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Lesson designobjectives:
1. Understand research2. ID components of lesson
3. Create a mini lesson on a selected topic
Lesson Design
• Research• Direct instruction
(seven step lesson)• Learner centered
(constructivist lesson)• Cooperative learning
structures
Research
• Gagne’: nine instructional events:1. Gain attention
2. Inform learner of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide learning “guidance”
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention
Madeline Hunter
• UCLA professor of education
• Research in 1960’s• Thousands of hours
of coded observations• 7 step lesson plan
(other variants based on this, as well)
Lesson components
• 1. present learning objectives • What the students will learn• Lets you know what to assess• Should be done before you plan the lesson!• Use verbs from Bloom’s• “Students will…….”• “Today we are going to compute the average of a
set of data”
Lesson components
• 2. Review prerequisites» Review skills or concepts necessary for the lesson
» Students need to know how to add with regrouping and divide a multiple digit number
Lesson components
• 3. Present new material• Teach the lesson. Remember to include:
» Hearing
» Seeing
» Doing
Lesson components
• 4. Conduct learning probes» Pose questions to students to assess their level of
understanding and correct their misconceptions
» Use various methods: whiteboards; signals; choral response; signaling device (examples: colored cards, letters, numbers on ring; number wheel; others)
Lesson components
• 5. Independent practice» Give students opportunity to practice skill on own
» Small increments
» Frequent checks
Lesson components
• 6. Assess performance» Use objective as guide
» Give feedback
» Reteach, if needed
Lesson components
• Distributed practice» Homework
» Caveats: make sure they are completely ready for the work (my examples)
» Don’t over due it!
Now your turn……
• With a partner, write a mini lesson following this format.
– Write a business letter (1, 10)– Add multiple digit numbers, with regrouping (2,9)– Subtract with regrouping (3,8)– Punctuate dialog (4,7)– Punctuate three types of sentences (declarative,
exclamatory, question) (5,6)
Constructivist model
• Based on Piaget• Disequilibrium • Schema theory• Provides common
experience• Can set stage for
more structured learning models
Constructivist example
• “Choca Cola Co.”• Decide on marketing
plan for can (new vs. old)
• Check features• Prepare presentation
Constructivist example
• Conceptual understanding (high)• Complex processing• Needs guidance of teacher (connection to obj.)• Training intensive (kids must know what to do)• Must be translated or value greatly diminished
Cooperative learning
• Roles, rules, responsibilities
• Must have outcome• Training intensive• Social / collectivist
conducive• Role of grades
Incidental instruction
• “assignments”• Seat-work• Low engagement
levels• Low teacher
involvement• From 38-55% of day
when including transition work
Comparison of models
Direct instruction
Construct. model
Cooperative learning model
Incidental instruction
Teacher Director Guide Guide/observer proctor
Student Engaged; observable behavior
Engaged; active behavior; “in charge” of learning
Engaged; goal-oriented; active behavior; training intensive
Variable levels of engagement, activity, productivity
Best suited for:
Procedural learning; factual knowledge; practice
Concept development; introducing or applying
Reinforcement; practice of concept; engaging other modalities
Use should be limited to brief intervals for practice, transition
Concluding questions:
• How might you employ each model to teach a lesson? (pair/share)
• Do you see strengths for each model?• Limitations?