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

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

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

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)

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”

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

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

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)

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

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

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

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)

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

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

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

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

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

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

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