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Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
Lesson planning
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Lesson planning

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Design lesson plans

Design lesson plans

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  • High expectations for students in terms of their coursework is important. But that goes beyond just expecting students to take more courses for graduation. It’s not just quantity of courses, it’s the quality of the rigor of expectations in each class, each day. Rigorous expectations means that students in every high school classroom move beyond memorizing, reciting and restating. They must have experiences in their high school classes that help them become adept at complex thinking skills, gaining deep understanding, applying what they learn, solving problems, and analyzing facts and data.
  • Beyond making the coursework challenging, we must make it interesting and useful to our students. That’s relevance. The high school experience must relate to student interests and needs, to real-world situations and contexts. Their learning must be relevant to their future in our global economy and democratic life.
  • And finally, we need to look at the quality and depth of the relationships and support system for students. We can’t allow students to feel disenfranchised or disconnected from their schooling. All students deserve to be a strong part of this school and to be supported when they struggle.
  • Transcript

    • 1. Lesson Planning Antwuan Stinson, Ed. D. Assistant Professor Department of Curriculum & Instruction 1
    • 2. What is a lesson plan Lesson plans map instructional strategies that ensure student mastery of objectives focused on student achievement, are measurable, and are rigorous 2
    • 3. Lesson Plan 101 Youtube video 3
    • 4. 4
    • 5. Common Questions  How can I engage with learning standards to inform my vision of students’ success?  How can I design meaningful assessments that will show students have deeply internalized the skills and knowledge I want to teach?  How can I set a challenging but realistic pace of learning in the classroom to reach set goals 5
    • 6. Common Questions (cont.)  How can I differentiate strategies to maximize each individual students’ learning?  What activities should I use to reach student structure and learning effectiveness? 6
    • 7. Purpose of Teaching Pedagogy Preparation Practice 7
    • 8. Components of a GenericLesson Plan Lesson opening: hook, preview, objective, Beginning connection to prior knowledge Introduction of new material (“I do”) Middle (main component of the Guided practice (“We do”) lesson) Independent practice (“You do”) Lesson Closing: review key ideas, check for End understanding, bridge to next concepts Adopted from Teaching as Leadership, Steven Farr (2010) 8
    • 9. Organization of a lesson  Opening  Introduction of new material  Guided practice  Independent practice  Lesson closing 9
    • 10. Preparation Planning  Do research before teaching  Structure and sequence material  Take into account the culture of the students  Meet the learners’ needs and expectations  Know the learners’ prior knowledge  Make sure material is relevant English example [here] Digital Storytelling [here] 10
    • 11. Best-Practices Key Insight Examples to Aim For Examples to Avoid The best way to ensure •The student will be •The teacher will an objective is student- able to order fractions present a lesson on oriented is to start with with different ordering fractions with the phrase “The denominators different denominators students will be able •The student will be •Reviewing rhythm and to..” [SWBAT] able to identify and rhyme structure of describe the rhythm and limericks rhyme structure for a •Read about historical limerick figures •The student will be able to assess and compare strengths of two leaders of the 20th century America Adopted from Teaching as Leadership, Steven Farr (2010) 12
    • 12. Best-Practices (cont.) Key Insight Examples to Aim For Examples to Avoid The verb of an objective •The students will be •The student will be is a good indicator of able to list three ways able to understand that whether it is that bones help the bones help the body measurable body •The student will learn •The student will be conditions in Europe able to describe the that led to World War II conditions in Europe that led to World War II Adopted from Teaching as Leadership, Steven Farr (2010) 13
    • 13. Best-Practices (cont.) Key Insight Examples to Aim For Examples to Avoid The objective’s verb An objective that An objective that states affects the rigor or requires students to that students will be cognitive level of the analyze primary able to “name key objective, which should historical data to draw historical figures” from align with the learning insights about each of two cultures is goal from which the differences between two not rigorous enough objective is derived cultures, when that is what is required by the learning standard Adopted from Teaching as Leadership, Steven Farr (2010) 14
    • 14. Effective teachers devise and search for solutions and learning opportunities that align curriculum with student learning needs 15
    • 15. How do teachers keep studentsengaged Material has to be relevant and interesting in order for students to be actively engaged 16
    • 16. The Rigor/RelevanceFramework Rigor C losing The Achievem ent Gap Relevance Relationship 17
    • 17. Closing the Achievement Gap Academic Achievement Measurable Relevance Rigorous Goals Lesson Plan Relationship 18
    • 18. RigorIt’s more than… Memorizing Reciting Students must Restating become adept at…  Deep understanding  Applying knowledge  Solving problems  Analyzing
    • 19. Relevance  Relates to student interests and needs  Real-world situations and contexts  Linked to a global economy and democratic life
    • 20. Relationships Ensuring each student feels connected, each student succeeds Caring, student- focused environment Supports for struggling students
    • 21. Rigor/Relevance FrameworkKnowledge Application1. Awareness 1. Knowledge of one discipline2. Comprehension 2. Application within discipline3. Application 3. Application across disciplines4. Analysis 4. Application to real world5. Synthesis predictable situations6. Evaluation 5. Application to real world unpredictable situations
    • 22. Rigor/Relevance Framework K N O W C D L E D G E A B APPLICATION
    • 23. Rigor/Relevance FrameworkKN Student StudentO Think Think & WorkWLEDG Teacher StudentE Work Work APPLICATION
    • 24. Selecting Strategies onRigor/Relevance Best Strategies for Quadrant A - Acquisition  Guided Practice  Lecture  Memorization
    • 25. Selecting Strategies onRigor/Relevance Best Strategies for Quadrant B - Application  Cooperative Learning  Demonstration  Instructional Technology  Problem-based Learning  Project Design  Simulation/Role Playing  Work-based Learning
    • 26. Selecting Strategies onRigor/Relevance Best Strategies for Quadrant C - Assimilation  Brainstorming  Inquiry  Instructional Technology  Research  Seminar  Teacher Questions
    • 27. Selecting Strategies onRigor/Relevance Best Strategies for Quadrant D - Adaptation  Brainstorming  Project Design  Cooperative Learning  Research  Inquiry  Simulation/Role-  Instructional playing Technology  Lecture  Presentations/  Teacher Questions Exhibitions  Work-based  Problem-based Learning Learning
    • 28. Rigor/Relevance Framework • Analyze the graphs of the • Obtain historical data about local6 perimeters and areas of squares weather to predict the chance of D snow, rain, or sun during year. C having different-length sides. • Determine the largest rectangular • Test consumer products and illustrate the data graphically.5 • area for a fixed perimeter. Identify coordinates for ordered • Plan a large school event and pairs that satisfy an algebraic calculate resources (food, relation or function. decorations, etc.) you need to4 • Determine and justify the similarity or congruence for two • organize and hold this event. Make a scale drawing of the geometric shapes. classroom on grid paper, each group using a different scale.3 • Express probabilities as fractions, • Calculate percentages of advertising in percents, or decimals. a newspaper.2 B • Tour the school building and identify A • Classify triangles according to angle size and/or length of sides. examples of parallel and perpendicular • Calculate volume of simple three- lines, planes, and angles. dimensional shapes. • Determine the median and mode of real1 • Given the coordinates of a quadrilateral, plot the quadrilateral data displayed in a histogram • Organize and display collected data, on a grid. using appropriate tables, charts, or graphs. 1 2 3 4 5
    • 29. The teaching acts that constitute thecore functions of urban teaching are Giving Information  Reviewing Homework Asking Questions  Giving Tests Giving Directions  Reviewing Tests Making Assignments  Marking Papers Monitoring Seatwork  Giving Grades Reviewing  Settling Disputes Assignments  Punishing Noncompliance Assigning Homework 30
    • 30. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Awareness
    • 31. Bloom’s Taxonomy Evaluate 6Synthesize 5 Knowledge Analyze 4 Apply 3Understand 2 Aware 1 Application
    • 32. Highly effective teachers also realize that they themselves are the most important role model in the room. 33
    • 33. Questions

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