and making
  connections with previous experience.
• Capstone questions
• Ask students to tie concepts together by
  summarizing, generalizing, stating the big idea,
  or headlining the discussion.
• Application questions
• Ask students to consider, What does this matter
  to me? How might I use what I have learned?
• Allow students to use generalizations they have
  drawn in new and creative ways.

OFICA Lesson - Measurement
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Inquiry Lessons
Water and ice

• Inquiry is an active learning process in which
  students answer research questions through data
  analysis.
• Stimulus (observation
• Teacher introduces problem, dilemma, controversy,
  or inquiry by providing material for students to
  explore.
• Problem Description and Possible Solution
• Students are given time to tinker with
  possibilities as they attempt to describe the
  problem and search for workable solutions
• Generalization
• Students work to develop, organize, and
  categorize the information to confirm a soution.
  They try out their solution in a novel situation.
• Drawing Conclusions
• Students make final decisions and draw inferences
  based on their observations and experiences.

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Different Types of Instructional Input

• Direct Teaching Hunter
• Brain-based 4MAT
• Inquiry
• Cooperative Learning
• Lecture
• Lecture with discussion
• Panel of experts
• Brainstorming

• Videos/slides
• Discussion
• Small group discussion or work
• Case studies
• Worksheets
• Role play
• Guest speakers
• Values clarification

Jigsaw