6step Lesson

8/13/2019 6step Lesson

1/18

A Framework For Developing

Lesson Plans

The Six Step Lesson Plan


2/18

Step 1 Goals and Objectives

What are the essential questions that will becovered in this lesson?

What are the skills or knowledge conveyed?

What are the inferences drawn from factsRefer to your Unit backward design and add

the specific goals and objectives for thislesson


3/18

Step 2

Motivation = Set the StageThe Motivation activities will provide a necessary

plan toward a basic understanding of the issues

involved in lesson plan. Before beginning a unit ofmaterial, ascertain what the student knows about t

he subject matter to be covered. This should be

done in a non-graded, non-judgmental, non-

threatening manner. After determining what thestudent knows, introduce the major concepts that

will be covered.


4/18

Step 3 The Presentation

Presentation activities are designed to further

enhance understanding. In addition to lecturing, the

teacher contributes by utilizing manipulatives,

visuals, graphic organizers, and various modes ofinteraction between students. In addition to reading

the text and listening to the teacher's lecture, the

student takes responsibility for his learning by

participating in group-work and sharing hisunderstanding with others.


5/18

Step 4 Application

Application activities will lead the students toappreciate the overall themes and ideas in lesson. In

order to create further understanding, the student

must go beyond rote memorization and demonstrate

real-world application of the newly-learned

information. This process requires "higher-level

critical-thinking skills" which result in ideas

generated by the student rather than ideas presentedby the teacher or by the text.


6/18

Step 5 Evaluation

Good instruction includes checking for student

learning. This can be informal--questions that

ask students to tell you what they know aboutthe subject now--or formal--tests, worksheets,

project presentations, oral reporting, etc.


7/18

Step 6 Closure

This gives students the opportunity to reflect

on what they have learned, which is

important for retention. Summarize what has

been learned. Relate it to previous learning.

Tell them what they will learn next. Give

homework assignments.


8/18

In the first stage of the lesson, students' prior

knowledge about a concept is probed.

Typical into activities include:

Review what they already know.

The use of content-related visuals. Reaction journals.

Vocabulary previews.

Free association or visualization exercises,

The end goal of this stage is for students to gain anentree into the topic, recognize the depth of theirown prior knowledge, and be better prepared for thenew content materials they are about to encounter.

Getting Students Motivated


9/18

More Set Up

Do you need to build vocabulary? Should you stimulate curiosity or

empathy?

Is there some background information youcan give about the ideas or people in thereading?

Should you talk through the article in

advance and overview or highlight keyconcepts?

Can you relate material from previousassignments to the new material?


10/18

In the second step, students encounter the new content,

relating it to their discussions of the concepts during theset up stage.

This may entail expanding their knowledge base withnew facts, ideas, or opinions. Activities that are typicallyfound in this lesson stage include:

Demonstrations

vocabulary expansion

Examples & samples

text completion exercises

information gap tasks (such as jigsaw reading).

The end goal of this stage is for students to practice newskills while demonstrating their comprehension of the

basic concepts.

Presentation & more.


11/18

Relate story/text to personal experiences

Record questions to discuss with the group(individual or groups/teams can create questions)

Record examples of special or pleasing uses oflanguage, imagery, or character/storydevelopment

Dramatization Visualization

Illustrations

Discussion

Ask yourself the question: How will

your presentation help your students

experience and interpret the material?


12/18


13/18

Can they share any new insights or thoughts

theyve had about the material? (individual or

group/team)

Can students work in groups or teams to think

beyond the material, and take further actions?(any applications for new knowledge in theclass environment, and/or in the school orcommunity?)

Are there extra credit opportunities to offer asenrichment that can meet individual interestsor needs?

More Application


14/18

Motivation Checklist

How are you introducing the material?

Is your anticipatory set engaging?

Does it create interest?

Have you posted an agenda for the day?

Have you stated the objectives of thelesson/unit?

Have you given an outline of the unit?

Have you stated how you will assess their

learning?


15/18

Presentation Checklist

Are you reviewing the previous lesson beforeyou begin a new one?

Have you repeated your expectations?

Are processes clearly outlined?

Are you reinforcing key ideas? Are studentspracticing new material as they learn it?

Do students understand common mistakes

and misconceptions about the material?Can students put new learning in context with

previous learning?


16/18

Do students see the practical application of thematerial?

Have students completed homework thatrequires all the material?

Have students received feedback that guidesthem in clarifying their understanding?

Can students meet expectations on anassessment?

Application Checklist


17/18

real objects and materials

manipulatives (drawings, posters, brainstorming-clusters, graphs, tables, maps, props, multimedia

presentations, storyboards, storymaps)

visuals(study-prints, text book-illustrations,

overhead-projected prints, reproductions ofpaintings, and documents)

graphic organizers(matrices, Venn diagrams,and webs)

opportunities for interactionbetween allindividuals in the classroom (creating a skit andacting it out, co-operative learning, collaborativelearning, and student-generated stories based on

personal experiences)

Tools for Presenting


18/18

Summary

Where are they going?

How will they get there?

How will they know when they get there?

6step Lesson

Documents

Transcript of 6step Lesson