Presentation on theme: "Effective Lesson Planning Illinois State Board of Education English Language Arts Content Specialists Hosted by Kathi Rhodus, June, 2012 Content contained."— Presentation transcript:
Effective Lesson Planning Illinois State Board of Education English Language Arts Content Specialists Hosted by Kathi Rhodus, June, 2012 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Todays Targets Essential Components of a Lesson Plan 1. Target/Standard AND Assessment 2. Hook/Grabber (Anticipatory Set) 3. Activate Prior Knowledge 4. Relevancy Piece or Whats In It For Me? 5. Differentiation Ideas 6.Steps in Acquiring and Processing Information 7.Closure (Jensen and Nickelsen )
( Wiggins and McTighe ) To begin with the end in mind means to start with a clear understanding of your destination. It means you know where youre going…so the steps you take are always in the right direction. When writing your lesson plans or units consider this…
Traditional Design Traditional design is like... …setting out on a trip and not knowing where you are going (what skills) and not knowing how you will know when you get there Traditional design follows… …textbooks …reading series...favorite themes
What Is Backward Design? Its thinking about assessment before deciding how you teach, planning instruction, what resources you will use and finally and most importantly…. How will the student prove he/she has learned the target? (Wiggins and McTighe )
Identify desired results Determine acceptable evidence Plan learning experiences & instruction (Wiggins and McTighe)
Learning/Achievement Targets Are…. Statements of what we want students to learn and be able to do. These statements come from the Common Core State Standards! Step #1
Be posted daily for students to see Be discussed with students at the beginning of the lesson Be reviewed with students at the end of the lesson How do you know students reached the target? (formative & summative assessment) Learning Targets should…
Its authentic if: Our target: Swim and not drown! This method of instruction will most likely lead to this end result.
The Swimming School Tune: On Top of Old Smoky Last year I decided To be fit and trim So I took a class called, Lets Learn How to Swim The classroom was tidy, the textbook was cool It had colored pictures of folks in a pool. Written by Jean Spanko
I read every chapter, I read every line I did all the worksheets - success would be mine. The teacher said, First thing, Well learn not to drown. Id suggest you take notes now, Cause this is profound. The test will be Friday, its fill-in-the-blank I grade on the bell curve To see where you rank. Swimming School, pg. 2 Written by Jean Spanko
Well, wonder of wonders, I got the best score So now I was ready to swim shore to shore. I rushed to the pool Which was right down the block I jumped in the water and sank like a rock. The lifeguard who saved me Was not too impressed When I showed my grade card That proved I was best. Swimming School, pg. 3 Written by Jean Spanko
He said, Swimmings a pattern of kicking and strokes But you have no program, your class was a hoax. So now Im enrolled in Lets Learn How to Knit, Im making a muu-muu~ Forget being fit! Swimming School, pg. 4 Written by Jean Spanko
Hook The beginning of the lesson – the place where you draw the student into your lesson. It can provide a sense of direction and purpose for the learning. Step #2
Activating Prior Knowledge Background knowledge is what a person already knows. The relationship between students background knowledge and their achievement is strong; it provides the platform, the schema, and vocabulary needed for success. (Zull, 2002) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Step #3
WIIFM – Relevancy (Whats In It For Me) This may be taken care of in the hook, but if not, why do students need this skill? Not only do students need to know what is expected of them to learn from the lesson, they also need to know why they need to learn it or how they will personally benefit form learning the concept or skill. All brains want to know Whats In It For Me? (Jensen and Nickelsen ) Content contained is licensed under a Creative Commons Attrbution-ShareAlike 3.0 Unported License Step #4
3 Questions To Ask Students 1. Why do you think you need to learn todays concept or skill? How will it help you now and when you are an adult? 2. How does todays concept or skill relate to what you already know or have recently learned? 3. How does todays concept or skill connect with a bigger picture or concept? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License
Differentiation Ideas 1. What do I need to do to scaffold instruction for those who are below level? 2. How do I meet the needs of the student who may already have the skill? Both types of differentiation are important and needed: spontaneous strategies and preplanned strategies. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Step #5
Steps in Acquiring and Processing Information Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Step #6 Target Assessment Steps to get there This is the largest part of the plan: 1. Chunk information. 2. Brain must see correlation/connection between target and the learning. 3. Provide ample guided practice!
Stop and Start Reflection Activity On an index card, write down at least one thing you want to STOP doing based on todays workshop. On an index card, write down at least one thing you want to START doing based on todays workshop.
Contact Information Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Sarah McCusker,100 N. First Street, Springfield, Illinois email@example.com@isbe.net (217) 524-4832 Erik Iwersen, Area I-A,B,D firstname.lastname@example.org@s-cook.org (708) 544-4891 Amy Robinson, Area I-C email@example.com@dupage.k12.il.us (630) 495-6080 Jill Brown, Area II firstname.lastname@example.org@kidsroe.org (815) 636-3060 Katy Sykes, Area III and IV email@example.com@i-kan.org (815) 937-2950 Kathi Rhodus, Area V and VI firstname.lastname@example.org@stclair.k12.il.us (618) 825-3900