WRITE ON YOUR TAN NOTETAKING GUIDE:LESSON PLANNING IS LIKE BAKING A CAKE BECAUSE . . .

Bellwork:

EFFECTIVE LESSON DESIGN: A RECIPE FOR SUCCESS AT&L November 15, 2016

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

A few examples:Review from the day beforePractice problemsJournalingBrainstorming

Bellwork should require little, if any help from the teacher.

BELLWORK: LESSON PLANNING IS LIKE BAKING A CAKE BECAUSE . . .

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!

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.

Recipe

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.

OBJECTIVES ARE THE MAIN INGREDIENT

Objectives are statements that specify in behavioral terms what a learner will be

able to do as a result of instruction.

Is not written as a topic Ex: Fractions or Story Elements

Can be written in student-friendly terms

Is not an activity or assignment

Needs to be stated to the students

OBJECTIVES AND ACTIVITIES ARE DIFFERENT

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

After our quick review, let’s formatively assess your knowledge of objectives and activities.

1. Work in groups of three.

2. Pass out the six orange cards so that each person has two.

3. Sort the cards into two columns; one column will be for objectives and the other will be for activities.

WHEN WRITING OBJECTIVES: THINK DOKUSE THE A-LIST: ESSENTIAL ACADEMIC WORDS

Analyze

Argue

Compare/Contrast

Describe

Determine

Develop

Evaluate

Explain

Imagine

Integrate

Interpret

Organize

Summarize

Support

Transform

Jim Burke and Barry Gilmore. Academic Moves for College and

Career Readiness.

“Good cooks check and stir icing as it is heating every few seconds so that it doesn’t

stick to the pan.”

Effective 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 questions should be strategically placed throughout the lesson or used at the end of the lesson to formatively assess the students’ mastery of the objective.

https://www.teachingchannel.org/videos/structure-learning-essential-questions

Planning and Writing Essential Question2:

A Way to Formatively Assess Learning

THINK WRITE PAIR SHARELET’S PRACTICE: WRITE AN ESSENTIAL QUESTION

Objective:

Students will understand basic measuring methods of dry ingredients.

Essential Question:

EXAMPLES OF QUESTIONING FOR OUR OBJECTIVE

1. Which of these cups would you select to have your

favorite drink served in? Why?

2. How much flour will each of these cups would hold?

3. 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?

TEACHER TEN & STUDENTS TWO

For every 10 minutes of teacher talk, students need 2 minutes to process information…perfect for formative assessment time.

Ask an essential question that relates directly to your objective.

Thumbs up/Thumbs down

3-2-1 EPR

White Boards (apps too)

Think Pair Share

Think Write Pair Share

STEP #3 SELECT ACTIVITIES

Select activities that will help students achieve mastery of the objective.

THINK PAIR SHARE

As teachers and as students, we have all had that moment during a lesson when we got the feeling that this is what learning is supposed to look like.

What activity were your students doing or were you doing when you had this feeling?

. . . AND THE STUDENTS SAID:

What is the best activity that you have done since being in your current school?In my English Class last year, our table groups had to draw out a map of the neighborhood in To Kill A Mockingbird ~ Lauren

Experimenting with a program called “Geometry Sketch Pad” ~ Jackson

During a lesson in Chemistry, my teacher used balloons to demonstrate the shapes of different covalent bonds ~Sydney

A flight technology lesson in Intro to Technology ~ Brody

. . . AND THE STUDENTS SAID:

Name and describe a general instructional activity that you do in class that you enjoy (notetaking, labs, games, group work).

Kahoot . . . over and over and over!

Quizlet Live

Taking notes because it is usually done the same way in class so I know what to expect. My teacher taught us how to do it.

. . . AND THE STUDENTS SAID:

Name and describe an instructional activity that you dislike.

Lecture all the time

I very much dislike notetaking in any subject I’m taking

Taking notes from a PowerPoint

Crosswords and word searches because they take forever, and you don’t learn anything.

AND THE TEACHERS SAID . . .

In your opinion, what general instructional activity do students find boring?

Lecture and Notetaking

NOTETAKING TIPS FROM MASTER TEACHERS

My students did lecture and notetaking without realizing they were doing them!!! Lecture was interactive, a lot of pictures, student participation, etc.

Notetaking had a clear purpose-an essential question we were trying to answer.

Most students do not understand how to take quality notes. You have to teach them.

LECTURE TIPS FROM MASTER TEACHERS:

My favorite lectures were experiences in which students created a product through instructions in the lecture ~ Jennifer

While chunking lecturing, have students explain to their peers what was stated and try to write down everything they can recall on scratch paper. This is shared and misconceptions are revisited by the group and teacher ~ Chanelle

Middle school students have limited attention spans so lecturing for longer that ten minutes is pointless ~ Heather

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.

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-COMPATIBLE INSTRUCTION:

GIST1. Read “Input: Brain Compatible Instruction” silently.

2. Return to the passage. With a partner, circle or

list 10 words or concepts that are the most

important to understanding the passage.

3. Write 1-2 summary statements using as many of

the circled/listed words as possible.

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.

•Be prepared to SHARE a 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

EXPLICIT INSTRUCTION FOR NEW SKILLS

1. Input/Modeling: I Do It

2. Guided Practice: We Do It

3. Independent Practice: You do It

SECONDARY STUDENTS INDEPENDENT PRACTICE

After input, modeling, and guided practice, the student should be able to complete independent practice or homework with little or no help

from an adult.

Independent practice is . . .

assigned with a purpose

beneficial to student learning

used to provide a method for the teacher to gain insight into individual student learning

receives feedback from the teacher

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

Smoothness-a lesson with continuity rather than jerkiness. This avoids distracting or incomplete information.

CLOSURE: IS IT DONE?

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

3 Whats-What did we learn? So what? Now what?

Today, we did this…..tomorrow we will be doing that….

https://www.teachingchannel.org/videos/celebrating-student-achievement

“CHECK YOUR PANTRY”

. . . MATERIALS

books

copies

supplies

technology

IN A LESSON PLAN, HOW ARE THE OBJECTIVE, FORMATIVE ASSESSMENT, AND

CLOSURE CONNECTED? Closure:

EFFECTIVE LESSON DESIGNMORE INFORMATION

ThingLinkhttp://bit.ly/2fsxg2m