florida center for research in science, technology, engineering, and mathematics (fcr-stem) learning...

Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM)Learning Systems Institute - Florida State University

Lesson Planning Tool Preview

• My Resources app

• Research-based

• “Backwards” design, multiple templates, displays as a webpage


Backwards Lesson Design

Established instructional design model (Dick &

Carey)

Understanding by Design (Wiggins & McTighe)

Facilitates alignment to standards and objectives


Selecting Standards for Your Lesson

• Think of the standards you select as being the foundation for your lesson: your lesson should be built from the standards. • CPALMS has a “tight” approach of aligning

standards to a lesson. Students should be provided with instructional delivery or an opportunity to practice the content or skills in the related standard. (This could take many forms: modeling, mini-lessons, discovery learning, group work, independent activities, etc.)

http://office.microsoft.com/en-us/images/results.aspx?qu=building+foundation&ex=1#ai:MC900056533|


Standards vs. Learning Objectives

▪ Predetermined

▪ Tell what students should understand, know, or be able to do

▪Determined by you (use the standards as your guide)▪ Reflect rigor of Florida Standards▪ Tell how students will show that they understand, know, or can do.▪ State objectives in context of the lesson▪ Tell how students will demonstrate understanding


Homework:• Choose the Standard you will use as the basis of your Lesson Plan

• Additional information about the standards may be found by “googling”

“Common Core Flip book Kansas”• 2nd site lists 1st grade through high school


Standards vs. Objectives

Learning Objectives: (What should students know and be able to

do as a result of this lesson?)

Students will be able to:• gather data from physical

experimentation • represent that data in a table and

scatter plot• interpret the data in a scatter

plot by identifying what is represented by both the independent and dependent variables.

Standard: MAFS.8.SP.1.1:Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association


Assessments Evidence/ Data gathering activities

Describe activity & how information can/will be used

Create/Attach Supporting Documents: Rubrics, handouts,

examples of expected student responses

Formative Assessment•Purpose: Allow teacher to make adjustments• “… a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning.”

Feedback to Students

•Purpose: Helps students improve & adjust to be ready for Summative Assessment• Linked to Formative Assessment• Teacher’s job

Summative Assessment

•Purpose: Did students meet objectives?•Rigorous• End of the Lesson•Rubric, learning progression scale, checklist, or answer key


Formative vs. Summative Assessment

Formative Assessment

Evaluation is used to guide future learning

Student is involved in self assessment

Sets reachable targets for future learning

Wellness checkPractice for the game

Summative Assessment

Evaluation is used to rank and sort students

Assessment involves teacher or outside agency only

No direct follow-up; when it’s over, it’s over

AutopsyThe big game

8


Guiding Questions

Also known as “Essential Questions” Open-ended, generate

discussion/argumentation Promotes real-world application or requires

student to draw upon content knowledge and personal experience

Can be revisited throughout lesson Focus: deep understanding


Prior Knowledge

• What prior knowledge should students have for this lesson?• What do students need to know in order to

successfully participate?• How will the teacher activate prior

knowledge?• What are common misconceptions or key

concepts that may need to be clarified?

Photographed by Lane Hartwell (http://fetching.net/) on behalf of the Wikimedia Foundation


General Lesson Plan Template:

“Gradual Release Method”

• Teaching Phase: How will the teacher present the concept or skill to students?

• Guided Practice: What activity or exercise will the students complete with teacher guidance?

• Independent Practice: What activities or exercises will the students complete to reinforce the concepts and skills developed in the lesson?


Lesson Content: Teaching Phase

Photo Source: Danny de Bruyne http://www.sxc.hu/photo/706123

• Prepare students• Generate curiosity• Introduce the new

concepts/skills


Lesson Content: Guided Practice•Describe the activities that will foster a better understanding of the content taught in this lesson•Student work with teacher guidance to build knowledge•Describe teacher and student actions

http://www.greeneccc.com/domain/33


Lesson Content: Independent Practice

•Describe the activities that occur once the teacher hands over responsibility for learning

to the students

•Describe how students will apply their learning

•Describe teacher and student actions

NonCommercial-NoDerivs 2.0 Generic: West Charlotte High School Student by Gates Foundation


Lesson Content: Closure• Help students

mentally organize new knowledge/skills

• Wrap-up lesson

Creative Commons 2.0 Generic: the school bus routine by woodleywonderworks


Accommodations & Extensions

• Accommodations: Suggest specific strategies for this specific lesson

• Extensions: Suggest activities for students who have demonstrated standards mastery


CPALMS Lesson Writing MindsetAudience: novice teachers• Detailed instructions• Management tips• Attach all documents,

pictures, & rubrics• Avoid jargon• Explain special tools &

methods (e.g., “anchor chart,” “Kagan strategies”)

Photo source: http://www.staples.com/Staples-Easy-Button/product_606396


Writing for Publication• Your original work: you create the activities and

assessments

• Not a lesson plan for oneself, but publication quality for other teachers (keep the first year teacher in mind as your audience)

• Highest quality, rigorous, aligns well to the standards

• Includes all necessary instructional steps to recreate the lesson--detailed enough for the first year teacher to implement

• Includes all necessary tools to implement the lesson

http://office.microsoft.com/en-us/images/results.aspx?qu=pencil&ex=1#ai:MC900234134|mt:1|

florida center for research in science, technology, engineering, and mathematics (fcr-stem) learning...

Documents

florida center

rigor of florida standards

objectives learning

state objectives

discovery learning

understanding slide

nonlinear association

webpage slide