View
5
Download
0
Category
Preview:
Citation preview
LESSON PLANNING IS LIKE BAKING A CAKE BECAUSE . . .
Bellwork:
LESSON PLANNING IS LIKE BAKING A CAKEBECAUSE . . .
Baking a Cake
Oven temperature
Ingredients
Combining the ingredients
Baking time
Checking on cake
Cooling time
Lesson Planning
Climate of your classroom
Components of lesson
Presentation of components
Time spent practicing
Checking for understanding
Time to think and reflect
Number #1:
You wouldn’t bake a cake
without following a recipe . . .
. . . and the same holds true for teaching.
You can’t teach a lesson without an
effective lesson plan!
LESSON DESIGN: A RECIPE FOR SUCCESS AT&L November 10, 2015
AT&L OBJECTIVE FOR TODAY
To identify and understand the components of effective lesson design.
To understand the relationship between the objective, checking for understanding, and closure.
BELLWORK
Bellwork is an activity that separates the social atmosphere in the hallways outside the classroom with the work environment that you create inside your classroom. ~Fred Jones
Examples:Review from the day beforePractice problemsJournalingBrainstorming
Bellwork should require little, if any help from the teacher.
WHAT LESSON PLANNING NEEDS TO BE:
Purposeful, Intentional, Rigorous
Focused on:
Learning Standards, Targets, and Goals
Built on a continuum which fits with the lessons that preceded and proceed it
WHAT LESSON PLANNING SHOULD NOT BE:
Something you happened to write on a post-it note.
“I have this great activity that we can do and I’ll just
make it work.”
“I’ll just do the same thing as the person next door to me. No
need to question it.”
Keeping pace with the pacing guide regardless of student
readiness.
Something I thought of on the way to school.
WHERE DO I BEGIN? BEGIN WITH THE END IN MIND
WHEN YOU BEGIN WITH THE END IN MIND, FOLLOW THESE STEPS OF THE RECIPE:
1.Identify the objective
2.Determine the assessment
3.Select activities that will help students achieve mastery of the objective.
Teach Like a Champion by Doug Lemov
STEP #1: IDENTIFY THE OBJECTIVE
Use your
Olathe Public School
curriculum
to identify objectives.
WHAT IS AN OBJECTIVE?
The objective is a statement that specifies in behavioral terms what a learner will be able to do as a result of instruction.
Needs to be written in student-friendly terms
Is not written as the skill alone Ex: Fractions or Story Elements
Needs to be stated to the students
Is not an activity or assignment
WHAT IS AN ACTIVITY?
Students complete an activity to better understand
the content.
Activities often include the following verbs: write, bake
illustrate, act out, build, solve, construct, solve, observe,
produce, etc.
WHICH IS AN OBJECTIVE? ACTIVITY?
Students will measure flour accurately using a measuring cup.
Students will understand basic measuring methods of dry ingredients.
OBJECTIVE VS. ACTIVITY
Let’s test your knowledge after that review on whether you can now identify these terms correctly.
You all need to stand up
For each of the statements that you see, you need to determine if it’s an
objective or an activity.
Objective votes come toward the front of the room.
Activity votes go toward the back of the room.
OBJECTIVE VS. ACTIVITY #1
Students will understand the differences and the similarities between metamorphic, igneous, and sedimentary rock.
OBJECTIVE VS. ACTIVITY #2
Students will draw examples and list characteristics of the following rocks: metamorphic, igneous, and sedimentary rocks.
OBJECTIVE VS. ACTIVITY #4
Students will write a short story with a “good versus evil” theme and at least two opposing characters.
OBJECTIVE VS. ACTIVITY #3
Students will be able to recognize the antagonist, protagonist, and theme of a piece of literature.
“OBJECTIVES THAT STUDENTS UNDERSTAND” GIST:
Read silently the article “Objectives That Students Understand”
by Robert Marzano. When you finish reading, think about the
main idea of the article.
Pair up with someone to list 10 words or concepts that
are the most important to understanding the passage.
Write 1-2 summary statements using as many of the listed words
as possible.
Take the next 8 minutes to complete this task.
Be prepared to share your statements.
WHEN OBJECTIVES BECOME QUESTIONS: ESSENTIAL QUESTIONS
Essential Questions are lesson objectives reworded in a question format.
Again…this is still not an activity, but a question.
Student responses to the essential question will help the teacher to know whether the student has mastered the objective.
https://www.teachingchannel.org/videos/structure-learning-essential-questions
LET’S PRACTICE: WRITE AN ESSENTIAL QUESTION
Objective:
Students will understand basic measuring methods of dry ingredients.
Essential Question:
“Good cooks check and stir icing as it is heating every few seconds so that it doesn’t
stick to the pan.”
Good teachers regularly check for understanding during a lesson to determine if their students are “stuck.”
Don’t simply ask students if they have any questions.
Use a variety of strategies throughout the lesson to informally assess what students have learned and what to reteach.
Step #2: Determine the Assessment ?
While planning a lesson, write 1-3 questions that relate directly back to the objective. Responses to the questions should require more than “Yes” or “No,” or “True” or “False.”
These can be used as the essential question(s).
These questions can be strategically placed throughout the lesson or used at the end of the lesson to formatively assess the students’ mastery of the objective.
Planning Questioning:
A Way to Formatively Assess Learning
EXAMPLES OF QUESTIONING FOR OUR OBJECTIVE
1. Which of these cups would you select to have your
favorite drink served in? Why?
2. Estimate how much flour each of these cups would
hold.
3. Answer this question: Is a cup always a cup?
Explain your response.
4. Which of these cups would you use to measure 1
cup of flour when baking a cake? Why?
STEP #3 SELECT ACTIVITIES
Select activities that will help students achieve mastery of the objective.
CONSIDER THE FOLLOWING BRAIN RESEARCH:
Primacy-Recency Effect:
Retention is greatest at the beginning of class.
2nd greatest at the end of a class period.
Least in the middle of a class period.
Implications:
Engaging strategies should be used in the middle
of class to keep the attention of students.
Provide meaningful closure at the end of class.
Beginning
Of
Class
Middle
Of
Class
End
Of
Class
BRAIN FACTS
Attention Spans:
*Adult attention span = 18-20 minutes
*Attention span for 5-13 year-olds = 5-10 minutes
*Attention span for 14+ = 10-20 minutes
Implication:
Chunk instruction and incorporate active participations
strategies.
BRAIN-COMPATIBLE INSTRUCTION:
includes strategies that incorporate multiple modalities to
meet different learning styles.
• Marcia Tate lists 20 research-based instructional
strategies that actively engage students in learning
• Using these strategies provides opportunities for students
to learn information through the use of visual, auditory,
kinesthetic, and tactile strategies/activities.
BRAIN-BASED INSTRUCTIONAL STRATEGIES
▫Brainstorming/Discussion ▫Drawing Artwork ▫Field Trips ▫Games ▫Humor
▫Graphic Organizers/Semantic Maps/Word Webs ▫Manipulatives/Experiments/Labs/Models
▫Metaphor/Analogy/Simile ▫Mnemonic Devices ▫Movement ▫Music/Rhythm/Rhyme/Rap
▫Project/Problem-Base Instruction ▫Reciprocal Teaching/Cooperative Learning
▫Role-play/Drama/Pantomime/Charades ▫Technology ▫Visualization/Guided Imagery ▫Visuals
▫Work Study/Apprenticeships ▫Writing/Journals ▫Storytelling
~ Marcia Tate
THINK-PAIR-SHARERead the descriptions of Marcia Tate’s “Instructional Strategies for Brain-
based Instruction.” After reading about the 20 brain-compatible strategies, do the following:
•THINK about the brain-compatible strategies that you use and strategies that you would like to try. Code the table using the following:
Put a check beside the strategies that you have used.
Put a star beside strategies that you would like to try.
•PAIR up with a shoulder partner to discuss a strategy that you have used successfully and one that you would like to try. (5 minutes for Think & Pair)
•Be prepared to SHARE your partner’s response.
EXPLICIT INSTRUCTION FOR NEW SKILLS
I do it.
We do it.
You do it alone.
https://www.teachingchannel.org/videos/improving-teacher-practice
INPUT/MODELING: I DO IT
Input-Implements a brain-researched activity that provides the information needed for students to gain the knowledge or skill.
Modeling - Demonstrates the process to be learned and shows examples of the end product
EXAMPLE OF EXPLICIT INSTRUCTION: INPUT AND MODELING
GUIDED PRACTICE: WE DO IT
Guided Practice is an activity that provides students the opportunity to practice concepts or skills with the teacher monitoring student progress.
What could this look like for flour measurement ?
INDEPENDENT PRACTICE: YOU DO IT
Independent Practice is when students are released to practice on their own. After input, modeling, and guided practice, the student should be able to complete independent practice with little or no help from an adult.
Independent practice is . . .
assigned with a purpose
beneficial to student learning
aligned with curricular standards
used to provide a method for the teacher to gain insight into individual student learning.
work that should receive feedback from the teacher.
INDEPENDENT PRACTICE: STUDENT DEMO
REMINDER“CLEAN UP AS YOU GO ALONG”
MANAGING THE LESSON:
Withitness-correcting misbehavior before it intensifies or spreads and also targets the correct student.
Overlapping-handling two or more simultaneous events.
Momentum-keeping a lesson moving without dwelling too long on individual parts of a lesson, direction, or skill and by breaking an activity into too many parts.
Smoothness-a lesson with continuity rather than jerkiness. This avoids distracting or incomplete information.
CLOSURE: THE ICING ON THE CAKE
Those daily actions or statements by a teacher that are designed to bring a lesson to an appropriate conclusion. The
objective should be restated at the beginning of closure.
Examples:
Exit Slips
Think Pair Share
Think Write Pair Share
3 Whats-What did we learn? So what? Now what?
Today, we did this…..tomorrow we will continue by doing that….
https://www.teachingchannel.org/videos/celebrating-student-achievement
The defining element of the closure activity is that which your students will soon come to realize: class isn’t over
until it has taken place.
Rod Lucero
Professor of Teacher Education and Principal Preparation
Colorado State University
Is it done?
“CHECK YOUR PANTRY”MAKE SURE THAT YOU HAVE THE LAST INGREDIENT . . .
. . . MATERIALS
books
copies
supplies
technology
IN A LESSON PLAN, HOW ARE THE OBJECTIVE, FORMATIVE ASSESSMENT, AND
CLOSURE CONNECTED? Closure:
Recommended