Lesson planning

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  • Story: A Jain version of the story:Six blind men were asked to determine what an elephant looked like by feeling different parts of the elephant's body.The blind man who feels a leg says the elephant is like a pillar; the one who feels the tail says the elephant is like a rope; the one who feels the trunk says the elephant is like a tree branch; the one who feels the ear says the elephant is like a hand fan; the one who feels the belly says the elephant is like a wall; and the one who feels the tusk says the elephant is like a solid pipe.A wise man explains to them:"All of you are right. The reason every one of you is telling it differently is because each one of you touched the different part of the elephant. So, actually the elephant has all the features you mentioned."[1]From: http://en.wikipedia.org/wiki/Blind_men_and_an_elephantRemember - “lesson planning can be like feeling parts of the elephant. If you do not understand the whole, you only understand the part - the the particular lesson plan…”
  • Image from: http://www.tyvm.eu/build-a-mosaic-from-images/
  • http://www.flickr.com/photos/portablematthew/55505430/http://www.flickr.com/photos/interplast/402865723/
  • Before we asked, “how do students learn, we we identified - many things about learning styles, multiple intelligence, personality, etc. Now, we put that all together in a lesson and think of it as the learner analysis. The learner must filter the new content through…So we do a content analysis
  • Later you will complete a PPT just on goals and objectives
  • Image: http://blog.podagogy.com/?p=97
  • Many places combine formative and summative, but#1 they should not be confused. Formative evaluation is the #1way to change instruction. Image: http://www.flickr.com/photos/archeon/2941655917/
  • Lesson planning

    1. 1. Lesson Planning<br />Putting it all together! <br />
    2. 2. The Sum is Greater Than Parts<br />
    3. 3. PURPOSE<br />Day to day lessons that make up a whole<br />Small piece of a big picture<br />Lesson plan – USED for all instruction<br />
    4. 4. WHY Practice Lesson Planning?<br />At the university you write long plans!<br />Reality - never have time to do a full lesson plan! <br />Goal: Planning becomes automatic for any learning crisis! <br />
    5. 5. Anatomy of a Lesson Plan<br />Some sort of .. (may call it different things)<br />Analysis - Learner analysis & Content Analysis<br />Goals & Objectives<br />Lesson Procedure<br />Assessment&evaluation<br />Reflection – MOST don’t ask, but the BEST part!<br />Each of these things can be broken into little parts… Let’s look at the parts<br />
    6. 6. Learner Analysis<br />How do people learn?<br />Personal Filter<br />Environment & Experience<br />Cognitive Style<br />Learning Style<br />Intelligence<br />Psychological Variables<br />Physical Variables <br />VARK<br />Multiple Intelligence<br />Personality <br />Content….<br />
    7. 7. Content Analysis<br />Subject – Discipline<br />What are the entry skills?<br />What does it mean to understand the content?<br />What do learners usually understand?<br />What are the misconceptions about the content? <br />
    8. 8. Content & Learner Gap<br />Content Analysis<br />Learning Needs<br />Gap<br />Background knowledge & experience needed<br />Learning Styles<br />Teaching Styles<br />Learning Disabilities<br />Context Analysis<br /><ul><li>Learning Space
    9. 9. Materials i.e books, computers & interactive board
    10. 10. Lighting, noise etc.</li></li></ul><li>Goals & Objectives<br />Goal<br />Objectives<br />
    11. 11. Procedure – Gange’s 9 Events of Instruction<br />
    12. 12. Assessment/Evaluation<br />Formative<br />Determine what the students understand<br />PURPOSE: YOU CAN MODIFY instruction. <br />Summative<br />Give the learners a grade. <br />Usually entails quantitative analysis. <br />Report Cards<br />PSSA<br />Annual yearly review<br />Student Performance<br />Goal<br />
    13. 13. Reflection<br />Formative Assessment<br />Instructor Reflection<br /><ul><li> What worked?
    14. 14. How do I know it worked?
    15. 15. What did not work?
    16. 16. How do I know it did not work?
    17. 17. How can I make the lesson reach more students?
    18. 18. Who did I not reach?
    19. 19. Who or what can help me to improve?</li></ul>IMPROVED STUDENT LEARNING! <br />
    20. 20. Review<br />Which part of the lesson planning process encourages the instructor to be proactive create positive learning experiences for students? <br />Summative Evaluation<br />Gaining students attention<br />Learner analysis<br />
    21. 21. Review<br />Which part of the lesson planning process encourages the instructor to create a proactive positive learning experiences for students? <br />Summative Evaluation<br />Gaining students attention<br />Learner analysis<br />
    22. 22. Review<br />Which part of the lesson planning process makes instructors better instructors?<br />Summative Evaluation<br />Formative Evaluation<br />Formative Evaluation + Reflection<br />
    23. 23. Review<br />Which part of the lesson planning process makes instructors better instructors?<br />Summative Evaluation<br />Formative Evaluation<br />Formative Evaluation + Reflection<br />

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