bellwork: lesson planning is like baking a cake...
TRANSCRIPT
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