Lesson Plan Template Training Negotiating the New Lesson Plan
Template Juvenile Facilities
Slide 2
Welcome Welcome to the lesson plan template online training
module. During this module we will: Go over the components of the
lesson plan template a section at a time in detail Examine each
subpart of the template specifically View a short demo on
negotiating the template
Slide 3
Enabling Content One of the first things that you must do when
opening the template is to enable content. To do you this you
simply click on the enable content button that is automatically
parked at the top of the template. Why do this? This allows the
macros and other features to work throughout the document.
Slide 4
Show me! Click here on the Options Tab and this allows you to
enable content.
Slide 5
Section #1 Name Class For the week of Concept Timeline
Slide 6
Show Me! Teacher Name Class Name Example: Math For the week of
What is the concept of this lesson? How long will the lesson last?
1 week 2 weeks 3 Days, etc.
Slide 7
Section #2 Essential Question What is the essential question?
The essential question is the focus of the lesson. In order to
design an effective learning experience for all students, teachers
should address the following questions: What do I want students to
know and be able to do at the end of this lesson? What part of the
core content/program of studies will students be addressing through
this lesson? What connection to real life will this learning have?
What will I do to cause this learning to occur? What will the
student do to facilitate their own learning? How will I assess to
find out if this learning occurred?
Slide 8
Sample Essential Questions Listed are some sample essential
questions to consider: What can we learn from the past? What are
the roles and responsibilities of government? Why do we have money?
What story do maps and globes tell? Are modern civilizations more
civilized than ancient ones? What is the balance between rights and
responsibilities? What is legitimate authority? Is new technology
always better than that which it will replace?
Slide 9
Show me! Type in the essential question or essential questions
that are part of the concept being presented.
Slide 10
Section #3 CSO Selection Section Use the pull down menu to
select the appropriate CSO that you are using There are a total of
10 spaces for CSOs if you need more than 10 simple click on the
macro bar and add as many as you like Can I cut and paste? YES you
can! Can I add space to make my items print? YES you can!
Slide 11
Show me! Use the pull down arrow to select the CSO you need for
the lesson
Slide 12
Please Note! You do not have to fill up each CSO box. They are
simply there as you need them. If you need more than 10 CSO boxes,
use the Click here button to add as many as you like.
Slide 13
Show me! Click on the Click here to add a CSO Box button to add
lines that you need. Add as many as you need The button will not
work if you have not Enabled Content (make sure to do that).
Slide 14
Section #4 Other CSO Section In this box you can list the other
CSOs that you may be using along with the main content standards.
An example might be: I am doing a math lesson, but I am integrating
some technology tools into the lesson, therefore I want to list any
technology CSOs that might apply.
Slide 15
Show me! Type any other CSOs (other than the content you are
working with) in this space provided.
Slide 16
Activating Strategies
Slide 17
Section #5 Activating Strategies The activating strategy is
what "hooks" student interest and "links" to prior knowledge. This
part of the lesson focuses on activating the student's initial
thinking on the topic. Activating strategies are active and
group-focused and may be connected to music, art, current events or
other areas of student interest. Examples Graphic Organizers
Writing Activities Fact and Opinion Diagrams/Draw Pictures
Brainstorming Think-Pair-Share Word Maps/Word Walls
Anticipation/Reaction Guide Concept Maps
Slide 18
Resources you will need for Activating Strategies: Please take
a moment to open and print out the following reference information
that goes along with this module. Locate these resources inside the
OIEP online File Cabinet Document Name 1. Activating Strategies
Handout 2. Activating Strategies Quick Reference Guide 3. How do
activating strategies help OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-
book/oiep-professional-development-file-cabinet
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-
book/oiep-professional-development-file-cabinet
Slide 19
Exemplars 5 Words, 3 Words Individually, students brainstorm
five words on a particular topic. In pairs or small groups students
share and discuss the words. Each small group selects three words
to share with the entire group. Acrostic Students are given a word,
which is listed vertically on paper, and are asked to create
sentences or phrases for each letter. Anticipation Guide Students
are given sentences related to the topic to be learned and are
asked to write, agree or disagree for each sentence. After the
lesson the students may review their predications in the
anticipation guide and revise their initial answers, if necessary.
Brainstorm Students are introduced to a topic and are asked to
think of as many words about the topic as possible. Brainstorm and
Categorize Same as Brainstorm but students are then asked to put
the words into separate categories. Draw a Picture Students are
asked to use their prior knowledge of the subject to create a
picture or a diagram. Carousel Brainstorm A question or subtopic is
written on various charts around the room. Students are divided
into small groups, each with a different colored marker. Students
will have a specified amount of time at each chart, recording the
information on the chart that they have brainstormed about the
question or subtopic. Each groups ends at the chart where they
began and can group the ideas into categories. Dear Teacher
Students write a brief letter to the teacher describing what they
already know about a topic. KWL Students list what they know, what
they want to know and what they learned about a subject. The K and
W portion can be completed as the activating strategy while the L
can be completed as a summarizing strategy. KWL Plus - This is the
same as KWL with the addition of a final categorization piece.
Slide 20
Exemplars Medium Size Circle This is a forum to share ideas,
opinions, concerns, etc. about a topic. A group of 5 10 students
sit in a circle and listen, non-judgmentally, to one person who is
speaking. Each person may or may not take his/her turn to share but
after 5 or so responses there is a time to reflect on what has
already been stated. This continues for the time that has been
allotted for this activity. Sort Cards The teacher creates a set of
cards, one set of cards for each 4 5 students, that contain
concepts, terms, pictures or examples associated with the topic.
Students sort the cards into categories and label each category.
Afterward, students explain why each card belongs to that category.
Think, Pair, Share - During this activity, students will have
individual time to think about a question related to the topic of
study. They will then pair up with a partner to share their
thoughts. Finally, the pairs will select one major idea to share
with the entire class. Treasure Hunt Students are given a grid
filled with statements about a topic. Students search for other
students in the class that have had certain experiences or
knowledge about the topic. When someone is found that fits the
description written in the rectangle the student writes in that
students name. Video Students are shown a short video on the
content to be learned. Please see the website
www.unitedstreaming.com for access to short video clips. Whats
Already in my Head? - Students fill in a thought bubble (dialogue
callout) with words and/or pictures that come to mind when they
think about the topic to be studied. Wordsplash Selected words
related to the topic are presented to students all at once in a
random order. Students are asked to write a sentence or two, using
all of the words, to connect the vocabulary that has been
presented. As the students learn about the topic they are asked to
go back and check their statements.
Section #6 Teaching Strategies A variety of teaching strategies
are employed to help students understand the concept in depth. The
best strategies require active student involvement, making the
switch from a teacher-centered to a student-centered classroom.
Ideally, the lesson will provide multiple opportunities for
practice and collaboration. Graphic organizers are used to help
students store and process information as it is learned. Examples
Collaborative Learning Cooperative Learning Project Based Learning
Blending Goal Sharing Discovery Based Learning Guided Practice
Demonstration/Presentation Individualized Instruction Debates
Hands-on/Lab Distributed Practice/Summarizing Lecture/Large Group
Instruction Direct Instruction Role Play Activities
Slide 24
Resources you will need for Teaching Strategies: Please take a
moment to open and print out the following reference information
that goes along with this module: Document Name Cognitive Teaching
Strategies Handout Extending and Refining Handout Summarizing
Strategies Teaching Strategies Handout Complete Glossary of
Teaching Strategies Locate these resources inside the OIEP online
File Cabinet OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
Slide 25
Exemplars Cooperative learning: a range of team based learning
approaches where students work together to complete a task.
Hands-on, active participation: Designing activities so that
students are actively involved in the project or experiment.
Hands-on participation is as important as verbal participation in
the activity. Model-lead-test strategy instruction (MLT): 3 stage
process for teaching students to independently use learning
strategies: 1) teacher models correct use of strategy; 2) teacher
leads students to practice correct use; 3) teacher tests students
independent use of it. Once students attain a score of 80% correct
on two consecutive tests, instruction on the strategy stops. Peer
tutoring: Having students working pairs with one student tutoring
the other student on a particular concept. K-W-L: know, want to
know, learned, routine. A form of self-monitoring where students
are taught to list what they know already about a subject, what
they want to know, and later what they learned. Graphic organizers:
visual displays to organize information into things like trees,
flowcharts, webs, etc. They help students to consolidate
information into meaningful whole and they are used to improve
comprehension of stories, organization of writing, and
understanding of difficult concepts in word problems.
Slide 26
Exemplars Direct Instruction : This is the most widely used and
most traditional teaching strategy. It is teacher centered and can
be used to cover a great amount of material in the amount of time
teachers have to cover what students need to learn. It is
structured and is based on mastery learning. Inquiry-based
Learning: Inquiry-based learning has become very popular in
teaching today. It is based on the scientific method and works very
well in developing critical thinking and problem solving skills. It
is student centered and requires students to conduct investigations
independent of the teacher, unless otherwise directed or guided
through the process of discovery. Information Processing
Strategies: Teaching students "how to" process information is a key
factor in teaching students how to strategically organize, store,
retrieve, and apply information presented. Such strategies include,
but are not limited to, memorization, KWL, reciprocal teaching,
graphic organizing, scaffolding, or webbing.
Slide 27
Teaching Strategies Website Resources
http://glossary.plasmalink.com/glossary.ht ml
http://glossary.plasmalink.com/glossary.ht ml
http://honolulu.hawaii.edu/intranet/commi
ttees/FacDevCom/guidebk/teachtip/teacht ip.htm
http://honolulu.hawaii.edu/intranet/commi
ttees/FacDevCom/guidebk/teachtip/teacht ip.htm
http://serc.carleton.edu/NAGTWorkshop
s/coursedesign/tutorial/strategies.html
http://serc.carleton.edu/NAGTWorkshop
s/coursedesign/tutorial/strategies.html
Slide 28
Resources
Slide 29
Resources for the Lesson- Ask? What resources will be used
during the lesson? Can technology tools be integrated? Is the
textbook the only resource? What graphic organizer could be used to
make the concepts more concrete? Will software products provide
students with concept practice?
Slide 30
Section #7 Resources Textbook Technology Tools Novel/Authentic
Lit OIEP Best Practices School Library/Media Practice books
Audio/Visual Handouts Guest Speaker Assessment Tools Key Vocabulary
Manipulatives Virtual Field Trips
Slide 31
Show me! Select the Activating Strategies Select the Teaching
Strategies Select the Resources Used Simply click on the open box
and a check mark will appear. If you change your mind or click the
wrong one, click the same box again and the checkmark will be
removed. These small boxes are toggle switches- one click on, one
click off A place for other that may not be listed on the
template
What is differentiated instruction? Differentiated Instruction
is based on the following beliefs: Students differ in their
learning profiles Classrooms in which students are active learners,
decision makers and problem solvers are more natural and effective
than those in which students are served a "one-size-fits-all"
curriculum and treated as passive recipients of information
"Covering information" takes a backseat to making meaning out of
important ideas.
Slide 35
The key to a differentiated classroom is that all students are
regularly offered CHOICES and students are matched with tasks
compatible with their individual learner profiles. Curriculum
should be differentiated in three areas: 1.Content: Multiple
options for taking in information 2.Process: Multiple options for
making sense of the ideas 3.Product: Multiple options for
expressing what they know
Slide 36
How to Plan For Differentiate Instruction Step 1- Know Your
Students Determine the ability level of your students. Survey
student interests. Is behavior management a problem? Step 2- Have a
Repertoire of Teaching Strategies Step 3- Identify a Variety of
Instructional Activities Step 4- Identify Ways to Assess or
Evaluate Student Progress
Slide 37
Why is Differentiated Instruction critical today? Enables
teachers to open up learning opportunities for all students by
offering varied learning experiences. Allows teachers to put
research-based best practices into a meaningful context for
learning. Helps teachers to understand and use assessment as a
critical tool to drive instruction. Adds new instructional
strategies to teachers' "toolboxes" introducing or reinforcing
techniques to help teachers focus on essentials of curriculum.
Gives administrators, teachers, and students an instructional
management system to more efficiently meet the demands of high
stakes testing. Meets curriculum requirements in a meaningful way
for achieving students' success.
Slide 38
Using Technology to Differentiate Existence of wide gaps in
student experience and ability Motivating factor of using
technology Flexibility of the medium Preparing students for the
real world Decreases amount of time required by teachers to create
differentiated content
Slide 39
Technology Examples- Differentiation Tools WebQuests Software
Internet Sampler Internet Scavenger Hunt PowerPoint Excel Web 2.0
Tools: Blogs, Podcasts, Wikis and more
Slide 40
Resources you will need for Differentiated Instruction: Please
take a moment to open and print out the following reference
information that goes along with this module: Document Name
Differentiated Instruction Differentiated Instruction Challenges
Differentiated Instructional Strategies Student Learning Styles
Locate these resources inside the OIEP online File Cabinet OIEP
File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
Section #9 21 st Century Skills Information and Media Learning
Communication Skills Self Direction Skills Critical
Thinking/Systems Creativity/Intellectual Curiosity
Accountability/Adaptability Skills Problem
Identification/Formulation Interpersonal/Collaborative Skills
Social Responsibility Skills
Slide 44
Six Elements of a 21st Century Education Emphasize core
subjects Emphasize learning skills Use 21st century tools to
develop learning skills Teach and learn in a 21st century context
Global Awareness, Financial, Economic and Business Literacy and
Civic Literacy Teach and learn 21st century content Use 21st
century assessments to measure 21st century skills
Slide 45
21st Century Skills Are Key to Future Student Success
CHARLESTON, W.Va. _ Twenty-first Century Learning skills are part
of a proactive approach to teaching higher level, analytical
thinking that will help West Virginia students succeed in the
global economy, West Virginia Superintendent of Schools Steve Paine
said Wednesday. Read the full article at
http://wvde.state.wv.us/news/1520/
Slide 46
21st Century Learning Chronicle The Chronicle provides an
overview of the journey West Virginia took on its way to become a
leader in 21st century education. It covers all changes from the
original idea, joining the partnership, and making radical changes
to all aspects of the educational system. 21st Century Learning
Chronicle What are 21st Century Learners? A 21st century learner is
part of a generation that has never known a world without the
Internet, without computers, without video games and without cell
phones. They are digital natives who have grown up with information
technology. What are 21st Century Learners? What are 21st Century
Skills? This document provides a list of the types of 21st century
skills grouped in three broad and distinct categories. What are
21st Century Skills? Read the full article at
http://wvde.state.wv.us/21st/http://wvde.state.wv.us/21st/ and
WVDE
Slide 47
Resources you will need for 21 st Century Skills: Please take a
moment to open and print out the following reference information
that goes along with this module: Document Name Learning for the 21
st Century Skills 21 st Century Learning- Preparing Students for
Their Future Locate these resources inside the OIEP online File
Cabinet OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
Slide 48
21 st Century Skills Website Resources
http://www.21stcenturyskills.org/
http://www.21stcenturyschools.com/Wha
t_is_21st_Century_Education.htm
http://www.21stcenturyschools.com/Wha
t_is_21st_Century_Education.htm
http://www.thinkfinity.org/21stCenturyHo me.aspx
http://www.thinkfinity.org/21stCenturyHo me.aspx
http://21centuryconnections.com/node/65 3
http://21centuryconnections.com/node/65 3
Slide 49
Depth of Knowledge
Slide 50
Section #10 Depth of Knowledge Recall and Reproduction
Skill/Conceptual Understanding Strategic Reasoning Extended
Reasoning
Slide 51
51 Why Depth of Knowledge? Mechanism to ensure that the intent
of the standard and the level of student demonstration required by
that standard matches the assessment items (required under NCLB)
Provides cognitive processing ceiling (highest level students can
be assessed) for item development
Slide 52
Recall and Reproduction: Level 1 DOK 1 requires recall of
information, such as a fact, definition, term, or performance of a
simple process or procedure. Answering a Level 1 item can involve
following a simple, well-known procedure or formula. Simple skills
and abilities or recall characterize DOK 1.
Slide 53
53 DOK Level 1 Examples List animals that survive by eating
other animals. Locate or recall facts explicitly found in text
Describe physical features of places Determine the perimeter or
area of rectangles given a drawing or labels Identify elements of
music using musical terminology Identify basic rules for
participating in simple games and activities
Slide 54
Skills/Concepts: Level 2 DOK 2 includes the engagement of some
mental processing beyond recalling or reproducing a response. Items
require students to make some decisions as to how to approach the
question or problem. These actions imply more than one mental or
cognitive process/step.
Slide 55
55 DOK Level 2 Examples Compare desert and tropical
environments Identify and summarize the major events, problem,
solution, conflicts in literary text Explain the cause-effect of
historical events Predict a logical outcome based on information in
a reading selection Explain how good work habits are important at
home, school, and on the job. Classify plane and three dimensional
figures Describe various styles of music
Slide 56
Strategic Thinking: Level 3 DOK 3 requires deep understanding
as exhibited through planning, using evidence, and more demanding
cognitive reasoning. The cognitive demands at Level 3 are complex
and abstract. An assessment item that has more than one possible
answer and requires students to justify the response they give
would most likely be a Level 3.
Slide 57
57 DOK Level 3 Examples Compare consumer actions and analyze
how these actions impact the environment Analyze or evaluate the
effectiveness of literary elements (e.g. characterization, setting,
point of view, conflict and resolution, plot structures) Solve a
multiple-step problem and provide support with a mathematical
explanation that justifies the answer
Slide 58
58 DOK Level 3 Examples Develop a scientific model for a
complex idea Propose and evaluate solutions for an economic problem
Explain, generalize or connect ideas, using supporting evidence
from a text or source Create a dance that represents the
characteristics of a culture
Slide 59
Extended Thinking: Level 4 DOK 4 requires high cognitive demand
and is very complex. Students are expected to make
connectionsrelate ideas within the content or among content
areasand have to select or devise one approach among many
alternatives on how the situation can be solved. Due to the
complexity of cognitive demand, DOK 4 often requires an extended
period of time.
Slide 60
60 However, extended time alone is not the distinguishing
factor However, extended time alone is not the distinguishing
factor.
Slide 61
61 Extended Reasoning/Thinking Examples: Level 4 Gather,
analyze, organize, and interpret information from multiple (print
and non print sources) to draft a reasoned report Analyzing authors
craft (e.g., style, bias, literary techniques, point of view)
Create an exercise plan applying the FITT (Frequency, Intensity,
Time, Type) Principle
Slide 62
62 Extended Reasoning/Thinking Examples: Level 4 Analyze and
explain multiple perspectives or issues within or across time
periods, events, or cultures Specify a problem, identify solution
paths, solve the problem, and report the results Write and produce
an original play
Slide 63
63 What it is NOT The Depth of Knowledge is NOT determined by
the verb, but the context in which the verb is used and the depth
of thinking required.
Slide 64
DOK Example DOK 3- Describe a model that you might use to
represent the relationships that exist within the rock cycle.
(requires deep understanding of rock cycle and a determination of
how best to represent it) DOK 2- Describe the difference between
metamorphic and igneous rocks. (requires cognitive processing to
determine the differences in the two rock types) DOK 1- Describe
three characteristics of metamorphic rocks. (simple recall) Same
verbthree DOK levels
Slide 65
Remember Depth of Knowledge (DOK) is a scale of cognitive
demand. DOK requires looking at the assessment item/standard-not
student work-in order to determine the level. DOK is about the
item/standard-not the student. The context of the assessment
item/standard must be considered to determine the DOK-not just a
look at what verb was chosen.
Original Terms New Terms Evaluation Synthesis Analysis
Application Comprehension Knowledge Creating Evaluating Analysing
Applying Understanding Remembering (Based on Pohl, 2000, Learning
to Think, Thinking to Learn, p. 8)
Slide 69
BLOOMS REVISED TAXONOMY Creating Generating new ideas,
products, or ways of viewing things Designing, constructing,
planning, producing, inventing. Evaluating Justifying a decision or
course of action Checking, hypothesising, critiquing,
experimenting, judging Analysing Breaking information into parts to
explore understandings and relationships Comparing, organising,
deconstructing, interrogating, finding Applying Using information
in another familiar situation Implementing, carrying out, using,
executing Understanding Explaining ideas or concepts Interpreting,
summarising, paraphrasing, classifying, explaining Remembering
Recalling information Recognising, listing, describing, retrieving,
naming, finding BLOOMS REVISED TAXONOMY Creating Generating new
ideas, products, or ways of viewing things Designing, constructing,
planning, producing, inventing. Evaluating Justifying a decision or
course of action Checking, hypothesising, critiquing,
experimenting, judging Analysing Breaking information into parts to
explore understandings and relationships Comparing, organising,
deconstructing, interrogating, finding Applying Using information
in another familiar situation Implementing, carrying out, using,
executing Understanding Explaining ideas or concepts Interpreting,
summarising, paraphrasing, classifying, explaining Remembering
Recalling information Recognising, listing, describing, retrieving,
naming, finding
Slide 70
Remembering The learner is able to recall, restate and remember
learned information. Recognising Listing Describing Identifying
Retrieving Naming Locating Finding Can you recall information?
Slide 71
Understanding The learner grasps the meaning of information by
interpreting and translating what has been learned. Interpreting
Exemplifying Summarising Inferring Paraphrasing Classifying
Comparing Explaining Can you explain ideas or concepts?
Slide 72
Applying The learner makes use of information in a context
different from the one in which it was learned. Implementing
Carrying out Using Executing Can you use the information in another
familiar situation?
Slide 73
Analysing The learner breaks learned information into its parts
to best understand that information. Comparing Organising
Deconstructing Attributing Outlining Finding Structuring
Integrating Can you break information into parts to explore
understandings and relationships?
Slide 74
Evaluating The learner makes decisions based on in-depth
reflection, criticism and assessment. Checking Hypothesising
Critiquing Experimenting Judging Testing Detecting Monitoring Can
you justify a decision or course of action?
Slide 75
Creating The learner creates new ideas and information using
what has been previously learned. Designing Constructing Planning
Producing Inventing Devising Making Can you generate new products,
ideas, or ways of viewing things?
Slide 76
Practical Blooms Suitable for use with the entire class
Emphasis on certain levels for different children Extend childrens
thinking skills through emphasis on higher levels of the taxonomy
(analysis, evaluation, creation) Possible approaches with a class
could be: All children work through the remembering and
understanding stages and then select at least one activity from
each other level All children work through first two levels and
then select activities from any other level Some children work at
lower level while others work at higher levels All children select
activities from any level Some activities are tagged essential
while others are optional A thinking process singled out for
particular attention eg. Comparing, (done with all children, small
group or individual) Some children work through the lower levels
and then design their own activities at the higher levels All
children write their own activities from the taxonomy (Black, 1988,
p. 23).
Slide 77
Resources you will want for the New Blooms Please take a moment
to open and print out the following reference information that goes
along with this module: Document Name Bloom (one page poster)
Blooms Planning Sheet for Teachers Blooms Posters for your
Classroom Locate these resources inside the OIEP online File
Cabinet OIEP File Cabinet web address:
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep-
professional-development-file-cabinet
Show me! Select the Differentiate d Instruction Select the 21
st Century Skill Select the DOK Simply click on the open box and a
check mark will appear. If you change your mind or click the wrong
one, click the same box again and the checkmark will be removed.
These small boxes are toggle switches- one click on, one click off
A place for other that may not be listed on the template Select the
Bloom Level
Show me! Type in the daily plan instructions here!
Slide 82
Assessment
Slide 83
Section #13 Assessment After a new concept is taught, students
apply that new knowledge in authentic and meaningful ways during
extending and refining activities. These activities force students
to use, transfer and apply what they have learned in a new
way.
Slide 84
Types of Assessment Traditional Assessment helps determine how
well students retain basic facts or concepts. Traditional
Assessment has a right or wrong answer. This type of assessment
usually comes in the form of standardized tests such as true or
false, fill in the blank, or multiple choice.
Alternative/Performance Assessment is a performance based type of
evaluating students. The student is evaluated by how they learn and
solve problems. The students work out problems rather than memorize
facts. It is active learning, where the students exercise higher
level thinking skills. Formative Assessment is when a teacher
evaluates the students in a continuous manner, enabling the student
to learn in a more efficient manner. It is an ongoing measurement
designed to evaluate an individual's knowledge and skills. It
evaluates critical thinking, decision making, and problem solving
skills. Formative Assessment often provides the student with
written or oral feedback from the teacher rather than a letter or
number grade. Summative Assessment is an attempt to summarize the
student's learning all at one time. Summative Assessment is what
most standardized tests are used for. Authentic Assessment is "A
form of assessment in which students are asked to perform
real-world tasks that demonstrate meaningful application of
essential knowledge and skills" -- Jon Mueller
Slide 85
Samples of Assessments Product Assessments Bulletin Board
Display Conducting a Survey and Constructing a Data Table Display
Newspaper Article Nonfiction Booklet or Pamphlet Oral Interview
Oral Presentation Poster Song Web Page
Slide 86
Samples of Assessments Process Assessments Concept Maps Graphic
Organizers Group Work Student Self-Assessment Teacher
Assessment
Slide 87
Samples of Assessments Reading/Writing Assessments Language in
Use Responding to Literature-Analyzing Information Responding to
Literature-Locating Information Writing to Inform, to Persuade, and
for Personal Expression Content Quizzes and Tests/Teacher Created
Rubrics, etc.
Slide 88
Section #14 Culminating Product/Project Outcomes What will the
student produce? What will signify the end of the lesson?
Slide 89
Section #15 Re-teaching Focus and Strategy Now that the lesson
is complete what re- teaching (if any) needs to be done? What
concepts did the students struggle with? What strategy will be
deployed to assist with the re-teach?
Slide 90
Section #16 Remediation Plan Response to Intervention
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Section #17 Comments Notes area on lesson comments For Teacher
use as a reference Lesson Plan is a living document to refer back
to an make adjustments to teaching and instruction
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Show me! Enter Assessment Information Enter Culminating Product
Info Re-Teach Focus Enter Remediation Plans Teacher Comments
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Saving and Closing the Lesson Plan File Save-As Save the file
with a good naming convention-make it easy to retrieve Keep lesson
plans in a specific file for easy reference Make
files-within-a-file for good organization
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Show me! 1.File 2.Save As 3.Give it a file name for easy
reference 4.Save your file in a folder for easy retrieval 1. 2. 3.
4. Please note! The document will always save as a macro enabled
workbook. Dont change this default setting this way the macros will
always work.
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Completion If you have any questions, please do not hesitate to
contact me Tracy L. Chenoweth [email protected][email protected] 304-558-8833 my extension is 53252 Thank
you for participating in the learning module.