Examples of Applied Psychology

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NICOLE HAUSER ISTC 633 JULY 15, 2008 Applied Psychology of Learning 5 Lessons

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KUD Lesson Planning Template Grade Level Pre-Kindergarten and kindergarten (3-4) because I believe this is the most appropriate age for students to begin to learn numbers in different ways Instructional Model I will use the direct instruction model is applied in this case because it allows explicit and straightforward teaching techniques and allows high levels of student involvement (Huitt, 2003). I also chose this method because the class will be grouped in small and large groupings, which will allow room for explaining and provides the students opportunities to practice. Standards CCSS.MATH.CONTENT.K.CC.B.4 Know the connection between numbers and quantities; link counting to cardinality (Common Core State Standards Initiative, n.d.) Objectives Students will understand · Students will understand that number can be shown in multiple methods such as numerals, dots, and tallies Students will know · Students will know the sequence of numerals from 1-10 · Students will know how the relationships among numbers and the number system · Students will be able to · Students will be able to sum loud successively from 1-10 · Students will be able to match digits to objects from 1-10 · Students will be able to recognize numerals 1-10 in isolation · Students will be able to use one-to-one correlation when counting · Students will be able to write digits from 1-10, draw dots, tallies to signify the number of items counted · Assessment Plan Formative: I will write the numbers 1-10 on a four-index card and assign the students in four groups and each group will have a teacher. In this assessment, the teacher will remind the students to write their names on their paper. This will be followed by the teachers instructions on the grab and count game. I will show the students how to play the game, which involves the taking counters, placing them in a line them and counting them by utilizing one-to-one correlation . The students will have the opportunity to; first grab the counters and count and then count the set again for accuracy. They students will also say the number they counted last and write the number in the first square either a tally, a dot or a numeral. The game involves four squares and the students will have the opportunity to show how group of items can be represented in three diverse ways. This exercise will allow me to evaluate the student’s attention during the assembly and their knowledge of the class. By assessing their question sheet and listening to their explanations of how they write the counted items. Summative: Students will work independently and with the assistance of the teacher to write their names on top of their paper grab and count objects in this activity. The teacher observes and provides feedback when required. This will allow the teacher to assess the child’s motor abilities and skills, how they write numerals, how they hold their pencils and assists them where necessary. Procedure 1. Review previously learned m ...

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Section 1: Lesson Preparation Teacher Candidate Name: Susan Darling Grade Level: First Grade Date: Nov 20, 2019 Unit/Subject: Reading/writing Instructional Plan Title: Fact or opinion Lesson Summary and Focus: Facts and opinions will be the subject of the day. Students will talk about the two words just as utilizing key vocabularies to decide whether it is an opinion or fact. This exercise will allow students to become good writers and readers. This unit acts as an introductory lesson for students to start writing an opinion paper. Classroom and Student Factors/Grouping: During the group activity, students will work with pre-determined partners. The reason being some behavioral students perform better with their peers. Student’s comprehension is enhanced when the teacher makes sure all students are involved and focused. The instructor will move around the classroom to manage the classroom while students are working in a group of two. National/State Learning Standards: 1.RF.4, 1.RL.5, 1.W.1, 1.W.2, 1.SL.1, 1.L.4, CCSS.ELA-LITERACY.W.1.1, CCSS.ELA-LITERACY.W.1.2 Specific Learning Target(s)/Objectives: Through context clues, students will be able to differentiate fact and opinion by describing why a story is a fact or an opinion. Agenda: · Teacher will open with the anticipatory set. · The educator will start the lesson. · Student’s participation will be highly focused. · Lesson closure will end the class to measure mastery. Academic Language Key vocabulary: Informative Fact Falsehood Opinion Function: I will help my students understand and explain the meaning of each vocabulary so that every learner comprehends the types of passages. For instance, students should decide if the passage is an opinion piece or is an informative one. Form: Pupils must understand that everything they hear or say is not a fact. They should as well as listen to their ideas and determine whether it is a fact or an opinion. Resources, Materials, Equipment, and Technology: Sticky notes, pencil, projector, paper, website for fact and opinion game, crayons, fact or opinion worksheet, whiteboard, computer tablet, markers, and coloring sheet. Section 2: Instructional Planning Prior knowledge connection: The educator will open the class discussion about facts or opinions by asking students whether they have ever heard about the two words. Students will be given enough time to read and answer. Anticipatory Set: There will be two sentences written on the board. The teacher will explain the sentence that is a fact and one that is an opinion. Fact: I went to my friend’s place twice this week. Opinion: the best dish in the world is spaghetti. Every pupil will be given two sticky notes and opinions on each of them. Pupils are allowed to select the written sentence and determine which one is a fact and opinion. To help students understand why they labeled each sentence and its meaning, the teacher will initiate a discussion to transpire that. Subsequently, st.

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