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Lesson Planning and Student Engagement

Lesson Planning and Student Engagement. You can’t have one without the other !. College and Career Readiness. This is the new face of accountability, and right now high schools across the state are missing the bar.

tallulah-alston
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Lesson Planning and Student Engagement

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  1. Lesson Planning and Student Engagement You can’t have one without the other!

  2. College and Career Readiness • This is the new face of accountability, and right now high schools across the state are missing the bar. • College professors and employers cite that 42-45% of students are unprepared. • Nearly 40% gap in numbers of students enrolling in college and those who are completing post-secondary school. • Number of college enrollees needing remediation has steadily been growing. • Students cite these as skills they most lack preparedness in…public speaking, application of science and math, research, writing, reading comprehension

  3. Objectives vs. Agendas • An agenda is simply the day’s “to do” list. It is the assignments/activities that student will DO. • An objective is the learning goal for the day. It is what the students will LEARN. • The objective has to be discussed with the students in order for it to be meaningful. It shouldn’t be a secret what we want them to learn that day…yes DII! • Kids have to “interact” with the objective, so they own it. Also, go back to it at the end…was the goal met?

  4. Student Engagement • What it’s not—completely silent (nearly comatose) students who may do the work. • What it is—students who are interacting, discussing, communicating with the material, the teacher, and one another. It is students who learn the material and master the standards. • Students who are excited…yes, even about math, English, and science. It can happen!

  5. Lesson Planning • Whatever format you prefer, planning should begin with the end in mind…backwards planning. • Lesson plans HAVE to be: relevant, practical, timely, and necessary to the students’ lives and needs. These great lessons have to take place routinely…not once at end of a triad/semester. • It is crucial that we tap in to student interest and skill base. We can’t continue to have students time travel when they cross the classroom threshold. It is the 21st C; we aren’t teaching the Brady bunch! • It’s not about WHAT we teach…it’s HOW we teach it! • If you believe in kids, they’ll begin believing in themselves!!

  6. Questioning is Key to Lesson Planning • The types of questions you ask will determine the depth of knowledge a kid reaches on a particular topic. • Be cognizant of what questions you’re asking, of what kids, and when in the lesson. • Yes, DII and Bloom’s! Kids have to be guided from the knowledge level up to evaluation!

  7. Strategies Across the Curriculum • Reciprocal Teaching and Higher Level Questioning…if a student can say/explain it to you and teach it to another kid, it is then that they have LEARNED it! If they just do it, they have only memorized it. • Speeches/Public Speaking/Presentations that use academic language and vocabulary • Rather than a traditional essay, write documentaries, screenplays (then collaborate with drama dept.), book to film adaptations—this is huge right now! • Tap in to contemporary issues and political climate—socratic seminar and classroom debates (persuasive writing is key to CAHSEE)

  8. Strategies Continued • Math and science—lead kids through application of these skills to everyday life. They should be problem solving and researching on questions THEY ASK! • Use technology to bridge the gap of access for our kids, whether geographic or monetary. • Labs are great for “hands on”; don’t forget the “minds on” component also—evaluating, applying, questioning, etc. • Other ideas/sites—build a boat (physics), Eco projects (science), blogging (Edublogs) vs. written assignment, podcasts, CIA World Fact Book, Google Maps/Earth/Doc, etc.

  9. DII—Not a Dirty Word • It is good teaching!!! • Setting clear, high expectations • Effective and strategic planning • Questioning • Chunking the lesson • Kinesthetic lessons/activities • Checking for understanding, ticket out the door

  10. Technology • Rather than just integrating it (or fighting it altogether) into the classroom, our curriculum has to be based in it. • It’s what kids know and understand! • See Dr. Michael Roe for more info…

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