Lesson Planning: Best Practices

Julius ZukeNew Teacher Institute I

August, 2010

Always have a cover page and rubric.

Instructional Accountability Form(Lesson Snapshot)

Teacher: Julius Zuke Implementation Date:

Objective: What should the student be able to do by the end of this lesson?Students will know print and electronic resources for studying sexually transmitted diseases and will be able, without plagiarizing, to summarize information about one sexually transmitted disease in a question-and-answer format.

Essential Learnings (s): What knowledge and skills are embedded in the objective?•Use of internet URL’s•Use of Encyclopedia•Use of Medical Dictionary•Use of an online citation maker

Assessment: Describe, briefly, what students will do to show that they have mastered (or made progress toward) the objective. . RUBRIC and/or graphic organizer attached.

Rubric

Start with a rubric and a know-and-do objective. The highest level of completion for each criterion is the

goal for every student. Never let a rubric communicate “the least amount I can do and still pass.”

In real life, is 60% passing?Auto mechanic: Your car is fixed. It will start 60% of the time.

Is 65% passing?Verizon salesperson: Your phone will get a signal 65% of the time.

Is 75% passing?Appliance Repair Person: Your freezer will freeze food for 21 days out of every month.

Is 85% passing?Surgeon: I performed a hundred operations, and eighty-five of the patients woke up when it was over.

Is 95% passing?Dentist: I filled a hundred teeth, and only five patients complained that they still had a toothache when I was done.

Make provisions for follow-up strategies when students fail to hit the gold standard—the highest level of your rubric.

TO DO IT CORRECTLY EVERY TIME!

Include Alignments to Standards

• Information Literacy• Social Studies (from lesson seeds)• Bloom’s Taxonomy• TL8

Information Literacy StandardsSKILLS1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.1.1.2 Use prior and background knowledge as context for new learning.1.1.3 Develop and refine a range of questions to frame the search for new understanding.1.1.4 Find, evaluate, and select appropriate sources to answer questions.1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural

context.1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and

point of view or bias.1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and

knowledge in order to construct new understandings, draw conclusions, and create new knowledge.2.1.2 Organize knowledge so that it is useful.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4 Use technology and other information tools to analyze and organize information.2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 4.1.1 Read, view, and listen for pleasure and personal growth.4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.4.1.4 Seek information for personal learning in a variety of formats and genres.4.1.5 Connect ideas to own interests and previous knowledge and experience.4.1.6 Organize personal knowledge in a way that can be called upon easily.4.1.7 Use social networks and information tools to gather and share information.4.1.8 Use creative and artistic formats to expressRESPONSIBILITIES1.3.1 Respect copyright/intellectual property rights of creators and producers.1.3.2 Seek divergent perspectives during information gathering and assessment.1.3.3 Follow ethical and legal guidelines in gathering and using information.1.3.4 Contribute to the exchange of ideas within the learning community.1.3.5 Use information technology responsibly.2.3.1 Connect understanding to the real world.2.3.2 Consider diverse and global perspectives in drawing conclusions.2.3.3 Use valid information and reasoned conclusions to make ethical decisions3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. 3.3.7 Respect the principles of intellectual freedom. 4.3.1 Participate in the social exchange of ideas, both electronically and in person.4.3.2 Recognize that resources are created for a variety of purposes.4.3.3 Seek opportunities for pursuing personal and aesthetic growth.4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.SELF ASSESSMENT1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.1.4.3 Monitor gathered information, and assess for gaps or weaknesses.1.4.4 Seek appropriate help when it is needed.2.4.1 Determine how to act on information (accept, reject, modify).2.4.2 Reflect on systematic process, and assess for completeness of investigation.2.4.3 Recognize new knowledge and understanding.2.4.4 Develop directions for future investigations.

3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints. 3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.4 Create products that apply to authentic, real-world contexts. 3.3.5 Contribute to the exchange of ideas within and beyond the learning community. 3.3.6 Use information and knowledge in the service of democratic values. 3.3.7 Respect the principles of intellectual freedom. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.4.4.1 Identify own areas of interest.4.4.2 Recognize the limits of own personal knowledge.4.4.3 Recognize how to focus efforts in personal learning.4.4.4 Interpret new information based on cultural and social context.4.4.5 Develop personal criteria for gauging how effectively own ideas are expressed.4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.ASSESSMENT LIMITS1.a Clearly define a task.1.b Develop appropriate questions (divergent and/or convergent).1.c Select appropriate resources.1.d Evaluate the quality of resources using. 1.e Locate sources.1.f Use search strategies.1.g Navigate through text and illustrations to locate relevant information.1.h Use print and technologies to locate information.1.i Seek appropriate help when necessary.1.j Use index, table of contents, glossary, Boolean, and keyword searches.1.k Complete a simple bibliographic citation. 2.a Employ a variety of strategies and technologies to extract and organize information. 2.b Employ critical thinking and problem solving skills to make sense of information gathered from diverse sources.2.c Synthesize information to support a thesis or idea.2.d Quote or paraphrase ideas from sources.2.e Distinguish fact from opinion.

2.f Evaluate the effectiveness of their research.2.g Check the appropriateness of the sources they use.2.h Use peer to peer and instructor feedback to guide the inquiry process.2.i Be able to use a variety of production tools to create a product.3.a Reflect on their learning.3.b Follow ethical and legal guidelines in gathering, using, and sharing information.3.c Demonstrate respect for principles of intellectual freedom.3.d Give credit when using others’ ideas and products.3.e Use valid information and reasoned conclusions to make ethical decisions.3.f Contribute their ideas both within and beyond the learning community.3.g Consider and respect diverse and global perspectives in drawing conclusions and interpreting new ideas.3.h Share their learning through various strategies, technologies, and formats.3.i Practice safe and responsible behaviors in electronic communication and interaction.4.a Use readers’ advisory technologies and awards to find reading materials.4.b Choose materials independently.4.c Read widely for pleasure and personal growth. 4.d Use creative and artistic formats to express personal response to information and ideas.4.e Apply what is learned to their own lives.4.f Follow the rules for using materials.4.g Follow the library rules and procedures.4.h Find the parts of a book.

Bloom’s Taxonomy

http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm

EVALUATION making value decisions about issues; resolving controversies or differences of opinion; development of opinions, judgements or decisions Do you agree...? Place the following in order of priority... How would you decide about...? What criteria would you use to assess...?

http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm

TL8 Standards

The Plan• Objective 1: Student Learning• Objective 2: Professional Development• Objective 3: Administrative Productivity and Efficiency• Objective 4: Universal Access• Objective 5: Research and Evaluation

http://www.marylandpublicschools.org/NR/rdonlyres/C3BAD835-6100-484C-8397-85279EB95A34/13485/TechPlanFinalfromPrinter73007.pdf

• Objective 1: Improve student learning throughtechnology.• Objective 2: Improve staff’s knowledge and skills tointegrate technology into instruction.• Objective 3: Improve decision-making, productivity, andefficiency at all levels of the organizationthrough the use of technology.• Objective 4: Improve equitable access to appropriatetechnologies among all stakeholders.• Objective 5: Improve the instructional uses oftechnology through research and evaluation

http://www.marylandpublicschools.org/NR/rdonlyres/C3BAD835-6100-484C-8397-85279EB95A34/13485/TechPlanFinalfromPrinter73007.pdf

Infuse mandated accommodations at the point of instructional delivery.

Suggested Note Taking StrategyQuestion Answer

Manuscript writing or typing rather than cursive writingAssistance with note taking

Accommodation

Include Process Charts

• How to save work• Citations—http://www.easybib.com

Protect your work. Save your typed work in the drop box every day at the end of the period. (The date will automatically change every day.) If you only save you work in MY DOCUMENTS, someone could trash you work, and you would have to start over. Don’t

let this happen!

FIRST STEP: Save AsSave in MY DOCUMENTS.

Filename protocol is last name, first name, date saved.

Example:

Smith_Daquan_9Feb

If the computer asks you if you want to save changes, say YES!

After saving your work in MY DOCUMENTS, go to www.bcpss.org

Username is your ID number.

Password is your first name (first letter capitalized).

Click on your World History class.

Click on COURSE TOOLS.

Click on DIGITAL DROP BOX.

Click on DIGITAL DROPBOX.

Click SEND, not ADD!

Fill out the form and click submit. Be sure to type something in the “comments” box, or the drop box will not work.

Getting Your Work Back Out of the Drop Box.

• When you go back to the drop box later on to continue your work, click on the copy of your work that has the latest date and time. Save your work in MY DOCUMENTS before doing anything else. Close the internet, click on the MY DOCUMENTS folder, and continue work offline. At the end of the period, repeat the process of saving in MY DOCUMENTS and then saving in the drop box. Always say YES if you are asked if you want to save changes.

www.easybib.com

Use the drop-down menu to select the type of information you used—book, encyclopedia, web page, etc.

Fill out as much information as you can find, then click Create Citation.

Copy the citation by hand or click the Export to Word button.

Your citation will be typed for you automatically. Be sure to save it!

Follow the Curriculum

• Start with the lesson seed.• “Flesh out” the lesson seed as needed.

Actual Lesson Seed

“Fleshed-out” Lesson Seed

NOTE ADDITIONS IN BLUE TEXT.