Attention getters (anticipatory sets) Setting the stage for engagement (1) Create disequilibrium (2) Connect with students (3) Provide opportunities for students to immediately engage the content How have you experienced these three? Disequilibrium: Manhole cover, present information that contradicts previously assessed prior knowledge Connect with students: Who am I? Immediate engagement: Journaling with accessible questions
Objectives (I) 1. Identify relevant standards 2. Transform standards for students: 1. Describe what needs to happen to meet expectations 2. Help students identify what is important 3. Specify (and differentiate) knowledge and learning skills
Instructional Strategies (1) What am I asking my students to learn? (i.e. content) How much prior domain knowledge do my students possess? (pre-assessment) How am I asking my students to learn? (i.e. process of learning) Developmentally appropriate? Embed skill building activities?
Instructional Strategies (2) Total Processing Space in Working Memory (short-term memory) Operating Space Storage Space
Technologies How can technologies be used to enhance students ability to meet learning objectives? Simulations? SmartBoards? Sentios/clickers? iPads? Adventure Learning?
ASSESSMENT (1) Backward design Transparency of expectations Valid assessments Accommodate diverse learners
ASSESSMENT (2) What type of formal/informal assessments have you seen? What types of assessments are particularly useful for a teacher and a student? Exit cards (one thing you learned today and/or answer to a question); journaling (two- minute summary; one question that student has at end of class); thumbs up/down; anonymous response via clickers;
Evaluating lesson plans 1. Is there evidence of an Attention Getters (anticipatory set)? 2. Are there clear objectives? 1. Will students understand what they are learning and why? 3. To what extent does the lesson plan account for how students are being asked to learn? 4. To what extent does the lesson plan incorporate appropriate technologies? 5. To what extent does the lesson plan incorporate effective assessments?