Planning the LessonsPlanning the LessonsPlanning the LessonsPlanning the Lessons

Curriculum Planning• Wiggins and McTighe –

Understanding by Design– Plan backwards---

• identify the desired results • how will you assess it to know if you

reached the desired results• plan the learning experiences and

instruction

This takes good unit planning…..

Instructional Unit

•Series of lessons centered on a theme, topic, or major concept– Thematic unit– Interdisciplinary

•Combines disciplines

Planning the Unit• Select a theme• Set length (week, month, semester..)• Link to standards• Select the goals• Select the objectives• Set lessons and instructional strategies• Plan pre and post assessment• Gather materials

Interdisciplinary Unit—share load with team members

Concept Mapping for Interdisciplinary Unit

Civil War ArtMusic

Science Social Studies

Language Arts

ReadingWritingDrama

Causes

EconomicPoliticalMedical Weapons

PhotographyMilitaryRegional

Lesson Plans

Sometimes called Instructional Plans

Designing the Lesson Plan Pennsylvania Academic Standards Goals for Understanding Instructional Objective

Student BehaviorsSources of EvidenceCriteria for Evaluation

Teaching to the Objective Introduction/Motivation/Prior Knowledge Developmental Activities (Differentiation) Closure

Assessment Follow Up Materials/Resources

New Lesson Plan ‘08

Pennsylvania Academic Standards• Standards define what each student should know

and do in a core set of subjects. They give students a solid foundation in the basics and provide consistent targets for students, teachers and parents. Standards allow schools to measure student achievement.

• Aligned standards and assessments provide the ability to see how well students are performing and how much they are improving.

http://www.pde.state.pa.us

Objective

• What the students will learn as a result of the learning activity

• Written in behavioral terms

Students will be able to…..

Goals are

broad statements of educational intent

Objectives are

the educational outcome defined in behavioral terms

e.g. To know the three theories pertaining to the extinction of the dinosaurs

e.g. Given a list of dinosaurs, students will be able to arrange them in their various groups with 80% accuracy.

Writing Instructional Objectives

Given a list of dinosaurs, students will be able to arrange

them in their various groups with 80% accuracy

Audience

Behavior

“condition”

“measurable”

“degree”

Words to Avoid• Understand• Learn• Know• Enjoy• Appreciate• Value

They are vague and are not observable or measurable because there is no product involved.

Bloom’s Taxonomy

Teaching to the Objective

• Introduction– Sets the tone; “hook”;check what they already

know• Developmental (Student-Centered )Activities

– Instructional Strategies• Closure

– Summarizes; ties it all together

Materials/Resources

• Books

• Handout

• Supplies

• Technology

• Videos

• Individuals

Differentiation•Adjust the content, process and product based on students readiness, interests and how they learn (modalities), maximizing growth and individual success

•Utilizing a variety of instructional and management strategies•Special considerations made for students with •learning disabilities;• IEP’s•Visual/hearing problems•504 accommodations

Differentiation of Instruction

Is a teacher’s response to learner’s needs

guided by general principles of differentiation

such as

Respectful tasks

Flexible grouping

Ongoing assessment

and adjustment

Content Process Product

According to students’

ReadinessInterest Learning

Profile

Through a range of instructional and management strategies such as

Teacher can differentiate

Taped material

Tiered lessons

Learning contracts

Small group instruction

Independent study

Literature circles

Lecture

Questioning

Teacher centered

Cooperative learning

Inquiry based learning

Student-centered projects

Interest centers

Compacting

Varied questioning strategies

Varied homework

• Delivery Mode – Lecture– Questioning– Teacher

centered• Access Mode

– Cooperative learning– Inquiry based learning– Student-centered

projects

With students use both modes…. which lead to acquisition of knowledge and improved self esteem

Direct or Indirect Instruction

Assessment

• How will you assess how well a student is learning (formative) and has learned (summative)

• Formative– questions you ask & students ask during class

• Summative – independent practice or an activity at the end, or test

Follow-Up

• What’s next ….– A continuation of the lesson– A spin off of the lesson– A related activity

Websites

• http://www.umuc.edu/ugp/ewp/bloomtax.html --Using Bloom's Taxonomy in Assignment Design

• http://www.pde.state.pa.us – standards and other information

• http://glossary.plasmalink.com/glossary.html#M – glossary of instructional strategies

• http://www.nwlink.com/~donclark/hrd/templates/objectivetool.html - Guide to Writing Objectives

• http://www2.gsu.edu/~mstmbs/CrsTools/cogverbs.html -Observable Verbs for Cognitive Domain Instructional Objectives

Differentiated Instruction

• http://www.ascd.org/cms/index.cfm?TheViewID=350

• http://www.scusd.edu/gate_ext_learning/differentiated.htm

• http://www.teach-nology.com/tutorials/teaching/differentiate/planning/