prepared by michelle i. mckeogh copyright © allyn & bacon 2008 lesson plans this multimedia...

Copyright © Allyn & Bacon 2008Prepared by Michelle I. McKeogh

Lesson Plans

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Using Technology in the ClassroomUsing Technology in the ClassroomGary G. Bitter & Jane M. LegacyGary G. Bitter & Jane M. Legacy

Chapter 7Chapter 7

Copyright © Allyn & Bacon 2008

Essential Elements

1. Objectives• What students will be able to do as a result of the

lesson

2. Procedures• What the teacher will do to get the students there

3. Evaluation• What the teacher can do to see if the lesson was

taught effectively


Madeline HunterLesson Plan Format1. Anticipatory Set

2. Statement of Objectives

3. Instructional Input

4. Modeling

5. Check for Understanding

6. Guided Practice

7. Independent Practice


Anticipatory Set

• Setting the Stage Pearl Harbor

• Show some pictures of Pearl Harbor

• Show a movie

http://www.huntington.edu/education/lessonplanning/Plans.html


Statement of Objectives

• Tell students what they’ll be able to do as a result of the lesson.

1. The student will summarize reasons for U.S. entrance into WWII

2. The student will evaluate the pros and cons of these reasons



Instructional Input

• May be lecture, demonstration, explanation, instructions, etc.

1. Discuss– Background from

homework reading

2. Construct– Timeline of WWII

3. Show – Anti-Japan and anti-

German posters and news clips



Modeling

• Demonstrate– Show them what you

just told them.

1. Discuss– Background from

homework reading


3. Show – Anti-Japan and anti-

German posters and news clips



Check for Understanding

• Ask questions• Watch faces

Perform during each activity.



Guided Practice

• Help students start practicing new skills, applying new knowledge


events

2. Groups– Pose legitimate

reasons for a country to go to war

– Refer to textbook and previous class notes



Independent Practice

• Turn them loose to work on their own

1. Journal– What role did

emotions play in U.S. entrance into WWII?

– Defend or critique the reasons for going to war.



Discovery Lesson Plan

• Equipment• Set the stage• Don’t state objectives

yet• Give instructions• Check for

understanding

• Guided practice (lab)• Discussion,

regrouping• Statement of

objectives• Independent practice

(lab journal)• Assessment



Group Work

• Equipment• Set the stage• State objectives• Give instructions• Check for

understanding

• Group work• Guided practice• Discussion• Regrouping• Summary• Assessment



Instructional Plan for a Single Lesson

• Briefly describe the students in the class, including those with special needs.

• Briefly provide an overview of the concept(s) being taught.

• What are your goals for the lesson? What do you want them to learn?

MBE610 S.N.H.U.


Instructional Plan (Cont.)

• What are your specific behavior objectives for this lesson?

• How do these goals relate to broader curriculum goals in the discipline as a whole or in other disciplines?

• Why are those goals suitable for this group of students?

MBE610 S.N.H.U.


Instructional Plan (Conc.)

• How do you plan to engage students in the content? Include time estimates.

• What difficulties do you anticipate students may have and how will you address them? What instructional materials will you use?

• How do you plan to assess students?

MBE610 S.N.H.U.


Bloom’s Taxonomy


Blooms Taxonomy

Evaluation

Synthesis

Analysis

Application

Understanding

Knowledge


The Assumptions:

• Our abilities can be measured from plain and simpleto rather complex

• As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time.


Knowledge

• observation and recall of information

• knowledge of dates, events, places

• knowledge of major ideas

• Question Cues:– Who?

– What?

– When?

– Where?

– How?

– Describe?


Comprehension

• Understanding information

• Ability to translate knowledge

• Compare and contrast

• Question Cues:– Summarize

– Contrast

– Predict

– Distinguish


Application

• Use methods, concepts, theories in new situations

• Solve problems using required skills or knowledge

• Question Cues:– How is … an example

of …?

– How is … related to …?

– Why is … significant?


Analysis

• See patterns • Organize parts • Recognize hidden

meanings • Identify components

• Question Cues:– Outline/Diagram …

– What are the parts or features of …?

– Classify … according to …


Synthesis

• Use old ideas to create new ones

• Relate knowledge from several areas

• Predict, draw conclusions

• Question Cues:– How would you

create/design a …?

– Combine

– Rearrange


Evaluation

• Discriminate between ideas

• Decide based on reasoned argument

• Recognize subjectivity

• Question Cues:– Rank

– Discriminate

– Convince


Instructional Scaffolding

• The ultimate academic goal is for students to become independent lifetime learners, so that they can continue to learn on their own or with limited support.


Today’s Learners

• Are challenged to:(a) know how to learn,

(b) access changing information,

(c) apply what is learned, and

(d) address complex real-world problems in order to be successful

http://www.vtaide.com/png/ERIC/Scaffolding.htm


What is Scaffold Instruction?

• Scaffolding is a process in which teachers assist students until they can perform new tasks independently.– As students require less support, teachers allow

students to assume more responsibility for their learning thus removing some of the “scaffolding”.


Essential Elements

1. Pre-engagement with the student and the curriculum

2. Establish a shared goal3. Actively diagnose student needs and

understandings4. Provide tailored assistance

http://condor.admin.ccny.cuny.edu/~group4/Lawson/Lawson%20Paper.doc


Essential Elements (Cont.)

5. Maintain pursuit of the goal

6. Give feedback

7. Control for frustration and risk

8. Assist internalization, independence, and generalization to other contexts

http://condor.admin.ccny.cuny.edu/~group4/Lawson/Lawson%20Paper.doc


Guidelines

• Determine student capabilities

• Try to have everyone one the “same page”

• Know when the students have had enough

• Know when to let the student work independently


Applebee & Langer’sFeatures of Scaffolding

1. Ownership» Wish to learn

2. Appropriateness» Right level

3. Support» Structured guidance

4. Collaboration» Coaching

5. Internalization» Independent practice


Scaffolding Throughout the Lesson

1. The teacher does it» Teacher models

2. The class does it» Teacher and students work together to

perform the task

3. The group does it» Students work with a partner

4. The individual does it» Independent practice stage


Challenges & Cautions

• Use scaffolding only when appropriate

• Practice many different approaches to obtain the correct response from students

• Be positive, patient, and caring

prepared by michelle i. mckeogh copyright © allyn & bacon 2008 lesson plans this multimedia...

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