Lesson Planning Educ 3100 Backwards Design 1 Identify

Lesson Planning Educ 3100

Backwards Design 1. Identify Desired Results OBJECTIVES 2. Determine Acceptable Evidence ASSESSMENTS 3. Plan of Action LESSONS

Identify the Desired Results What do I want students to know and be able to do? Unpacking the Standards Getting information into “teachable chunks”

Backwards Design 1. Identify Desired Results OBJECTIVES 2. Determine Acceptable Evidence ASSESSMENTS 3. Plan of Action LESSONS

Determine the Acceptable Evidence How will I know that students know and are able to do it? Align Assessments with Objectives

Backwards Design 1. Identify Desired Results OBJECTIVES 2. Determine Acceptable Evidence ASSESSMENTS 3. Plan of Action LESSONS

Plan Instruction and Learning Experiences What experiences and instruction do I need to provide to enable students to understand the concept and learn how to do it? EN GA GI NG ! ! G IN MOTIVATING! T S E R E I T N

Basic Lesson Plan Title Grade and Subject Topic: State Core Objectives: Lesson Objectives: Prerequisite information: Time: Materials: Procedure: Introduction Lesson Presentation Differentiation for learner needs Assessment Closure Independent Practice

There Are Many Different Types of Lesson Plan Models The type of lesson you pick is determined by your objectives. How do I best teach students this topic?

Task Analysis What does a student have to be able to do in order to complete the task? • Behavioral Analysis – Identify the specific behaviors required to perform the task • Subject Matter Analysis – Break down the subject matter into specific topic, concepts, and principles • Information Processing Analysis PBJ – Specify the cognitive processes involved in a task Ormrod What skills are essential without which the student will have great difficulty with the task?

Task analysis is only useful for cognitive skills and motor skills, not verbal information. Why?

Lesson Planning ALA Madeline Hunter

Today’s Objective Describe the steps in a Hunter lesson plan Create a lesson using the Hunter lesson plan

Hunter Lessons 1) Anticipatory Set [hook] - Cue Set 2) Objectives and Purpose 3) Instructional Input – Best Shot 4) Modeling 5) Checking for understanding ed 6) Guided Practice g n a 7) Independent Practice rr a e r 8) Assessment is r e 1) Formative assessments d r o 2) Correctives s e im 3) Extensions t e m 9) Closure So

The Steps: Anticipatory Set or Cue Set Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind. To connect to student prior knowledge. to focus student attention on the lesson. to create an organizing framework for the ideas, principles, or information that is to follow (the teaching strategy called "advance organizers. ” Also think of Piaget and schemas). to extend the understanding and the application of abstract ideas through the use of example or analogy. . . used any time a different activity or new concept is to be introduced.

The Steps: Objectives What, specifically, should the student be able to do, understand, care about as a result of the teaching? TELL THEM!

The Steps: Instruction Input or Best Shot Provide content and information Explain concept State definitions Identify critical attributes Provide examples This can be done through direct teacher instruction, video, demonstration, questioning and discussion, and many other strategies

The Steps: Modeling The teacher demonstrates the use of the skill or knowledge

The Steps: Checking for Understanding Pose key questions Ask students to explain concepts, definitions, attributes in their own words Encourage students to generate their own examples Use active participation

The Steps: Guided Practice Initiate practice activities that are under direct teacher supervision Elicit overt response that demonstrates behavior or understanding Provide close monitoring Check for understanding (formative assessment)

The Steps: Independent Practice Students continue to practice the use of the skill or knowledge on their own Essential for mastery Should have some elements of decontextualization - enough different contexts so that the skill/concept may be applied to any relevant situation. . . not only the context in which it was originally learned What type of objectives might work well for a Hunter lesson plan?

The Steps: Assessment Use formative assessments – may be interwoven into the other steps Use correctives for those who do not understand Use extensions for those who need to be challenged

The Steps: Closure Do not close before giving the students practice Used to help students bring things together in their own minds to make sense out of what has just been taught Closure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole