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FOR MORE CLASSES VISIT  EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans EDU 310 Week 1 DQ 1 EDU 310 Week 1 DQ.

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Presentation on theme: "FOR MORE CLASSES VISIT  EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans EDU 310 Week 1 DQ 1 EDU 310 Week 1 DQ."— Presentation transcript:


2  EDU 310 Week 1 Individual Assignment Main Factors of Lesson plans EDU 310 Week 1 DQ 1 EDU 310 Week 1 DQ 2 EDU 310 Week 2 Individual Assignment Lesson Components Paper EDU 310 Week 2 Team Assignment Writing Objectives Activity EDU 310 Week 2 DQ 1 EDU 310 Week 2 DQ 2 EDU 310 Week 3 Individual Assignment Cooperative Learning Presentation EDU 310 Week 3 Team Assignment Cooperative Learning Activity and Lesson Plan EDU 310 Week 3 DQ 1

3  How do observable and measurable objectives help teachers and students demonstrate accountability?

4  Decision making is a basic skill for teachers. What types of decisions must teachers make? What resources do teachers have available t help them make a decision?

5  Individual Assignment: Main Factors of Lesson Plans Paper  Resource: The website,, contains information related to the National Board for Professional Teaching Standards, as well as pp. xxi–xxiv & Ch.1 of Methods for Effective  Write a 350- to 700-wordpaper in which you identify the main factors to consider when lesson planning and identify the differences between goals and observable and measurable objectives. Consider the following factors:  The framework for teaching, based on Danielson’s (2007) book.

6  Individual Assignment: Lesson Plan Components Table  Resource:University Material: Lesson Plan Components Table  Locate three new lesson plans, each from a different content area, on the Internet or from a published source.  Complete the University Material: Lesson Plan Components Table by describing the lesson components, the components you feel are lacking, the learning styles addressed, the instructional strategies used in each lesson, and the purpose of each strategy.

7  Learning Team Assignment: Writing Objectives Activity  Resources:University Material: Bloom’s Taxonomy Matrix and University Material: ABCD Objective Writing Method  Select one content standard as the focus of an instructional unit.  Write the title of your unit based on your chosen content standard.  Write an objective for each of the six Bloom’s cognitive process dimensions using the ABCD method for writing objectives:

8  How does differentiation allow for students’ needs to be met in the classroom? Provide several examples of differentiation in a lesson plan.

9  How might you determine the makeup of cooperative groups?

10  Individual Assignment: Cooperative Learning Presentation  Resource:University Material: Appendix A  Review the two assignment options provided in Appendix A.  Select and complete one of the options.

11  Learning Team Assignment: Cooperative Learning Activity and Lesson Plan  Resource:University Material: Lesson Plan Critique  Locate a lesson plan that has a cooperative learning activity to present to your Learning Team. Alternatively, you may locate an existing lesson plan and incorporate a cooperative learning activity into it.  Discuss the characteristics and structures of the cooperative learning activities with your Learning Team. Be sure to address the important components of group building.  Select a state standard as the basis of a lesson or instruction.

12  What is the difference between formative and summative assessment? When might you use each one of these types of assessments in your classroom?

13  Why should teachers assess students’ prior knowledge?

14  Individual TaskStream Assignment: Observation on Teacher Interview and Lesson Implementation  Resources: Questions for Teacher Interview on Lesson Planning and Questions for Teacher Observation on Lesson Implementation.  Interview a teacher with respect to lesson plan development.  Observe a teacher implementing a lesson in a classroom setting.  Prepare a 700-word reflection of the observation, addressing all questions, and include a summary of your impressions of the interview and the observation.

15  Individual TaskStream Assignment: Self-Assessment of Dispositions  Complete the Self-Assessment of Dispositions form in TaskStream.  The purpose of the self-evaluation of dispositions is for you to use self- reflection to determine your disposition toward teaching.  This analysis provides you with feedback regarding your personal qualities related to the teaching profession as well as areas that you continue to develop throughout your program of study.  Access this form in TaskStream in the Assignments DRF via the course link.  Submit this form to your faculty member in your e-portfolio.

16  Learning Team Assignment: Assessment Presentation  Create a brochure that a student teacher or mentee could refer to for guidance that offers the following information:  Compares formal and informal assessments  Defines formative and summative assessment strategies  Explainsauthentic assessment  Provides three examples of formative and three examples of summative assessments and when they are appropriate to use in the classroom

17  What types of technological tools can teachers use today to help them in planning, learning, and assessment?

18  How do you plan to use reflection as a teacher? How can reflection, in addition to assessment, drive instruction?

19  Individual Assignment: Video Reflection Chart and Summary  Resources: Videos: Lesson on Birds and A Lesson on Fractions, and University Material: Video Reflection Chart  Watch the Lesson on Birds and A Lesson on Fractions videos.  Assume the role of the teacher in both videos and complete the University Material: Video Reflection Chart.

20  Individual TaskStream Assignment: Lesson Plan  Resource: EDU/310 TaskStream Assignment: Lesson Plan  Develop a lesson plan in TaskStream, using the topic you picked in Week Two.  Submit your lesson plan to your TaskStream.


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