Plan 3 : Building a Lesson Plan
Do Now <ul><li>Discuss with a partner: </li></ul><ul><li>What’s the first academic objective you’ll be teaching next week?...
Which of the following did you consider? <ul><ul><li>The age of the students you’ll be teaching </li></ul></ul><ul><ul><li...
Which of the following did you consider? <ul><ul><li>The age of the students you’ll be teaching </li></ul></ul><ul><ul><li...
Session Objective <ul><li>Corps members will use their daily vision (key points, lesson assessment, exemplar student respo...
Agenda <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration :  Principle of Method Selection #1...
Principles of Method Selection   <ul><li>Principle #1 :  All instruction should be  driven by the objective-aligned vision...
Principles of Method Selection <ul><li>Think about a time since you’ve been accepted or since you’re been placed, when you...
Principle #1:  It Starts With the Vision  <ul><li>Principle of Method Selection #1 :  All instruction should be  driven by...
Evaluating Mr. Suskey’s Plan  (Principle #1) <ul><li>Handout 1 (pg 87) -- Principle #1 – Note-Taking Template </li></ul><u...
Evaluating Mr. Suskey’s Plan  (Principle #1) <ul><li>Handout 1 (pg 87) -- Principle #1 – Note-Taking Template </li></ul><u...
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1) Why is this a problem? <ul><li>This objective is driving toward the following...
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1) Why is this a problem? Students would likely be unsure about how the table of...
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1) Why is this a problem? Students would likely be unsure about how the table of...
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1)
Debriefing Mr. Suskey’s Plan (Principle  #1) Why is this a problem?
Debriefing Mr. Suskey’s Plan (Principle  #1) Why is this a problem? <ul><li>This key point is essential because it gets at...
Next Steps for Mr. Suskey
Next Steps for Mr. Suskey  <ul><li>How would you go about “fixing” Mr. Suskey’s plan so that: </li></ul><ul><li>He uses hi...
Agenda Check <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration :  Principle of Method Select...
Principle #2:  “I do, We do, You do” Revisited  <ul><li>Principle of Method Section #2 :  Effective lesson methods gradual...
I Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Explain (tell) </li></ul><ul><li>Demonstrate (show) </li></ul><ul>...
We Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Structure scaffolded practice situations </li></ul><ul><ul><li>Pr...
You Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Monitor </li></ul><ul><li>Observe </li></ul><ul><li>Check for un...
Principle #3:  Backwards Planning is  More  Than Just “Mind the GAP”   <ul><li>Principle of Method Selection #3 :  </li></...
Synthesis Question  <ul><li>How does Principle #3 support Principles #1 & #2? </li></ul><ul><li>Principle #1 :  All instru...
Agenda Check <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration :  Principle of Method Select...
Practice:  Back to Mr. Suskey  <ul><li>Handout 6 (pg 113):  Brainstorming Methods for Mr. Suskey’s Plan </li></ul><ul><ul>...
Brainstorming Methods for Mr. Suskey’s Plan… <ul><li>Independent Practice </li></ul><ul><li>Evaluation of Mr. Suskey’s Ind...
Brainstorming Methods for Mr. Suskey’s Plan… <ul><li>Introduction to New Material, Opening and Closing… </li></ul><ul><li>...
Convincing Mr. Suskey  <ul><li>Convince Mr. Suskey to use these three method selection principles…  </li></ul><ul><li>Each...
What’s Next?  <ul><ul><li>CMA 4 :  Resources For Planning With Your ISAT (later today) </li></ul></ul><ul><ul><li>Lesson P...
The Bottom Line  <ul><li>Methods should make the objective accessible to students </li></ul>
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Plan 3: Building a Lesson Plan

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Plan 3: Building a Lesson Plan

  1. 1. Plan 3 : Building a Lesson Plan
  2. 2. Do Now <ul><li>Discuss with a partner: </li></ul><ul><li>What’s the first academic objective you’ll be teaching next week? </li></ul><ul><li>List 1-3 teacher/student actions do you think could be effective for teaching or practicing that content </li></ul>
  3. 3. Which of the following did you consider? <ul><ul><li>The age of the students you’ll be teaching </li></ul></ul><ul><ul><li>The prior knowledge your students are likely bringing with regard to the content </li></ul></ul><ul><ul><li>The concrete resources available to you </li></ul></ul><ul><ul><li>The amount of time you have available in the lesson </li></ul></ul><ul><ul><li>The way you learned this particular content as a student </li></ul></ul><ul><ul><li>A great activity you have seen, read, or heard about </li></ul></ul><ul><ul><li>The vision you have already developed for this objective </li></ul></ul><ul><ul><li>How these methods fit into the “I do, We do, You do” framework for learning </li></ul></ul>
  4. 4. Which of the following did you consider? <ul><ul><li>The age of the students you’ll be teaching </li></ul></ul><ul><ul><li>The prior knowledge your students are likely bringing with regard to the content </li></ul></ul><ul><ul><li>The concrete resources available to you </li></ul></ul><ul><ul><li>The amount of time you have available in the lesson </li></ul></ul><ul><ul><li>The way you learned this particular content as a student </li></ul></ul><ul><ul><li>A great activity you have seen, read, or heard about </li></ul></ul><ul><ul><li>The vision you have already developed for this objective </li></ul></ul><ul><ul><li>How these methods fit into the “I do, We do, You do” framework for learning </li></ul></ul>
  5. 5. Session Objective <ul><li>Corps members will use their daily vision (key points, lesson assessment, exemplar student response) and an appropriate template to write a sequence of methods for a lesson plan that, if executed effectively, will lead to student mastery of the objective. </li></ul><ul><li>Effective lessons are backwards planned – </li></ul><ul><ul><li>Goal </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>PLAN </li></ul></ul>
  6. 6. Agenda <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration : Principle of Method Selection #1 </li></ul><ul><li>Introduction to New Material : Principles of Method Selection #2 & #3 </li></ul><ul><li>Guided Practice : Fixing Mr. Suskey’s Plan </li></ul><ul><li>Closing </li></ul><ul><li>* The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. </li></ul>
  7. 7. Principles of Method Selection <ul><li>Principle #1 : All instruction should be driven by the objective-aligned vision . </li></ul><ul><li>Principle #2 : The sequence of methods should gradually release responsibility from the teacher to the student by using the “I do, We do, You do” framework. </li></ul><ul><li>Principle #3 : Lesson methods should be backwards planned both to keep the end in mind, and to ensure a seamless flow between the different components. </li></ul>
  8. 8. Principles of Method Selection <ul><li>Think about a time since you’ve been accepted or since you’re been placed, when you thought, “Oh no, I can’t believe I have to teach _____________! How am I going to know how to teach it? </li></ul><ul><li>In CMA 3 you have already asked yourself: </li></ul><ul><ul><li>What content do I need to teach? </li></ul></ul><ul><ul><ul><li>Your Key Points provide the answer to this question </li></ul></ul></ul><ul><ul><li>What are the lesson outcomes I need to reach? </li></ul></ul><ul><ul><ul><li>Your lesson assessment provide the answer to this question </li></ul></ul></ul><ul><ul><li>How will I know if I’ve taught it and if my students learned it? </li></ul></ul><ul><ul><ul><li>Your exemplar student response provides the answer </li></ul></ul></ul>
  9. 9. Principle #1: It Starts With the Vision <ul><li>Principle of Method Selection #1 : All instruction should be driven by the objective-aligned vision. Every method/activity should: </li></ul><ul><ul><ul><li>Be linked to one or more key points </li></ul></ul></ul><ul><ul><ul><li>Build toward students being able to complete the lesson assessment </li></ul></ul></ul>Why is it important to create your vision first? Vision precedes action, but more importantly… vision drives action.
  10. 10. Evaluating Mr. Suskey’s Plan (Principle #1) <ul><li>Handout 1 (pg 87) -- Principle #1 – Note-Taking Template </li></ul><ul><li>Handout 3 (pg 98) Mr. Suskey’s 3 rd Grade Reading Plan </li></ul><ul><li>Your Task: </li></ul><ul><li>Has Mr. Suskey planned an effective vision for his lesson? </li></ul><ul><ul><li>Evaluate his Key Points </li></ul></ul><ul><ul><li>Evaluate his Assessment </li></ul></ul><ul><ul><li>Determine if he has completed an Exemplar Student Response that will inform his planning </li></ul></ul>
  11. 11. Evaluating Mr. Suskey’s Plan (Principle #1) <ul><li>Handout 1 (pg 87) -- Principle #1 – Note-Taking Template </li></ul><ul><li>Handout 3 (pg 98) Mr. Suskey’s 3 rd Grade Reading Plan </li></ul><ul><li>Your Task: </li></ul><ul><li>Mr. Suskey has planned an effective vision for his lesson. </li></ul><ul><li>His methods are less effective. For each key point consider: </li></ul><ul><ul><li>Is this Key Point clearly and explicitly taught in a way that will allow students to engage in meaningful practice? </li></ul></ul><ul><ul><li>Is this Key Point sufficiently practiced so that students will be able to demonstrate independent mastery of the objective? </li></ul></ul><ul><ul><li>Are there specific items on the daily lesson assessment (the culminating worksheet) for which students are not adequately prepared due to the weak use of key points? </li></ul></ul>
  12. 12. Debriefing Mr. Suskey’s Plan (Principle #1)
  13. 13. Debriefing Mr. Suskey’s Plan (Principle #1)
  14. 14. Debriefing Mr. Suskey’s Plan (Principle #1)
  15. 15. Debriefing Mr. Suskey’s Plan (Principle #1) Why is this a problem? <ul><li>This objective is driving toward the following larger unit goal: Students will read and interpret non-fiction texts in order to extract and synthesize the most important information. This key point drives home critical message that purpose of using the targeted features (table of contents and index) is to seek specific information (which is part of the unit goal). </li></ul>
  16. 16. Debriefing Mr. Suskey’s Plan (Principle #1)
  17. 17. Debriefing Mr. Suskey’s Plan (Principle #1)
  18. 18. Debriefing Mr. Suskey’s Plan (Principle #1)
  19. 19. Debriefing Mr. Suskey’s Plan (Principle #1)
  20. 20. Debriefing Mr. Suskey’s Plan (Principle #1) Why is this a problem? Students would likely be unsure about how the table of contents and the index are different from one another – that one contains main ideas and the other contains supporting facts.
  21. 21. Debriefing Mr. Suskey’s Plan (Principle #1)
  22. 22. Debriefing Mr. Suskey’s Plan (Principle #1) Why is this a problem? Students would likely be unsure about how the table of contents and the index are different from one another – that one contains main ideas and the other contains supporting facts.
  23. 23. Debriefing Mr. Suskey’s Plan (Principle #1)
  24. 24. Debriefing Mr. Suskey’s Plan (Principle #1)
  25. 25. Debriefing Mr. Suskey’s Plan (Principle #1)
  26. 26. Debriefing Mr. Suskey’s Plan (Principle #1) Why is this a problem?
  27. 27. Debriefing Mr. Suskey’s Plan (Principle #1) Why is this a problem? <ul><li>This key point is essential because it gets at the idea that students can master this objective even if they don’t always look in the right place first. What’s more important than looking in the right place first is the idea that students are continually using knowledge about main topics and supporting information to aid in their decision-making. </li></ul>
  28. 28. Next Steps for Mr. Suskey
  29. 29. Next Steps for Mr. Suskey <ul><li>How would you go about “fixing” Mr. Suskey’s plan so that: </li></ul><ul><li>He uses his key points more effectively? </li></ul><ul><ul><li>Clearly and explicitly introduce, explain, model, and reinforce each key point </li></ul></ul><ul><ul><li>Make sure that students have a method for processing each key point </li></ul></ul><ul><ul><li>Ensure that student understanding of each key point is checked prior to the lesson assessment </li></ul></ul><ul><li>His students are better equipped for success on the lesson assessment? </li></ul><ul><ul><li>Ensure that key points are used effectively </li></ul></ul><ul><ul><li>Model doing the same process in the same way as students will be asked to do on the lesson assessment </li></ul></ul>
  30. 30. Agenda Check <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration : Principle of Method Selection #1 </li></ul><ul><li>Introduction to New Material : Principles of Method Selection #2 & #3 </li></ul><ul><li>Guided Practice : Fixing Mr. Suskey’s Plan </li></ul><ul><li>Closing </li></ul><ul><li>* The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. </li></ul>
  31. 31. Principle #2: “I do, We do, You do” Revisited <ul><li>Principle of Method Section #2 : Effective lesson methods gradually </li></ul><ul><li>release responsibility from the teacher to the student </li></ul><ul><li>Handout 4: Learning Theory Wedge </li></ul><ul><li>A visual representation of the “I do, We do, You do” learning process: </li></ul><ul><ul><li>Direct teacher instruction and support is represented by the bottom half of the diagram. </li></ul></ul><ul><ul><li>Student control over the learning objective is represented by the top half. </li></ul></ul><ul><ul><li>Even though the division of labor shifts throughout the lesson, both teacher and students are active and have distinct responsibilities in each phase. </li></ul></ul>
  32. 32. I Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Explain (tell) </li></ul><ul><li>Demonstrate (show) </li></ul><ul><li>Think-aloud (model) </li></ul><ul><li>Assign readings </li></ul><ul><li>Show a video </li></ul><ul><li>Ask/answer questions </li></ul><ul><li>Student Responsibilities </li></ul><ul><li>Take notes </li></ul><ul><li>Discuss </li></ul><ul><li>Complete graphic organizers </li></ul><ul><li>Read </li></ul><ul><li>Ask/answer question </li></ul>
  33. 33. We Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Structure scaffolded practice situations </li></ul><ul><ul><li>Problem sets </li></ul></ul><ul><ul><li>Examples/non-examples </li></ul></ul><ul><ul><li>Reading passages </li></ul></ul><ul><ul><li>Performance tasks </li></ul></ul><ul><li>Ask students to explain thoughts </li></ul><ul><li>Check for understanding </li></ul><ul><li>Intervene and correct </li></ul><ul><li>Reteach </li></ul><ul><li>Student Responsibilities </li></ul><ul><li>Practice new knowledge and skills </li></ul><ul><ul><li>Independently, in pairs, in groups </li></ul></ul><ul><li>Coach the teacher or another classmate </li></ul><ul><li>Ask questions </li></ul><ul><li>Respond to teacher </li></ul>
  34. 34. You Do <ul><li>Teacher Responsibilities </li></ul><ul><li>Monitor </li></ul><ul><li>Observe </li></ul><ul><li>Check for understanding </li></ul><ul><li>Assess </li></ul><ul><li>Intervene </li></ul><ul><ul><li>With only the students who are off track on the most basic key points </li></ul></ul><ul><li>Student Responsibilities </li></ul><ul><li>Practice new knowledge and skills (independently) </li></ul><ul><li>Apply new learning </li></ul><ul><li>Make decisions </li></ul><ul><li>Ask questions when necessary </li></ul><ul><li>Perform the objectives at the appropriate level of rigor </li></ul>
  35. 35. Principle #3: Backwards Planning is More Than Just “Mind the GAP” <ul><li>Principle of Method Selection #3 : </li></ul><ul><li>Lesson methods should be backwards planned – to keep the end in mind, and ensure flow between components. </li></ul><ul><li>When selecting methods for the Five-Step Lesson Plan , BACKWARDS PLAN… </li></ul><ul><ul><li>Goal </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Plan </li></ul></ul><ul><ul><ul><li>Independent Practice </li></ul></ul></ul><ul><ul><ul><li>Guided Practice </li></ul></ul></ul><ul><ul><ul><li>Introduction to New Material </li></ul></ul></ul><ul><ul><ul><li>Opening & Closing </li></ul></ul></ul>
  36. 36. Synthesis Question <ul><li>How does Principle #3 support Principles #1 & #2? </li></ul><ul><li>Principle #1 : All instruction should be driven by the objective-aligned vision . </li></ul><ul><li>Principle #2 : Effective lesson methods gradually release responsibility from the teacher to the student. </li></ul><ul><li>Principle #3 : Lesson methods should be backwards planned – to keep the end in mind, and ensure the flow between components. </li></ul>
  37. 37. Agenda Check <ul><li>Opening </li></ul><ul><li>Introduction to New Material & CM Exploration : Principle of Method Selection #1 </li></ul><ul><li>Introduction to New Material : Principles of Method Selection #2 & #3 </li></ul><ul><li>Guided Practice : Fixing Mr. Suskey’s Plan </li></ul><ul><li>Closing </li></ul><ul><li>* The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. </li></ul>
  38. 38. Practice: Back to Mr. Suskey <ul><li>Handout 6 (pg 113): Brainstorming Methods for Mr. Suskey’s Plan </li></ul><ul><ul><li>“ Lesson Planning Clinic Worksheet ” </li></ul></ul><ul><ul><ul><li>Set up specifically to guide you to follow Principle #3: </li></ul></ul></ul><ul><ul><ul><li>We’re not fully fleshing out methods. </li></ul></ul></ul><ul><ul><ul><li>Focus on strong initial ideas for methods that align to our three principles . </li></ul></ul></ul>
  39. 39. Brainstorming Methods for Mr. Suskey’s Plan… <ul><li>Independent Practice </li></ul><ul><li>Evaluation of Mr. Suskey’s Independent Practice: </li></ul><ul><ul><li>Section is devoted to lesson assessment </li></ul></ul><ul><ul><ul><li>Assessment is based upon strong vision </li></ul></ul></ul><ul><ul><ul><ul><li>Section is strong </li></ul></ul></ul></ul><ul><li>Guided Practice </li></ul><ul><li>Evaluation of Mr. Suskey’s Guided Practice: </li></ul><ul><ul><li>Mr. Suskey fails to guide students in finding specific information </li></ul></ul><ul><ul><li>Students are not led through practicing decision making regarding big/medium/small ideas </li></ul></ul><ul><ul><li>Practice does not mirror the worksheet </li></ul></ul>
  40. 40. Brainstorming Methods for Mr. Suskey’s Plan… <ul><li>Introduction to New Material, Opening and Closing… </li></ul><ul><li>Related to Principle #1 </li></ul><ul><ul><li>Describe how you are clearly and explicitly teaching this key point? </li></ul></ul><ul><ul><li>Describe how students are meaningfully processing his key point? </li></ul></ul><ul><ul><li>How does the instruction mirror the way students will be asked to practice and demonstrate mastery? </li></ul></ul><ul><li>Related to Principle #2 </li></ul><ul><ul><li>How does what you are planning for Introduction to New Material fulfill the intent of “I Do”? </li></ul></ul><ul><li>Related to Principle #3 </li></ul><ul><ul><li>What does it feel like to backwards plan methods? </li></ul></ul><ul><ul><li>Describe how backwards planning is: </li></ul></ul><ul><ul><ul><li>Enabling you to stay focused on student outcomes? </li></ul></ul></ul><ul><ul><ul><li>Help you ensure a logical flow of the lesson? </li></ul></ul></ul>
  41. 41. Convincing Mr. Suskey <ul><li>Convince Mr. Suskey to use these three method selection principles… </li></ul><ul><li>Each of you has been assigned a number 1, 2, or 3 </li></ul><ul><li>Take two minutes to compose a 30-second “sales pitch” to Mr. Suskey to convince him that your assigned principle would help improve his methods </li></ul><ul><ul><li>Principle #1 : All instruction should be driven by the objective-aligned vision . </li></ul></ul><ul><ul><li>Principle #2 : The sequence of methods should gradually release responsibility from the teacher to the student by using the “I do, We do, You do” framework. </li></ul></ul><ul><ul><li>Principle #3 : Lesson methods should be backwards planned both to keep the end in mind, and to ensure a seamless flow between the different components </li></ul></ul>
  42. 42. What’s Next? <ul><ul><li>CMA 4 : Resources For Planning With Your ISAT (later today) </li></ul></ul><ul><ul><li>Lesson Planning Clinics (starting today and occurring 2x per week throughout institute) </li></ul></ul><ul><ul><li>Lesson Plan Review and Observation-Debrief Conversations (starting today and occurring 1-2x per week throughout institute) </li></ul></ul><ul><li>Two core CS sessions in Week Two devoted to expanding this session </li></ul><ul><li>and deepening skills around planning: </li></ul><ul><li>PLAN 4 : Practice Matters (the “We do” and the “You do”) </li></ul><ul><li>PLAN 6 : Effective Introductions to New Material (the “I do”) </li></ul>
  43. 43. The Bottom Line <ul><li>Methods should make the objective accessible to students </li></ul>

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