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Prepared by Michelle I. McKeogh Copyright © Allyn & Bacon 2008 Lesson Plans This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program Using Technology in the Classroom Gary G. Bitter & Jane M. Legacy Chapter 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
Copyright © Allyn & Bacon 2008 Madeline Hunter Lesson Plan Format 1.Anticipatory Set 2.Statement of Objectives 3.Instructional Input 4.Modeling 5.Check for Understanding 6.Guided Practice 7.Independent Practice
Copyright © Allyn & Bacon 2008 Anticipatory Set Setting the StagePearl Harbor Show some pictures of Pearl Harbor Show a movie
Copyright © Allyn & Bacon 2008 Statement of Objectives Tell students what theyll 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
Copyright © Allyn & Bacon 2008 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
Copyright © Allyn & Bacon 2008 Modeling Demonstrate –Show them what you just told them. 1.Discuss –Background from homework reading 2.Construct –Timeline of WWII 3.Show –Anti-Japan and anti- German posters and news clips
Copyright © Allyn & Bacon 2008 Check for Understanding Ask questions Watch faces Perform during each activity.
Copyright © Allyn & Bacon 2008 Guided Practice Help students start practicing new skills, applying new knowledge 1.Construct –Timeline of WWII events 2.Groups –Pose legitimate reasons for a country to go to war –Refer to textbook and previous class notes
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 Discovery Lesson Plan Equipment Set the stage Dont state objectives yet Give instructions Check for understanding Guided practice (lab) Discussion, regrouping Statement of objectives Independent practice (lab journal) Assessment
Copyright © Allyn & Bacon 2008 Group Work Equipment Set the stage State objectives Give instructions Check for understanding Group work Guided practice Discussion Regrouping Summary Assessment
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 Blooms Taxonomy
Copyright © Allyn & Bacon 2008 Blooms Taxonomy
Copyright © Allyn & Bacon 2008 The Assumptions: Our abilities can be measured from plain and simple to rather complex As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time.
Copyright © Allyn & Bacon 2008 Knowledge observation and recall of information knowledge of dates, events, places knowledge of major ideas Question Cues: –Who? –What? –When? –Where? –How? –Describe?
Copyright © Allyn & Bacon 2008 Comprehension Understanding information Ability to translate knowledge Compare and contrast Question Cues: –Summarize –Contrast –Predict –Distinguish
Copyright © Allyn & Bacon 2008 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?
Copyright © Allyn & Bacon 2008 Analysis See patterns Organize parts Recognize hidden meanings Identify components Question Cues: –Outline/Diagram … –What are the parts or features of …? –Classify … according to …
Copyright © Allyn & Bacon 2008 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
Copyright © Allyn & Bacon 2008 Evaluation Discriminate between ideas Decide based on reasoned argument Recognize subjectivity Question Cues: –Rank –Discriminate –Convince
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 Todays 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
Copyright © Allyn & Bacon 2008 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.
Copyright © Allyn & Bacon 2008 Essential Elements 1.Pre-engagement with the student and the curriculum 2.Establish a shared goal 3.Actively diagnose student needs and understandings 4.Provide tailored assistance
Copyright © Allyn & Bacon 2008 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
Copyright © Allyn & Bacon 2008 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
Copyright © Allyn & Bacon 2008 Applebee & Langers Features of Scaffolding 1.Ownership »Wish to learn 2.Appropriateness »Right level 3.Support »Structured guidance 4.Collaboration »Coaching 5.Internalization »Independent practice
Copyright © Allyn & Bacon 2008 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
Copyright © Allyn & Bacon 2008 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 Mapping This multimedia product and its contents are protected under copyright law. The.
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Prepared by Michelle I. McKeogh Copyright © Allyn & Bacon 2008 Learning Styles This multimedia product and its contents are protected under copyright law.
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