LB Final Lesson Plan

8/18/2019 LB Final Lesson Plan

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1

Lauren Blanton

[email protected]

EDET 709 Section 061

May 6, 01!

mailto:[email protected]:[email protected]


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"Pro&lem 'denti(edToo #re$uently, stu%ents are intro%uce% to &aterial t'ey #in% to be

unbene#icial outsi%e o# t'eir &at' classroo&s. T'ey 'a(e starte% to belie(e

t'at t'ere is no )ay to use t'at &at' outsi%e o# t'eir class setting. Stu%ents

o#ten co&plete t'eir assign&ents )it' little to no un%erstan%ing o# )'y

so&et'ing is t'e )ay it is an% )it'out seeing 'o) it can be applie% outsi%e

o# a te*tboo+ proble&. T'is is )'ere teac'ers nee% to step in an% s'o)

stu%ents 'o) )'at t'ey are learning is use%. or t'is, - belie(e cogniti(e

apprentices'ip can be use% to intro%uce stu%ents to a real li#e career. T'is

)ill s'o) stu%ents 'o) geo&etry t'at is learne% in t'e classroo& is use% in

e(ery %ay careers. Stu%ents are o#ten %isconnecte% in class because t'ey %i%

not see a purpose in )'at t'ey are learning. Teac'ers can t'en intro%uce real

li#e scenarios to t'e stu%ents so t'ey can better relate geo&etry to e(ery %ay

li#e.


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Target AudienceT'e target au%ience is co&pose% o# a class o# t)enty/#i(e geo&etry

stu%ents ranging #ro& nint' gra%e to ele(ent' gra%e. T'e gra%e t'e stu%ent

is in )ill %epen% on t'e or%er o# courses t'e stu%ent )as instructe% to ta+e.

T'is particular class 'as se(en girls an% eig'teen guys. or&ally in t'e

geo&etry classroo&, stu%ents are taug't lessons t'at are teac'er/oriente%

only lea(ing ti&e #or stu%ents to )or+ in%epen%ently at t'e en% o# t'e

lesson. T'ere is a &ini&u& a&ount o# class participation %uring t'e lesson

an% (ery #e) engaging practices are use%. - use% t'is &et'o% )it' &y

stu%ents #or t'e c'apter t'at inclu%e% (arious peri&eters an% areas an% t'e

a(erage test score )as a 6 . - sa) t'is as an issue t'at nee%e% to be

correcte%. Stu%ents nor&ally 'a(e been intro%uce% to peri&eter an% area o#

s$uares an% rectangles early on in t'eir e%ucation. -n geo&etry, )e stu%y

peri&eter an% area o# &any %i##erent s'apes, not ust $ua%rilaterals.

2o)e(er, )'en it ca&e to putting e(eryt'ing toget'er, stu%ents )ere not

success#ul. T'ere#ore, - )oul% li+e to create a lesson using cogniti(e

apprentices'ip )'ere stu%ents put )'at t'ey 'a(e learne% to a real )orl%

test, not a paper test.

'nstructional)Learning odel

3ogniti(e 4pprentices'ip is use% as t'e instructional &o%el.


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!E*planation o+ the 'nstructional)Learningodel

3ogniti(e apprentices'ip 'as been aroun% long be#ore t'is p'rase )as

create%. Loo+ing t'roug'out 'istory, )e can %eter&ine t'at people learne%

t'eir s+ills to pro(i%e inco&e by being taug't t'e ropes o# t'e ob. T'e

)or+ers learne% by %oing, not by sitting in a classroo& being tol% 'o) to %o

it. 3ogniti(e apprentices'ips #ocuses on t'e concept t'at learning t'roug'

e*perience is cogniti(e instea% o# p'ysical 53ollins et al., 19 9 . 3ollins et

al. 519 9 also says t'e 8cogniti(e apprentices'ip e&p'asi es its uses in

sol(ing proble&s an% carrying out tas+s: 5p." . T'e &ore learning t'at

in(ol(es t'e stu%ent to be 'an%s on, t'e &ore success#ul t'e learning ten%s to

be. 3ogniti(e apprentices'ips allo) 8stu%ents to obser(e, enact, an%

practice;)it' 'elp #ro& t'e teac'er an% #ro& ot'er stu%ents: 5p. .


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6,elationship o+ odel to y -peci(cPro&lem

So o#ten stu%ents %o not )ant to learn t'e &aterial taug't in a

classroo& because t'ey see no purpose #or it outsi%e o# t'e class. -# t'ey

co&plete t'eir )or+ in class, it is co&plete% )it' little ent'usias& an%

so&eti&es little un%erstan%ing o# 'o) t'e topic coul% really be use% outsi%e o#

a sc'ool te*tboo+. T'e proble& - %escribe% &entione% t'e lac+ o#

un%erstan%ing )it' &y stu%ents an% t'e lac+ o# e&pat'y to learn t'e &aterial

because t'ey sa) no realistic use #or it. =es, - 'a(e s'o)n (i%eos to

%e&onstrate 'o) topics are use% %aily, but t'at %oes not al)ays interest t'e

stu%ents. - %eci%e% t'e best )ay to relate to stu%ents an% to get t'e& intereste%

an% co&pre'en%ing t'e &aterial is to 'a(e t'e& %i(e 'ea% #irst into a situation

t'at )oul% occur outsi%e o# t'e &at' classroo& in so&eone>s career. T'is

allo)s stu%ents to truly see an% %o t'e &at' t'at ot'ers %o %aily outsi%e o# a

te*tboo+, )it'out )atc'ing so&e in#or&ati(e (i%eo. Stu%ents are put in t'e

position o# t'e e*pert 5e(en t'oug' t'ey are not e*perts an% t'ey &ust

co&plete t'e pro ect )'ile t'in+ing about t'e %i##erent t'ings e*perts &ust

consi%er. T'ey are no) learning t'e gi(en topic 'an%s on an% seeing 'o) t'e

topic can be applie% to t'e outsi%e )orl% an% 'o) so&e obs %epen% on t'e

&at' taug't to t'e& out o# te*tboo+s. 3ogniti(e apprentices'ip is not to be

co&plete% in%i(i%ually, it is %epen%ent on t'e &o%eling an% coac'ing in t'e

initial p'ases o# learning 5Dennen et al, 7 .


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The &asic model o+ cognitive apprenticeship consists o+ (ve

strategies that re+er to the teacher.s actions: modeling"

coaching" re/ection" articulation" and e*ploration Dennen et1

al" 2#731 4irst" the teacher must model the thin5ing process6

hich can &e sho n at the &eginning o+ the class period hile

introducing the assignment1 Then throughout the pro8ect" the

teacher needs to &e coaching and assisting students as

needed1 nce the pro8ect is over" the teacher needs to loo5

&ac5 and see i+ the results ere positive and ho the (nal

pro8ect grades averaged to &e1 nce the results have &een

e*amined" the teacher should articulate the results and spread

the ne s to +ollo teachers hile e*ploring the option o+

creating and testing their o n hypothesis1

-tatement o+ Lesson Plan &8ectives1. T'e stu%ent )ill be able to e(aluate t'e peri&eter an% area o# any gi(en

polygon.5E(aluation le(el o# Bloo&>s Ta*ono&y

. T'e stu%ent )ill be able to %e&onstrate t'eir +no)le%ge o# peri&eter

an% area by constructing a blueprint #or a roo&.54pplication le(el o# Bloo&>s Ta*ono&y

". T'e stu%ent )ill be able to %istinguis' )'en to use t'e peri&eter

#or&ula an% )'en to use t'e area #or&ula.54nalysis le(el o# Bloo&>s Ta*ono&y


8/18

Details o+ Lesson Plan-t 'as been s'o)n t'at teenagers> brains learn best by %oing. T'e &ore

'an%s/on an% interacti(e a lesson can be, t'e &ore li+ely a teenage is going to

re&e&ber t'e &aterial. &at'e&atical

e%ucation is t'at o# peri&eter an% area. ?'ile peri&eter an% area o# s$uares an%

rectangles are taug't early on, stu%ents are intro%uce% to #in%ing peri&eter an%

area o# ot'er polygons. eri&eter an% area is t'oug't to be an easy topic by

teac'ers so it is o#ten spe% t'roug' )it'out ensuring t'at stu%ents really grasp

t'e concept. -n or%er to 'a(e stu%ents see 'o) peri&eter an% area is truly use%,

teac'ers can create a real li#e scenario t'at stu%ents nee% to co&plete.

T'is lesson plan )ill be co&plete% a#ter stu%ents 'a(e been intro%uce%

to area an% peri&eter o# polygons. Stu%ents are to create a #loor plan #or t'eir

%rea& be%roo&. E(en i# t'e acti(ity %oes not &eet e(eryone>s e*pectation o#

t'eir %rea& ob, e(eryone 'opes to one %ay 'a(e t'eir o)n 'o&e. T'is type o#

geo&etry )ill nee% to be %one in or%er to success#ully %esign an% construct

parts o# t'eir 'o&e. Eit'er t'e stu%ents are t'e buil%ers or t'e consu&ers, but

bot' types are a##ecte% by t'is geo&etric s+ill. T'e goal o# t'is lesson is to 'a(e

stu%ents )or+ )it' a group to %esign t'eir i%eal be%roo& layout )it' )'ate(er

pieces o# #urniture t'ey )oul% li+e. Si e %oes not &atter #or eac' o# t'eir pieces,

but t'e area o# t'eir #urniture cannot be larger t'an t'e area o# t'eir be%roo& or

else all o# t'eir #urniture )ill not #it.


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9

Be#ore t'e LessonA

Teac'er )ill prepare t'e gui%elines #or t'e assign&ent group stu%ents base% on

learning le(els 5stronger stu%ents )it' )ea+er stu%ents , an% ensure e(eryone is

in t'e rig't group )it' t'e rig't &aterials.

Stu%ents )ill gat'er nee%e% &aterials, #in% t'eir group an% sit )it' t'e&, an%

rea% t'e %irections.

-ntro%uctionA

Teac'erA e*plicitly e*plain t'e %etails o# t'e assign&ent an% )'at is e*pecte%.

1. 2o) &any o# you eit'er 'a(e your o)n be%roo& or )ant your o)n

be%roo&C. ?'at i# you coul% %esign it 'o)e(er you )ante% an% &a+e it 'o)e(er

big t'at you )ante% itC". To%ay you )ill get t'at opportunity. =ou an% your group are going to

%eci%e on t'e i%eal be%roo& si e. -t can be )'ate(er s'ape you )ant it

to beA s$uare, rectangle, circle, octagon, etc.. S'o) t'e stu%ents t'e s'ape - 'a(e %eci%e% to use #or &y be%roo&. -

&a%e &y roo& a rectangle )it' t)o o# &y si%es being #eet )i%e an%

t)o o# t'e ot'er si%es being 0 #eet )i%e.!. Be sure to %ra) in eac' step o# your %esign an% )rite %o)n your

&easure&ents as you go.Ma+e sure all o# your &easure&ents are in t'e sa&e units


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6. T'en you )ill %eci%e )'at pieces o# #urniture you )oul% li+e to place in

your be%roo&. =ou can researc' t'e actual si es o# #urniture or you can

gi(e your o)n &easure&ents. =ou &ust use at least #our %i##erent s'apes

)'en %esigning your %rea& be%roo&. -n ot'er )or%s, not e(eryt'ing in

your roo& can be rectangular or s$uare.1. irst c'oose t'e si e o# t'e be% t'at you )oul% li+e. - )ill stay

)it' &y $ueen si e be%, )'ic' &easures !#t by 6.7#t.. T'en %eci%e i# you )ill 'a(e a %resser, nig'tstan%, entertain&ent

syste&, rugs, storage o# any +in%, or c'est o# %ra)ers.i. - )ill 'a(e a rectangular %resserA !#t by 1.7#t

ii. - )ill 'a(e a s$uare nig'tstan%A 1.7#t 1.7 #tiii. - also )ant a circle rugA %ia&eter o# !#ti(. - also )ant a rig't triangle boo+s'el# #or a corner o# &y

roo&A Bot' legs are #t7. S+etc' your roo& a#ter you 'a(e %eci%e% )'at all you )ant in t'ere.

3olor eac' piece in your be%roo& a %i##erent color.


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11

. in% t'e area o# eac' o# t'e pieces in your roo&, inclu%ing t'e entire

roo&.1. Foo& is rectangle so 4 G L ?

i. 4 G #t 0 #t G 0 #t. Be% is rectangle so 4 G L ?.

i. 4 G 6.7 #t !#t G "".! #t". Dresser is rectangle so 4 G L ?

i. 4 G !#t 1.7#t G .! #t. ig'tstan% is rectangle so 4 G L ?

i. 4 G 1.7#t 1.7#t G . 9#t

!. Fug is a circle so 4 G πr

i. 4 G π 5 .!#t G 6. ! π #t G 19.6 ! #t

6. Boo+s'el# is a rig't triangle so 4 G H b'i. 4 G H 5 #t 5 #t G #t

9. o) )e nee% to %eter&ine t'e area o# t'e #loor t'at is not co(ere% )it' a

piece o# #urniture.1. Total area o# be%roo&A 0 #t

. Total area o# pieces o# #urniture 5a%% toget'er all o# your areas A"".! #t I .! #t I . 9 #t I #t G ! . 9 #t

". Di##erence o# t'e areaAi. 0 #t J ! . 9 #t G 71.11 #t

10. T'is &eans t'at - 'a(e 71.11 #t o# unco(ere% #loor space in &y

be%roo&.


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1

11. =our #inal gra%e )ill be assesse% on t'e #ollo)ing $uali#ications 5also

please re#er to t'e rubric A


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1"

During t'e LessonA

T'e teac'er )ill )al+ t'e stu%ents t'roug' t'e %irections, gi(e any #or&ulas

nee%e% 5)it' t'e 'elp o# stu%ents , ans)er $uestions an% pus' stu%ents in t'e

rig't %irection.

T'e stu%ents )ill brea+ %o)n t'e %irections )it'in t'eir group to %eter&ine

e*actly )'at t'ey nee% to %o. Diagra& out )'at t'e %irections say, label an%

&easure. T'en %o t'e %i##erent areas o# t'e %i##erent s'apes. T'ey can be

creati(e )it' )'at t'ey %esign as long as t'ey #ollo) t'e %irections o# 'a(ing

#our %i##erent s'apes an% #our %i##erent pieces o# #urniture.

4#ter t'e LessonA

T'e teac'er )ill start a %iscussion about t'e proce%ures #ollo)e% an% )'at )as

t'e &ost bene#icial part an% ans)er any $uestions stu%ents &ay 'a(e. 4s+

stu%ents i# t'ey reali e% t'at t'ere )as t'is &uc' )or+ in interior %esignC

T'ings are not as si&ple as buying #urniture an% stic+ing it in a roo&.

T'e stu%ents )ill as+ any unclear $uestions an% )rite a su&&ary o# t'eir

e*perience )it' t'e pro ect.


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1

Evaluation)Assessment Component o+

Lesson PlanT'is assign&ent )ill be counte% as a pro ect gra%e )it' a &a*i&u& o# 100

points, )'ic' )eig's t'e sa&e as a test. Stu%ents )ill be gra%e% on t'ree

categoriesA t'e s+etc' o# t'eir roo&, t'e &at' be'in% t'e area o# t'eir be%roo&

an% #urniture pieces, an% t'eir creati(ity.

FubricA

3reati(ityA 510 points total

• T'e best )ay to get points is to t'in+ outsi%e o# t'e bo* )it' t'e %esign

o# your be%roo&K

ses at least #our %i##erent s'apesA 5! points total

S+etc'A 5!0 points total

1. 4ll pieces o# #urniture &ust be positione% insi%e o# your roo&A 5 0

points• ! points #or eac' o# t'e #our s'apes re$uire%

. T'e s+etc' &ust be colore%A 510 points• 4ll pieces are colore%/ 10 points• Ma ority o# pieces are colore%/ 7 points• 2al# o# t'e pieces are colore%/ ! points•

So&e pieces are colore%/ " points• o pieces are colore%/ 0 points


15/18

1!

". Eac' si%e o# eac' #igure use% &ust be labele%A 5 0 points• 4ll si%es #or e(ery #igure 5inclu%ing t'e be%roo& are labele%A

points i# all si%es o# one s'ape is labele%, i# all #i(e s'apes 'a(e

all si%es labele% t'en you get 0 points.• or e(ery si%e not labele%, %e%uct one point #ro& your point

(alue 'ere

Mat'A 5"! points total

1. 3orrectly %eter&ines t'e area o# t'e be%roo&A 5! points• ses correct #or&ulaA 1 point• ets correct areaA " points• Labels units correctlyA 1 point• TotalA ! points

. 3orrectly %eter&ines t'e area o# eac' be%roo& pieceA 5 0 points• ses correct #or&ulaA 1 point• ets correct areaA " points• Labels units correctlyA 1 point• TotalA ! points eac' #or #our s'apes G 0 points total

". 3orrectly #in%ing t'e total area co(ere% by all o# t'e #urniture piecesA !

points. 3orrectly #in%ing t'e %i##erence bet)een t'e total area o# t'e be%roo&

an% t'e total area t'e #urniture pieces co(ersA ! points


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16

De+ense o+ 'nstructional odelSo&e people associate cogniti(e apprentices'ips )it' a tra%itional

apprentices'ip #or&at. Tra%itional apprentices'ips usually re$uire an e*pert to

teac' an apprentice be#ore t'e apprentice can %o t'ings on t'eir o)n 53ollins et.

al, pg. . Tra%itional apprentices'ips o#ten ta+e t'e #or& o# an interns'ip in

'ig'er e%ucation 5Driscoll, pg. 17 . ?'ile t'ere are si&ilarities bet)een t'e

t)o &o%els, t'ey are %i##erent #ro& eac' ot'er. 3ogniti(e apprentices'ips are

&ore #ocuse% on cogniti(e learning t'an p'ysical learning. ?it' cogniti(e

apprentices'ips, e*perts are not nee%e% only a #acilitator is nee%e% in or%er to

gui%e stu%ents t'roug' t'e correct c'annels o# c'allenge an% un%erstan%ing.

Stu%ents are in c'arge o# t'eir learning an% un%erstan%ing but t'ey 'a(e

so&eone along si%e o# t'e& t'at can assist as nee%e%. Stu%ents are intro%uce% to

a proble& t'at nee%s to be sol(e% an% stu%ents are so&e)'at gui%e% to

%eter&ining t'e solution on t'eir o)n. Stu%ents are able to see 'o) )'at t'ey

are learning relates to real li#e scenarios )'ile using t'eir reasoning s+ills to

sol(e t'ose proble&s presente% to t'e&. 4not'er &et'o% t'at coul% be

consi%ere% instea% o# cogniti(e apprentices'ip is pro ect/base% learning.

ro ect/base% learning is best %e#ine% as 8t'e learning t'at results #ro& t'e process o# )or+ing to)ar% t'e un%erstan%ing or resolution o# a proble&:

5Barro)s N Ta&blyn, p. 1 . Stu%ents are gi(en a pro ect )'ere t'ey &ust #in%

a solution t'is is (ery si&ilar to cogniti(e apprentices'ip.


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2o)e(er, one o# t'e &ain #ocuses o# pro ect/base% learning is its #ocus on

)or+ing in groups. 3ogniti(e apprentices'ips can be a group acti(ity or it can

be one in%i(i%ual )or+ing to un%erstan% 'o) t'eir topic is use% in a real ob

setting. Oobs %o so&eti&es allo) e&ployees to )or+ toget'er to co&plete a

pro ect, but not e(eryt'ing can be co&plete% in groups. T'ere#ore, stu%ents nee%

to +no) 'o) to )or+ by t'e&sel(es to co&plete a pro ect an% cogniti(e

apprentices'ips allo) t'e& to %o t'at.

aterials or ,esources eeded

/Fuler

/Di##erent colore% pencils

/3o&pass 5to %ra) per#ect circles

/3alculators

/4ccess to t'e -nternet to researc' si es o# #urniture


18/18

1

,e+erencesBarro)s, 2. 519 0 . -ntro%uction. -n Problem-Based Learning: An Approach to

Medical Education . e) =or+A Springer ublis'ing 3o&pany, -nc.

3ollins, 4., Bro)n, O.S., N 2olu&, 4. 51991 . 3ogniti(e apprentices'ipA &a+ing

t'in+ing (isible. American Educator . pp. 1/1 .

Bro)n, O.S., 3ollins, 4., N Dugui%, . 519 9 . Situation cognition an% t'e

culture o# learning. Education Researcher, 18 51 , pp. " / .

Lee, 3.D. 5199! . 4 culturally base% cogniti(e apprentices'ipA teac'ing a#rican

a&erican 'ig' sc'ool stu%ents s+ills in literacy interpretation. Reading

Research Quarterl , !" 5 , pp. 60 /6"0.

Dennen, P. ., N Burner, Q. O. 5 007 . T'e 3ogniti(e 4pprentices'ip Mo%el in

E%ucational ractice. 2an%boo+ o# researc' on e%ucational

co&&unications an% tec'nology, !J "9.

3ollins, 4., Bro)n, O.S., N e)&an S.E. 519 7 . #ogniti$e apprenticeship:

teaching the cra%t o% reading, &riting, and mathematics 5Tec'nical

Feport o. 0" ' ni(ersity o# -llinois at rbana/3'a&paign.

Documents

LB Final Lesson Plan