Lesson Planning

1. Lesson Planning Educ 3100

2. Backwards Design 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action LESSONS

3. Identify the Desired Results • What do I want students to know and be able to do? • Unpacking the Standards • Getting information into “teachable chunks”

4. Backwards Design 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action LESSONS

5. Determine the Acceptable Evidence • How will I know that students know and are able to do it? • Align Assessments with Objectives

6. Backwards Design 1. Identify Desired Results 2. Determine Acceptable Evidence OBJECTIVES ASSESSMENTS 3. Plan of Action LESSONS

7. 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!

8. 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?

10. 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

11. 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?

12. Task analysis is only useful for cognitive skills and motor skills, not verbal information. Why?

13. 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?

14. 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

15. Lesson PlanningALAMadeline Hunter

16. Today’s Objective • Describe the steps in a Hunter lesson plan • Create a lesson using the Hunter lesson plan

17. Hunter Lessons • Anticipatory Set [hook] - Cue Set • Objectives and Purpose • Instructional Input – Best Shot • Modeling • Checking for understanding • Guided Practice • Independent Practice • Assessment • Formative assessments • Correctives • Extensions • Closure Sometimes order is rearranged

18. 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.

19. The Steps: Objectives • What, specifically, should the student be able to do, understand, care about as a result of the teaching? TELL THEM!

20. 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

21. The Steps: Modeling • The teacher demonstrates the use of the skill or knowledge

22. 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

23. 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)

24. 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?

25. 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

26. 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

27. Live Action Hunter event!

28. Sample Lessons • Proper and common nouns • Poppin’ with subtraction • Basketball

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

30. ? Closure activity

31. Activity - “Slap game” • Lesson Planning terms

32. Other Lesson Planning Models

33. “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

34. 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 4:45)

35. 4MAT Lessons Teach Practice Apply Motivate Connects to the four types of learners

36. 4 MAT Lesson DesignQuadrant 1: Motivate • Capture student’s 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 Have an experience Hunter calls this Anticipatory Set

37. 4 MAT Lesson DesignQuadrant 2: Teach • 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; don’t swamp students with a myriad of facts. • Use a variety of delivery systems; interactive lecture, text, guest speakers, films, visuals, demonstrations, when available. Examine expert knowledge Hunter calls this Instructional Input

38. 4 MAT Lesson DesignQuadrant 3: Practice • 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. Practice the skills

39. 4 MAT Lesson DesignQuadrant 4: Apply • 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. Demonstrate learning Hunter calls this Closure and Independent Practice

40. 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”?

41. 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”?

42. 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”?

43. 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”?

44. 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.

45. 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

46. 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.

47. 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