2 Backwards Design 1. Identify Desired Results 2. Determine Acceptable EvidenceOBJECTIVESASSESSMENTS3. Plan of ActionLESSONS
3 Identify the Desired Results What do I want students to know and be able to do?Unpacking the StandardsGetting information into “teachable chunks”
4 Backwards Design 1. Identify Desired Results 2. Determine Acceptable EvidenceOBJECTIVESASSESSMENTS3. Plan of ActionLESSONS
5 Determine the Acceptable Evidence How will I know that students know and are able to do it?Align Assessments with Objectives
6 Backwards Design 1. Identify Desired Results 2. Determine Acceptable EvidenceOBJECTIVESASSESSMENTS3. Plan of ActionLESSONS
7 Plan Instruction and Learning Experiences What experiences and instruction do I need to provide to enable students to understand the concept and learn how to do it?ENGAGING !INTERESTING!MOTIVATING!
8 Basic Lesson Plan Title Grade and Subject Topic: State Core Objectives:Lesson Objectives:Prerequisite information:Time:Materials:Procedure:IntroductionLesson PresentationDifferentiation for learner needsAssessmentClosureIndependent Practice
9 There Are Many Different Types of Lesson Plan Models The type of lesson you pick is determined by your objectives.How do I best teach students this topic?
10 Task AnalysisWhat does a student have to be able to do in order to complete the task?Behavioral AnalysisIdentify the specific behaviors required to perform the taskSubject Matter AnalysisBreak down the subject matter into specific topic, concepts, and principlesInformation Processing AnalysisSpecify the cognitive processes involved in a taskOrmrodPBJWhat skills are essential without which the student will have great difficulty with the task?
11 Task analysis is only useful for cognitive skills and motor skills, not verbal information. Why?
13 Today’s Objective Describe the steps in a Hunter lesson plan Create a lesson using the Hunter lesson plan
14 Hunter Lessons Anticipatory Set [hook] - Cue Set Objectives and PurposeInstructional Input – Best ShotModelingChecking for understandingGuided PracticeIndependent PracticeAssessmentFormative assessmentsCorrectivesExtensionsClosureSometimes order is rearranged
15 The Steps: Anticipatory Set or Cue Set Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.To connect to student prior knowledge.to focus student attention on the lesson.to create an organizing framework for the ideas, principles, or information that is to follow (the teaching strategy called "advance organizers.” Also think of Piaget and schemas).to extend the understanding and the application of abstract ideas through the use of example or analogy...used any time a different activity or new concept is to be introduced.
16 The Steps: Objectives TELL THEM! What, specifically, should the student be able to do, understand, care about as a result of the teaching?TELL THEM!
17 The Steps: Instruction Input or Best Shot Provide content and informationExplain conceptState definitionsIdentify critical attributesProvide examplesThis can be done through direct teacher instruction, video, demonstration, questioning and discussion, and many other strategies
18 The Steps: ModelingThe teacher demonstrates the use of the skill or knowledge
19 The Steps: Checking for Understanding Pose key questionsAsk students to explain concepts, definitions, attributes in their own wordsEncourage students to generate their own examplesUse active participation
20 The Steps: Guided Practice Initiate practice activities that are under direct teacher supervisionElicit overt response that demonstrates behavior or understandingProvide close monitoringCheck for understanding (formative assessment)
21 The Steps: Independent Practice Students continue to practice the use of the skill or knowledge on their ownEssential for masteryShould have some elements of decontextualization - enough different contexts so that the skill/concept may be applied to any relevant situation...not only the context in which it was originally learnedWhat type of objectives might work well for a Hunter lesson plan?
22 The Steps: AssessmentUse formative assessments – may be interwoven into the other stepsUse correctives for those who do not understandUse extensions for those who need to be challenged
23 The Steps: Closure Do not close before giving the students practice Used to help students bring things together in their own minds to make sense out of what has just been taughtClosure is the act of reviewing and clarifying the key points of a lesson, tying them together into a coherent whole