Lesson planning & Assessment
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The document provides guidance on effective lesson planning. It discusses that effective lesson plans focus on what students accomplish rather than just what the teacher covers. While there is no single accepted planning model, effective plans clearly outline objectives using active verbs, consider student learning styles and attention spans, and systematically develop questions and activities. Teacher planning is often a mental process that must be flexible, focused on student needs, and constantly revised based on changing circumstances. Lesson plans should incorporate a variety of activities targeting different learning styles.
Lesson planning & Assessment
- 1. Lesson Plans Dr. Seiter Curriculum & Instruction
- 2. Learning has nothing to do with what the teacher covers. Learning has to do with what the student accomplishes.
- 3. What research says about planning... …effective teachers do it!
- 4. No widely accepted planning model. Individual preferences Time, content, activities are important Clear objectives with active verbs Plan strategies & activities targeting learning styles
- 5. Planning is a guide to action Links instruction to real life Considers student attention spans, learning styles and interest Systematically develops objectives, questions and activities Reflects higher order thinking skills
- 6. Teacher planning is often mental There is a reason TV is not “live” Planning is not linear, but a process Planning is flexible Based on needs
- 7. Rarely linear… Must focus on student needs… Must be constantly revised… Must be flexible…with several plans Must have multiple activities
- 8. Variety of plan formats Standard - the “Book” Madeline Hunter District templates Lesson specific plans Year, semesters, months, weeks, units, days, activities
- 9. TAMU Plan Format Topic Rationale (includes TEKS) Objectives TLW Measurable verbs Materials / resources Focus Check for Understanding Instructional Input Guided Practice Independent Practice Closure Evaluation
- 10. Topic General ideas Large picture May be: Chapter title Concept Same or similar for a series
- 11. Rationale Essential Question TEKS Makes connections
- 12. Objectives Experiences RELATED to TEKS Use verbs: Measurable Student-centered
- 13. Materials Texts Websites Models Games Video Time
- 14. Focus Pique interest Pose a problem Ask a question Show a demonstration Display a model Play a simulation
- 15. Instructional Input Biggest section Experiences Student- centered Alternatives Timings
- 16. Check for Understanding Questions Observations Behaviors
- 17. Guided Practice Whole class or small group Practice as you PLAY Reinforce the important items
- 18. Independent Practice NOT homework Supervised Give encouragement
- 19. Closure NOT the end Connects to focus Helps ‘understanding’ Picture Activity Solution
- 20. Evaluation Mastery Completion Student-centered Must allow re- testing
- 21. What’s the Objective…? Dr. Seiter calls Breaking down the TEKS it… C&I calls it… Setting Goals & Objectives Texas calls it… Creating meaningful, appropriate goals & objectives College calls Planning the Learner-centered Curriculum it… The “Real Lesson Planning World” calls it…
- 22. What’s the Objective…? Teacher calls The Daily Problem it… The Core Subject calls Chapter Review it… 8.2: The student selects and uses TEA/TEKS call it… appropriate operations to solve problems and justify solutions. College calls Business Math it… The “Real World” calls Answering the boss’ questions it…
- 23. Favorite Learning Experiences HS – 23% MS – 23% ES – 23% College – 30% Relevant, real-life – 69% Active, participation, involved – 69% Multimedia, variety of media – 30%
- 24. Learning Experiences Teacher Behaviors: Groups Experiments Field Trips Excited, enthusiastic Challenging Pushing Fun Available
- 25. Learning Experiences Verbs used: Play Use Talk Argue Debate Laugh Question Try
- 26. What activities does this survey suggest?
- 27. Assessment Plan Overview – alignment Formative assessments Summative assessments
- 28. Overview Alignment Goal & Criteria Student contexts: “Styles” Techniques IEPs
- 29. Assessment Principles Specify type of thinking, content and experiences Design tasks or tests that target thinking and content Decide what evidence and how much (criteria) exhibits student mastery
- 31. Type of thinking What’s the difference between “the student understands what slope is…” and “the student can solve multistep problems that involve identifying and calculating slope…”?
- 32. The Poetry Lesson TLW be able to interpret poems The Test Match poems with authors ID rhyme & meter Write an original poem of 6 lines
- 33. Assessment Principles Specify type of thinking, content and experiences Design tasks or tests that target thinking and content Decide what evidence and how much (criteria) exhibits student mastery
- 34. Using the STAAR Standards The “Readiness Standard” is the target behavior “Supporting Standards” may be used or associated with the end product
- 35. 8th Grade Social Studies Category 1.(4).(A) & (B) http://myfakewall.com/w/Ben+Franklin_1 What if _________________ was on Facebook in 1765 after the passing of The Stamp Act? What would they post?
- 36. 8th Grade Social Studies Why did imports from Great Britain to the American colonies decline? Intolerable Acts 1774
- 37. Grade 3 Mathematics Category 2.(3.7)(B) Hayden put the same amount of money in his bank account each month. The chart shows how much he had saved after 3 months, 4 months and 5 months. If Hayden keeps saving at the same rate, how many months will it take him to save $49? Number of 3 4 5 6 7 8 9 Months Dollars $21 $28 $35 Saved
- 38. Experiences
- 39. Tasks
- 40. Evidence
- 41. Topic: Simple Machines General Science Grade 8 Objectives: Students will be able to: •Identify six simple machines. •Identify simple machines within a compound machine. •Calculate the mechanical advantage of a given machine. •Compare and Contrast simple machines and compound machines. Knowledge Comprehension Application Analysis Objective a 1 1 3 2 7 Objective b 1 0 2 3 6 Objective c 1 2 4 3 10 Objective d 2 1 2 2 7 Total 5 (17%) 4(15%) 11(38%) 10 (30%) 30
- 42. Learning Styles “A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.” Robert Heinlein in “Time Enough For Love” Also wrote “Stranger in a Strange Land”
- 43. Gardner’s Theory of Multiple Intelligences Howard Gardner; published in 1985
- 44. Learning Styles Styles are preferences, NOT abilities Styles + ability = synergy for learning Individuals have patterns of styles Styles vary with task, situation Styles are socialized Styles are teachable Culture, gender, age and education influence styles
- 45. Verbal/linguistic Thinking in words Uses language Appreciate complex meanings Journalists, newscasters, writers
- 46. Logical/mathematical Calculate and quantify Consider propositions and hypothesis Engineers, accountants, programmers
- 47. Spatial Thinks in 3 dimensions Manipulates graphics Navigates in space Pilots, painters, architects
- 48. Body/kinesthetic Fine hand-eye coordination Good physical skills Dancers, craftsmen, surgeons
- 49. Musical Sensitivity to pitch, melody, rhythm, tone Musicians, composers, sensitive listeners
- 50. Interpersonal Interacts effectively with others At ease in social situations Teachers, actors and politicians
- 51. Intrapersonal Accurate self-perception Plans and directs own life Theologians and psychologists
- 52. Naturalist Appreciates natural phenomena Recognizes patterns Sensory, hands-on learners Environmentalists, farmers, oceanographers
- 53. Existentialist Sensitive to “Big Issues” Global Thinkers Asks “Why are we here?”
- 54. Lesson Plans Integrating Multiple Intelligences
- 55. Plans are as varied as teachers Formats vary Some principals/administrations require particular formats Plans are NOT schedules Plans may be Unit, Weekly or Daily Next week: Format models
- 56. Elements of a plan Objectives Assessments Procedures/sequence Materials/resources Re-teaching strategies Enrichment strategies Alternatives for special students
- 58. Assessments Must be tied to the objectives Must be realistic Must be measurable
- 59. Procedures Step-by-step Focus on what the students DO Separate content and skills
- 60. Re-teaching Strategies What if they don’t get it? What is the definition of insanity?
- 61. Enrichment What if they get it and are ready to move on? What would YOU think is fun? Think of last two levels of Bloom’s taxonomy
- 62. Alternatives for Special Friends Different tests Alternative assignments Varied homework Taped or recorded material Varied supplemental material (leveled reading) Time on tasks Varied product
- 63. Conditions of Quality Schoolwork What is “quality?”
- 64. The Six Conditions William Glasser 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 65. Don’t put in too much... 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 66. Have patience… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 67. Foster routines… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 68. Think in terms of the student… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 69. “We’ve taken notes… “We’ve discussed this…” 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 70. Language & word choice… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 71. Multi-tasking…or making multiple tasks? 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
- 72. Concept Attainment Structured Inquiry Symetry, congruent, Inductive – many examples reflective? / general concept Adjective or verb? Theme elements? 1. Examples & non-examples Long or short vowel 2. Discuss similarities & sound? differences Baby or adult? 3. Define a hypothesis or Barrier or not a barrier? working premise
- 74. The Tool Box Models of Lesson Organization Models of Teaching
- 75. How…? How…do you eat an elephant?
- 76. “Our plea to you is to plan your objectives or what to teach and then plan how to teach it.” page 191
- 77. Planning Cycle 6 months – 1 year 3-6 months 3-6 weeks 1-2 weeks Daily
- 78. One year to six months Resources – visualize, budget, plan… Time – Make data-driven decisions about the school… “…the next time I teach this…”
- 79. Three to six months Budget – if it’s not there, don’t plan for it. Make data –driven decisions about your class… “…this is what summer is for…”
- 80. Three to six weeks… Gather resources Schedule time with special teachers, labs, videos, librarian, etc. Write your tests Design your projects “…what do I want them to know…?”
- 81. One to two weeks… Finalize, write and turn-in your lesson plans Finalize the activities Collect resources Preview for the class Make data-driven decisions about individual students “…*(%^#$@ !!! copy machine!”
- 82. Daily Keep notes Collect student work samples Use the plan as a guide, NOT the bible…
- 83. Erickson’s Structure of Knowledge Generalizations or principles Concepts Topics Facts
- 84. Ten Views for Making Unit Plans Teams, Themes and Threads
- 85. Fragmented Traditional: Teacher presents subject as an independent discipline.
- 86. Nested Within each subject, teacher targets multiple skills and domains. Example: Photosynthesis unit project targets consensus seeking, sequencing and plant life cycle.
- 87. Connected Within a subject area, content is linked and relates to previous and subsequent learning. Example: Fractions and decimals relates to money, grades, statistics, etc.
- 88. Sequenced Concepts are arranged to coincide with one another. Example: English teacher presents a historical novel while History teacher presents that historical period.
- 89. Shared Planning and teaching overlap concepts in two disciplines. Example: Science and Math teachers use data collection, charting and graphing and team teaching.
- 90. Webbed A theme is used to present topics and concepts. Example: Teacher uses “The Circus” to present various subject areas.
- 91. Threaded Combined curricular approach targets all domains. Example: Staff targets prediction, interpersonal communication and speaking in all areas.
- 92. Integrated Interdisciplinary approach matches subjects for overlaps in topics and concepts. Example: Math, Science, ELA, Fine Arts teachers use patterns in “Weather” to create a unit.
- 93. Immersed The learner filters all content through one “lens” and becomes immersed in their own experience. Example: Naturalist “intelligence” or preference…
- 94. Networked The learner filters all learning through the expert’s eyes and makes internal connections. Example: An architect networks with CAD operators to expand knowledge base.
- 96. Three General Categories: Concept Analysis Task Analysis Advance Organizer
- 97. Concept Analysis Deductive - large concepts to specific examples Inductive - small examples to discover broader concepts
- 98. Deduction
- 99. Deductive Models Demonstrations Videos or films Student trials Guest speakers Reading Reports Games
- 100. Induction
- 101. Inductive Models Lists Student generalizations Brainstorms Questioning Data analysis Research Applied experiments
- 102. Task Analysis Step by step organization Sequencing of more complex objectives Terminal and intermediate (supporting) objectives
- 103. Advance Organizer Overview to specific (deductive) Often referred to as “scaffolding” Use a visual/graphic representation
- 104. Organizer Examples Timelines Tables Flow charts Trees Graphs Classifications Networks Venn diagrams Outlines
- 105. What’s First…? What is to be tested? What task or concept is the hardest? What activity is the most complex? What will grab their attention?
- 106. Break
- 107. There ought not to be anything in the whole universe that man can’t poke his nose into…that’s the way we’re built and I assume there’s some reason for it.” Robert Heinlein, author of Stranger in a Strange Land
- 108. Effect Size Mean (average) score of pretest or first test Mean score of the posttest, second test, or comparison group Standard deviation of the pretest or first group
- 109. Effect Size An ES of > .02 is not important An ES of < .03 is significant An ES approaching 1.0 is very significant and a basis for change. An ES above 1.5 is phenomenal…
- 110. Calculate ES Pretest – 1st 29 23 26 30 27 22 29 26 27 29 Posttest – 2nd 35 38 29 35 36 30 39 33 34 33 Average of the pretest = 26.8 Average of the posttest = 34.2 Std Dev of the pretest is 2.65
Editor's Notes
- #74: Make sure to read page 21-Glasser