1. Designing a Researched Based Lesson TPCK lesson guide

2. Lesson Plan Template The purpose behind this lesson plan template is for you (the teacher) to design a lesson plan that is supported by research. This lesson will be focusing on CDE standards (Jeffco CAP documents), learning theories, Marzano’s 9 strategies, Universal Learning Design, technology standards, Print a copy of the blank lesson plan template to fill in your plan as you work though this guide Blank lesson plan template

3. Lets begin with your content objectives? At the end of the lesson, what is it that your students need to know, understand and do (KUDO) This may also be known as the essential question. Write your content objectives (paraphrased after your name. Colorado state standards or Jeffco CAP documents. Know Understand Do

4. What type of learning (instruction) are you planning? You may use one or more different types of learning in your instruction. Is your instruction going to be teacher directed, teacher/student learning, or student centered learning. Let’s review the three types of learning theories.

5. Learning Theories Behaviorism Learning occurs from direct instruction using reinforcement that is positive or negative. Cause and effect Teacher driven instruction Gradual Release: I do it Cognitivsm Learning occurs by students working out the answer by making observation and creating mental pictures. Students may act out scenarios so that one can think through the consequences Informed decisions are made about how to deal with new or similar situation Teacher and students together Gradual Release: We do it together, you do it together Constructivism Learning that is active and self directed by active participation in problem-solving and critical thinking Student drives learning Gradual Release: You do it, independent practice Select the learning theory or theories that best represent the lesson you want to teach. If you need more information about the theories, click on the theory.

6. What instructional strategies are you going to use for your lesson? Decide on a mode of instruction to accomplish your objectives. Use your own strategy or choose one of Marzano’s 9 Instructional strategies that work. I have a feeling your strategy will probably fit into one of Marzano’s 9 strategies. Go to the next slide to view Marzano’s strategies

7. Marzano’s 9 Strategies Similarities and differences Summarizing and note taking Reinforcing effort and providing positive reinforcement Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypothesis Questions, cues, and advanced organizers Click on a strategy to learn more about it, what makes it work, and to view examples. Choose a strategy to use in your lesson.

8. How are you going to reach all learners? This question is an important issue when designing lessons. Are you reaching 80% or more of your students with your lesson. Universal Design for all learners (ULD) is a method in which your lesson can reach all learners. Look at the ULD chart and select a method or methods of how you can reach your students. Follow the links for on-line resources.

9. Universal Design for Learning Guidelines I. Provide Multiple Means of Representation II. Provide Multiple Means of Action and Expression III. Provide Multiple Means of Engagement 1. Provide options for perception 4. Provide options for physical action 7. Provide options for recruiting interest 2. Provide options for language and symbols 5. Provide options for expressive skills and fluency 8. Provide options for sustaining effort and persistence 3. Provide options for comprehension 6. Provide options for executive functions 9. Provide options for self-regulation © 2009 by CAST. All rights reserved.APA Citation: CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

10. Technology Standards As a teacher it is your responsibility to do your part in teaching technology standards. You probably use technology, have your students use technology, or could have your students use technology when learning the content. Review the following technology standards and see if you are doing your part in teaching the technology standards.

11. Technology Standards ISTE- International Society for technology in education National Educational standards (NETS) Jeffco public school adopted for district standards NETS for students Nets for teachers Other organizations with technology standards NCREL - Twenty-First Century Skills- Twenty-First Century Skills American Associaton of School Librarians- Standards for the 21 st Century Learner Standards for the 21 st Century Learner Colorado Department of Education- Technology standardsTechnology standards Comparison chart of technology standardsComparison chart of technology standards There are four different organizations that have similar technology standards. Click on the ISTE standards to find standards that you are teaching. For your lesson, use standards for students, standards for teachers, or both. You may also click on the other organizations or the link that compares the standards to choose your standards.

12. Reflection What type of reflection are you going to use for feedback on your lesson? Reflection Part A Are you going to use Mid reflection or a Post reflection to analyze the lesson Reflection Part B When you reflect are you going to have a reflection-on-action (what one has accomplished and reviewing the actions, thoughts, and product), reflection-in- action (during lesson to make changes), or reflection-for-action (students reflect on lesson) Is your reflection going to be formal or informal and what is your mode (exit card, survey, chart, verbal, thumbs up/down, blog)

13. End of Lesson You now have completed a TPCK lesson that is researched based. Good luck with the lesson. Use the information from this guide to continue to create your future lessons. End slide show Exit now

14. Learning theories Behaviorism The source of the behavior is environmental or external stimulus and focuses on positive reinforcement (a stimulus response relationship) 1. Learner acquires skills by applying explanations 2. Instruction utilizes consequence and reinforcement of learned behaviors 3. Learners acquires skills of discrimination by recalling facts 4. Learner acquire skills of generalization (defining and illustrating concepts 5. Learners acquires skill of changing (automatically performing a specified procedure) Return to learning theory chart

15. Learning theories Cognitivism Developed to document and analyze how humans store and internally process information by connecting symbols in a memorable way of new knowledge to past knowledge 1. Learner transfers information through sensory input to long term memory 2. Learner demonstrate knowledge in diverse contexts 3. Children become more sophisticated thinkers 4. Encode information 5. Incorporate teacher feedback to improve performance 6. Construct cognitive strategy to address content/problem Return to learning theory chart

16. Learning theories Constructivism Cultural relevance is important and the teacher encourages students to constantly assess how to gain knowledge (Inquiry) 1. The learner is able to converse, question, explain, and negotiate meaning 2. The process of assimilation and accommodation becomes self organizing behaviors of the part of the learner 3. The learner creates own meanings by being challenged into processes of accommodations in order to construct understandings of new ideas 4. The learner has opportunities for social interactions in learning contexts, so as to benefit from common cultural knowledge 5. The learner has opportunities to verify and sustain their current cognitive understandings through activities which allow them to use their existing knowledge in useful and beneficial ways Return to learning theory chart

17. Similarities and differences Strategies that use restructuring to understand content at a deeper level 1. Students need explicit instruction on how to identify same and different. 2. Students should have the opportunity to independently practice in comparing and contrasting. 3. Nonlinguistic representation (graphs and symbols) are especially powerful. Go to Examples of similarities and differences Return to Marzano’s 9 instructional strategies

18. Summarizing and note taking Summarizing and note taking requires the ability to synthesize information by analyzing and organizing information.. 1. For students to effectively take notes and summarize, they must be able to discriminate between essence and detail, terms and meaning, and claims and evidence. 2. Summarizing: students must understand information in order to delete, substitute and keep information. 3. Note taking: students must process information and record information in the most concise manner in own words Go to Examples of Summarizing and note taking Return to Marzano’s 9 instructional strategies

19. Reinforcing effort and Providing recognition Strategies that address students' attitudes and beliefs by focusing on effort that relates to achievement. 1. Students need recognition through praise or symbols to focus on what is being done well 2. Rewards and praise that are abstract and related to standards will have the largest impact. Rewards are good Go to Examples of providing recognition Return to Marzano’s 9 instructional strategies

20. Homework and practice Homework and practice provide opportunities for students practice, review, and apply knowledge. 1. Assign purposeful homework that can completed independently that can deepen knowledge. 2. Homework needs to be able to be done with appropriate level in mind so students can be successful 3. Monitor amount of homework assigned and include parent involvement in appropriate ways (not to police or teach) Go to Examples of homework and practice Return to Marzano’s 9 instructional strategies

21. Nonlinguistic representation This strategy uses mental images to elaborate a students knowledge. This allows them to understand it in greater depth and be more successful at recalling it. When students use imagery, the effects on achievement can be significant. 1. Learners acquire and store knowledge in two primary ways: linguistic and nonlinguistic when students use both systems the better they can recall the knowledge. 2. Visual representations connect related topics. 3.Students can improve their reading by organizing their thoughts using maps. 4.Students who create physical models or kinesthetically work with information take ownership in learning. Go to Examples of similarities and differences Return to Marzano’s 9 instructional strategies

22. Cooperative Learning Effective cooperative learning occurs when students work together to accomplish shared goals and when positive structures are in place to support that process 1. Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning 2. There may be no other instructional strategy that simultaneously achieves such diverse outcomes as cooperative grouping 3. Students help each other learn and encourage individual team members' success through group processing Go to Examples of cooperative learning Return to Marzano’s 9 instructional strategies

23. Setting objectives and providing positive feedback Setting objectives and providing feedback give students directions and help them think about their own learning. 1. Student learning contracts are effective in developing student ownership and completion of goals 2. Teachers need to define concrete, measurable objectives and encourage students to personalize them. 3. Feedback must be constructive and timely 4.Students giving themselves feedback will result with effective learning. Go to Examples of setting objectives and positive feedback Return to Marzano’s 9 instructional strategies

24. Generating & testing hypotheses When students generate and test hypotheses they are applying knowledge. 1. Understanding increases when explaining scientific processes using hypothesis 2. Problem solving and decision making enhances student learning 3. Inquiry methods help students gain better understanding of fundamental concepts Go to Examples of generating and testing hypotheses Return to Marzano’s 9 instructional strategies

25. Questions, Cues, and Advance organizers Helping students retrieve what they already know about a topic using questions that elicit inferences, cues, or hints about what is to come enhances their learning about new content. 1. Teacher focuses their questions on content that is most important 2. cues and questions should focus on what is important and should focus on higher-level questions. 3. Advance organizers take the surprise out of what is to come, help students retrieve what they already know about a topic, and focus them on the new information Go to Examples of cues, questions and advance org. Return to Marzano’s 9 instructional strategies

26. Similarities and Differences examples Compare & contrast-Classifying objects Pattern & attributes Creating metaphors, similes and analogies Attribute blocks represent objects with two or more attributes such as color, size, shape, etc. They can be physical manipulatives or software representations. Students are required to identify the common attribute and select additional objects with the same set of attributes. Go to similarities and differences strategy Return to Marzano’s 9 instructional strategies

27. Summarizing and note taking examples Summary frames Cubing Combination note takingNote taking format Go to summarizing and note taking strategy Return to Marzano’s 9 instructional strategies

28. Reinforcing effort and Providing recognition examples Effort and Achievement chart Award Positive letter, postcard or e-mail home to parents Display student work in class, on board or on website Go to effort and recognition strategy Return to Marzano’s 9 instructional strategies

29. Homework and practice examples Create class website Homework calendar Go to homework and practice strategy Return to Marzano’s 9 instructional strategies

30. Nonlinguistic representation examples Using graphic representations (organizers) Generating mental pictures Drawing pictures and pictographs Kinesthetic activities and making physical models Have students push a tennis ball through 28 feet of sock tubing representing the digestive system Go to nonlinguistic strategy Return to Marzano’s 9 instructional strategies

31. Cooperative Learning examples WebquestsOnline Projects In class projectsGroup Games Google Docs Webspiration Wiki Blogging Labs in groups Writers workshops Web page design Go to cooperative learning strategy Return to Marzano’s 9 instructional strategies

32. Setting objectives and providing positive feedback examples Goal settingPositive feedback Go to setting objectives and positive feedback strategy Return to Marzano’s 9 instructional strategies

33. Generating & testing hypotheses examples Hypothesis Problem Solving If….Then… Go to generating hypotheses strategy Return to Marzano’s 9 instructional strategies

34. Questions, Cues, and advance organizers examples Questions and cuesAdvance organizers Go to questions, cues, and advance org. strategy Return to Marzano’s 9 instructional strategies

35. Provide options for perception Options that customize the display of information Options that provide alternatives for auditory information Options that provide alternatives for auditory information Options that provide alternatives for visual information Return to UDL Guidelines Matrix

36. Provide options for language and symbols.Options that define vocabulary and symbols.Options that define vocabulary and symbols Options that clarify syntax and structure Options for decoding text or mathematical notation Options that promote cross-linguistic understanding Options that illustrate key concepts non-linguistically Return to UDL Guidelines Matrix

37. Provide options for comprehension Options that provide or activate background knowledge Options that highlight critical features, big ideas, and relationships Options that highlight critical features, big ideas, and relationships Options that guide information processing Options that support memory and transfer Return to UDL Guidelines Matrix

38. Provide options for physical action Options in the mode of physical response Options in the means of navigation Options for accessing tools and assistive technologies Return to UDL Guidelines Matrix

39. Provide options for expressive skills and fluency Options in the media for communication Options in the tools for composition and problem solving Options in the tools for composition and problem solving Options in the scaffolds for practice and performance Return to UDL Guidelines Matrix

40. Provide options for executive functions Options that guide effective goal-setting Options that support planning and strategy development Options that support planning and strategy development Options that facilitate managing information and resources Options that facilitate managing information and resources Options that enhance capacity for monitoring progress Return to UDL Guidelines Matrix

41. Provide options for recruiting interest Options that increase individual choice and autonomy Options that enhance relevance, value, and authenticity Options that enhance relevance, value, and authenticity Options that reduce threats and distractions Return to UDL Guidelines Matrix

42. Provide options for sustaining effort and persistence Options that heighten salience of goals and objectives Options that vary levels of challenge and support Options that foster collaboration and communication Options that increase mastery-oriented feedback Return to UDL Guidelines Matrix

43. Provide options for self- regulation Options that guide personal goal-setting and expectations Options that guide personal goal-setting and expectations Options that scaffold coping skills and strategies Options that develop self-assessment and reflection Return to UDL Guidelines Matrix

44. NETS for Students Standard 1 Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 2 Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Standard 3 Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Standard 4 Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Standard 5 Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standard 6 Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Return to NETS Matrix

45. NETS for teachers Standard 1 Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments Standard 2 Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS Standard 3 Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society Standard 4 Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Standard 5 Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Return to NETS Matrix