1. Lesson design objectives:
Understand research
ID components of lesson
Create a mini lesson on a selected topic

2. Lesson Design Research Direct instruction (seven step lesson)
Learner centered (constructivist lesson)
Cooperative learning structures

3. Research Gagne’: nine instructional events: Gain attention
Inform learner of objectives
Stimulate recall of prior learning
Present the content
Provide learning “guidance”
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention

4. Madeline Hunter UCLA professor of education Research in 1960’s
Thousands of hours of coded observations
7 step lesson plan (other variants based on this, as well)

5. Lesson components 1. present learning objectives
What the students will learn
Lets you know what to assess
Should be done before you plan the lesson!
Use verbs from Bloom’s
“Students will…….”
“Today we are going to compute the average of a set of data”

6. Lesson components 2. Review prerequisites
Review skills or concepts necessary for the lesson
Students need to know how to add with regrouping and divide a multiple digit number

7. Lesson components 3. Present new material
Teach the lesson. Remember to include:
Hearing
Seeing
Doing

8. Lesson components 4. Conduct learning probes
Pose questions to students to assess their level of understanding and correct their misconceptions
Use various methods: whiteboards; signals; choral response; signaling device (examples: colored cards, letters, numbers on ring; number wheel; others)

9. Lesson components 5. Independent practice
Give students opportunity to practice skill on own
Small increments
Frequent checks

10. Lesson components 6. Assess performance Use objective as guide
Give feedback
Reteach, if needed

11. Lesson components Distributed practice Homework
Caveats: make sure they are completely ready for the work (my examples)
Don’t over due it!

12. Now your turn……
With a partner, write a mini lesson following this format.
Write a business letter (1, 10)
Add multiple digit numbers, with regrouping (2,9)
Subtract with regrouping (3,8)
Punctuate dialog (4,7)
Punctuate three types of sentences (declarative, exclamatory, question) (5,6)

13. Constructivist model Based on Piaget Disequilibrium Schema theory
Provides common experience
Can set stage for more structured learning models

14. Constructivist example
“Choca Cola Co.”
Decide on marketing plan for can (new vs. old)
Check features
Prepare presentation

15. Constructivist example
Conceptual understanding (high)
Complex processing
Needs guidance of teacher (connection to obj.)
Training intensive (kids must know what to do)
Must be translated or value greatly diminished

16. Cooperative learning Roles, rules, responsibilities Must have outcome
Training intensive
Social / collectivist conducive
Role of grades

17. Incidental instruction
“assignments”
Seat-work
Low engagement levels
Low teacher involvement
From 38-55% of day when including transition work

18. Comparison of models Direct instruction Construct. model
Cooperative learning model
Incidental instruction
Teacher
Director
Guide
Guide/observer
proctor
Student
Engaged; observable behavior
Engaged; active behavior; “in charge” of learning
Engaged; goal-oriented; active behavior; training intensive
Variable levels of engagement, activity, productivity
Best suited for:
Procedural learning; factual knowledge; practice
Concept development; introducing or applying
Reinforcement; practice of concept; engaging other modalities
Use should be limited to brief intervals for practice, transition

19. Concluding questions:
How might you employ each model to teach a lesson? (pair/share)
Do you see strengths for each model?
Limitations?