Lesson Planning 101

1. Lesson Planning 101 Professor Campbell ED433 / Fall 2010 "If you fail to plan, you plan to fail." -- Unknown

2. Principles of Backward Design • Three Stages • Identify desired results. • Determine acceptable evidence. • Plan learning experiences and instruction.

3. STAGE ONE: Identify desired results • Start at the end and work “backwards” • What do you want your students to KNOW, UNDERSTAND, and BE ABLE TO DO? • If teachers just teach without a goal in mind, then the instruction will lack purpose. • Enduring Understandings? Big Ideas? Specific Knowledge and Skills? Start here!

4. STAGE TWO: Determine Acceptable Evidence • In the second stage, consider evidence of learning • How will you know that students have achieved the desired results and met the content standards? • Design your ASSESSMENTS first! • Know what evidence you will collect from students that will document and validate your desired results from Stage 1.

5. STAGE THREE: Plan Learning Experiences and Instruction • What do you need to teach? • How will you teach it? • What sequence of activities best suits the desired results? • How will you make learning ENGAGING and EFFECTIVE? -- Use WHERETO elements as guidelines.

6. WHERETO? W = Help the students know Where the unit is going and What is to be expected. Help the teacher know Where the students are coming from (prior knowledge, interests) H = Hook all students and Hold their interest E = Equip students, help them Experience the key ideas and Explore the issues

7. WHERETO continued R = Provide opportunities to Rethink and Revise their understandings and work E = Allow students to Evaluate their work and its implications T = Be Tailored (personalized) to the individual and different needs, interests, and abilities of the learners O = Be Organized to maximize initial and sustained engagement as well as effective learning

8. Your Lesson Plans • Use the template given • Start with Objectives and Standards • Use Bloom’s Taxonomy for behavioral objectives

9. Objectives Here are the 6 levels of Bloom's Taxonomy and the corresponding verb examples: • Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state. • Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, • Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. • Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. • Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write. • Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

10. SWBAT (Examples) Students will be able to . . . • Calculate the surface area and volume of three-dimensional figures • Recognize, define, and use pioneer vocabulary in context • Label the parts of the US map including states and capitals • Write a short story that follows the typical plot structure

11. Standards • Indiana Academic Standards http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx • ELL Standards http://www.doe.in.gov/lmmp/standards.html • Your Content Area Standards

12. Anticipatory Set • Includes the motivation and introduction of your lesson; it is the attention getter for the lesson. • This gets the attention of the students and generates interest by creating a need to know.  • Obviously if the students are ready to learn, you will not need to spend a great deal of time getting them interested. • The anticipatory set refers to an activity to focus the students' attention, provide a brief practice and/or develop a readiness for the instruction that will follow. • It should relate to some previous learning. If successful, the anticipatory set should help the student get mentally or physically ready for the lesson.

13. Input/Instructional Strategies • What instructional strategies will you use to help students comprehend and understand the lesson? • Be specific. Name and describe the instructional strategy/strategies. • Understand that the strategies you choose are colored by your “lenses” (how you learned, what you liked)

14. Guided Practice vs. Independent Practice Guide Practice Teachers model the activities that they want students to perform Independent Practice After modeling the activity, teachers provide students with the opportunity to practice independently

15. Formative vs. Summative Assessments Formative • Practice for students • Teacher feedback necessary • Not heavily assessed • Used to inform instructional practices while the lesson or material is being taught: Is re-teaching required? Summative • Accountability measure used to determine grades • Heavily assessed • Gauge student learning • Examples: -- State assessments -- District benchmark or interim assessments -- End-of-unit or chapter tests -- End-of-term or semester exams -- Scores that are used for accountability for schools (AYP) and students (report card grades)

16. Closure and Rationale CLOSURE • How will you close this unit? • Assessments? • Homework? • Relation to objectives of the unit or lesson clear? • What work will you collect from students? RATIONALE • Why teach this content? • Why use this method of instruction? • Have you considered ELL students?

17. In closing . . . • Note teacher activities • Note student activities • Include anticipated time allotted for all activities • Note what materials you will need

18. Your First Lesson Plan • Create a draft • Ask your mentor teacher for a calendar/syllabus • Align your lesson to their current content • Make copies of your draft • Ask your mentor teacher and special methods instructor for feedback • Provide a draft to me on Wednesday