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Lesson Planning

Lesson Planning. Teacher Input. Teacher Input. This section is not a list of all the items you will discuss. It is not sufficient to write “Discuss ecology” or “Show students problems using the Pythagorean Theorem”

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Lesson Planning

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  1. Lesson Planning Teacher Input

  2. Teacher Input This section is not a list of all the items you will discuss. It is not sufficient to write “Discuss ecology” or “Show students problems using the Pythagorean Theorem” This is where you type up everything you think you need to say or do during direct instruction

  3. Teacher Input Ideas • Name The Steps • Four Key Components • 1. Identify the steps: Keep a limited number (no more than seven) • 2. Make them “sticky”: Try to name the steps to make them memorable • 3. Build the Steps: Students can figure out the steps as you teach a few examples • 4. Use Two Stairways: As you work out problems, ask different students questions based on the steps or have students guide you using the steps

  4. Teacher Input Ideas • Board = Paper • Model how to take notes! • Keep this in mind when designing your teacher input; students write what you write • Guided notes (more to come!)You must write down all definitions, work out all probelsm, and write down all steps or key points for students. • THIS MUST BE IN YOUR LESSON PLAN!

  5. Teacher Input Ideas • Ratio • The proportion of the cognitive work students do in your classroom is your ratio. • Goal is to give the most practice possible • You must consider questions as you move along • Type these into your lesson plan with an answer • Consider common mistakes and include those in your possible responses with how you’ll react

  6. Examples of Questions In a lesson introducing volume you might ask “How is volume different from area?” Then list possible answers: area is length times width and volume is length times width times height; area is for a flat shape, but volume is for 3-D

  7. Examples of Questions In a lesson where you define viscosity, you can ask students for examples of highly viscous liquids. Possible answers include: honey, molasses, glue, tree sap, syrup Possible WRONG answer might be: water or soda I would follow up with the questions, “What is the definition of viscosity?” (a measure of the resistance of a fluid) “So what does it mean to be highly viscous?” (means to be thick or sticky)

  8. What does it all mean? Preparation Questioning Presentation

  9. Guided Practice You’ve already “hooked” students into your lesson with the focus and review. Now it’s time to dive in and start teaching! Take 10 minutes to individually address the following: 1. What steps can I provide my students to help them remember the content? 2. List some examples you think you should teach and examples students will help you “teach” with. 3. What are some common mistakes students will make when doing the above examples? How will I handle those mistakes?

  10. HOMEWORK You are to continue building your lesson plan. Tonight you will FINISH the teacher input section of the lesson plan you have started. You will keep the first part as is, but build onto it with the teacher input section. Make sure ALL questions have an answer, ALL problems have a solution, and include some possible mistakes with your reaction. This is due at the beginning of class tomorrow!

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