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Lesson Planning and Writing “ Whole Child ” Learning Objectives

This text explains the components of a lesson plan, including objective setting, content standards, teaching techniques, guided and independent practice, and closure. It also discusses the importance of writing objectives in observable and measurable terms, and the different types of objectives based on psychomotor, cognitive, and affective skills.

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Lesson Planning and Writing “ Whole Child ” Learning Objectives

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  1. Lesson Planning and Writing “Whole Child” Learning Objectives

  2. COMPONENTS OF A LESSON INTO: Objective (what is the goal of the lesson?) Content Standards Anticipatory Set or “Hook” THROUGH: Teaching (input, modeling, checking for understanding) Guided Practice (activity) BEYOND: Closure Independent Practice (homework)/ Application/ Extension of activity

  3. Writing Lesson Objectives • Lesson objectives are written in performance (behavioral) terms • They direct the student to do something that is observable and measurable(not “students will learn”) • Lesson objectives specify: Who will do something (“Student will …”) • What will be done (“Student will dribble a basketball in a figure-8 pattern…”) • Criteria for judging performance (“Student will dribble a basketball in a figure eight pattern twice around the 4 cones without losing control of the ball.”) • Qualitative criteria is “without losing control of the ball” (observable) • Quantitative criteria is “twice” (measurable)

  4. Psychomotor: What students will DO • Cognitive: What students will KNOW • Affective: DESIRED BEHAVIORS and how students will interact with others • Text: Pg 182 Chart 6.5 • Identify various objectives given in samples Writing Objectives

  5. Why assess? To see if students are “getting it!” • Formative • On-going Progress Monitoring • Summative • Tests • Quizzes • Performance Assessments • Authentic assessment (what could be used in an actual life situation) Assessessments

  6. PEER EDITING: • Review your lesson plan drafts with a partner • Look for verbs that indicate desired lesson outcomes for each particular area • (use your Standards to help) • Make corrections, and changes • When done, complete your MI Inventory online and take a 15 minute break

  7. MI Inventory From Edutopia http://www.edutopia.org/multiple-intelligences-learning-styles-quiz Keep your results for your ePortfolio Discuss your results!

  8. Break 15 Minutes

  9. Multiple Intelligences and Cultural Integration

  10. Integration is a powerful Learning Strategy! • Language arts • Math • Social Studies/Geography • Music, Visual & Performing Arts • Science • Anatomy and Physiology • Health and Nutrition • Current Events

  11. Using the Multiple Intelligences (Gardner, 1983) Its not how smart you are, it’s how are you smart! • Bodily-kinesthetic intelligence is the ability to control one’s bodily motions and handle objects skillfully (body smart) • Linguistic intelligence is the ability to use language in different forms—speech, reading, and writing (word smart)

  12. Using the Multiple Intelligences (Gardner, 1983) • Logical-mathematical intelligence is the ability to effectively use numbers, see patterns, and see things from a logical point of view (math smart) • Musical intelligence is the ability to use the core set of musical elements of pitch, rhythm, and timbre (music smart)

  13. Using the Multiple Intelligences (Gardner, 1983) • Spatial intelligence is the ability to create a graphic likeness of spatial information (art smart) • Naturalist intelligence is the ability to understand, relate to, categorize, classify, and explain the things encountered in the world of nature (nature smart)

  14. Using the Multiple Intelligences (Gardner, 1983) • Interpersonal intelligence is the ability to notice and make distinctions among other individuals and, in particular, among their moods, temperaments, motivations, and intentions (people smart) • Intrapersonal intelligence is the ability to form an accurate model of oneself (self smart)

  15. Enota Multiple Intelligences Academy in Gainesville, Georgia Multiple Intelligences Thrive in Smartville At the Enota Multiple Intelligences Academy in Gainesville, Georgia, students know the various ways they are “smart!”

  16. Enota Multiple Intelligences Academy in Gainesville, GeorgiaMultiple Intelligences Thrive in Smartvillehttp://www.edutopia.org/multiple-intelligences-immersion-enota-video

  17. CULTURAL INTEGRATION • Games from different cultures provide a rich history of how children from other places and peoples play together • Studying and learning games from other cultures teaches students that all cultures are valued and that they can learn from all cultures

  18. A LIST OF INTERNATIONAL GAMES • Bocce • Rayuela • Cricket • Curling • Rugby • Loteria • Jai Alai • Korfball • Nine Men’s Morris • Orienteering • Mbube Mbube • Mahjong • Tinikling • Sepak Takraw • Shove Ha’Penny • Drapeau Game • Croquet • Snooker • Lacrosse

  19. Cultural IntegrationINTERNATIONAL GAMES Research your game (due online on or before week 15) I. Create a Newsletter (with links, images, and pdf files) • Include the country of origin, dates, brief history, type of game (field, team, individual, net, board, etc.), brief rules, and sources of information • Your summary reflections • Include pictures and/or diagrams and an “official” website homepage image II. Download the Passport2Play Teacher’s Guide (pdf) • Include a brief summary of the Passport2Play guide content and your reflection on it • Be prepared to share your game with the class

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