The document provides a measurement topic plan (MTP) for a human body unit that will last several days from March 19th to April 16th. The unit will focus on distinguishing the main parts of the human body (brain, heart, lungs, stomach, muscles, and skeleton) and their basic functions. Each lesson will focus on a different design question to help students interact with and deepen their knowledge of the human body. Formative and summative assessments will be used to monitor student understanding throughout the unit.
These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.
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These slides accompany the "Developing Learning Objectives" session of the Academic Impressions conference titled "A Comprehensive Approach to Designing Online Courses", Dec 3-4, 2007, Austin TX.
http://www.a2zcomputex.org/how-important-are-meta-tags-in-seo/
Meta tags are oddments of text that explain a page contented; the Meta tags do not emerge on the page itself, but only in the page regulations.
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Tips on lesson planning
To give participants some tips for them to organize content, materials, time, instructional strategies and assistance in the classroom when planning a lesson effectively;
Describe two types of lesson planning
Provide a list of online ready-made lesson plans that can be adapted to EFL classes in Moldova
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Tool for Analyzing and Adapting Curriculum Materia.docx
Human Body
1. Measurement Topic Plan (MTP)/Unit Title: Human Body
Duration of MTP/Unit (Days):
Date Unit Begins: 3/19/15
Standard(s)/Access Point(s): What are the standards that will be assessed and monitored for this Unit?
Essential Standards:
SC.2.L.14.1 - Distinguish human body parts (brain, heart, lungs, stomach, muscles, and skeleton)
and their basic functions.
Essential Question: Why do students need to know or learn this? How does what the student is learning
relate to what they see and do every day?
What makes up the human body?
Learning Goal(s): What students should know/understand (declarative) or be able to do (procedural).
Based on the standards and written in student friendly language.
The student will be able to distinguish the different parts of the body including brain, heart,
lungs, stomach, muscles, and skeleton, and their basic functions.
Unit Scale:
4.0 I can distinguish the different parts of the body and describe how they work
together in different systems.
3.0 I can distinguish the different parts of the body and describe their functions.
2.0 I can identify the parts of the human body.
1.0 I can identify that the body is made up of many parts.
Academic Vocabulary Identified for this Unit of Study: Critical vocabulary that students must
be able to use and understand to be successful with the content.
Brain, stomach, skeleton, muscles, lungs, heart
Decision Point: Will this Unit of Study include a deep dive into Design Question 4? No__
(Refer to Becoming A Reflective Teacher page 134 under Student-designed tasks.)
Daily Learning Targets: Chunks of learning in daily lesson plans to make up the unit. Which
design question(s) will be used in Lesson Segments Addressing Content?
☒ Introduce New Knowledge (DQ
2)
☐ Practicing and Deepening (DQ 3)
Elements 14-20
☐ Generating and Testing
Hypothesis (DQ 4)
What planned questions will be asked to monitor student learning?
Can you explain how ____ affected ____?
How are alike/different?
How would you classify?
How would you summarize?
How would you organize?
What do you notice about?
How is _____ related to _____?
What conclusions can you draw?
2. How would you test?
Can you predict the outcome if _____?
What is your conclusion based on the evidence?
What evidence would you select to support _____?
What would happen if ____?
Design and construct an experiment.
Gather information to develop alternative explanations for the results of the experiment.
What information can you gather to support your idea about _____?
Planning for the Needs of ALL Students: Educational innovation involves the intentional consideration
of the principles of Universal Design for Learning (UDL) when planning a lesson/unit of study and designing
instruction (goals, methods, materials, and assessments) that is accessible to the broadest range of learners
from the start. UDL reduces barriers to the curriculum, and optimizes levels of challenge and support to
meet the needs of all learners, including, but not limited to, students who are English Language Learners,
SWD, Gifted, and students who lack support for school.
National Center on Universal Design for Learning http://www.udlcenter.org/aboutudl/udlguidelines
Cast http://cast.org/udl/index.html
UDL Principle 1 - Guiding Question
for planning: How will multiple
means of representation be
provided?
- Provide options for perception
- Provide options for language
- Provide options for
comprehension
UDL Principle 2 - Guiding Question
for planning:
How will multiple means of
action/expression be provided?
- Provide options for executive
functions
UDL Principle 3 - Guiding Question
for planning: How will Multiple
Means of Engagement be
provided?
-Provide options for sustaining
effort and persistence
- Provide options for self-regulation
- Provide options for recruiting
interest
The Sheltered Instruction Observation Protocol (SIOP) Model is a research-based and validated
instructional approach that addresses the linguistic and academic needs of English Language Learners.
Lesson Preparation, Building Background, Comprehensible Input, Interaction, Practice and Application are
SIOP components. Questions to consider when planning for the needs of ELLs.
What language objectives do I need to include to address the linguistic development of ELLs?
How do I adapt the content and provide meaningful activities? (Lesson Preparation: Domain 2 )
How can I make connections and explicitly link past learning to new concepts?
(Building Background: DQ2, elements 6, 8)
How am I making instruction comprehensible to my ELLs based on their proficiency level?
(Comprehensible Input: Domain 1, elements 1,6-23)
How do I incorporate student interaction, practice time, and hands-on activites that encourage
language development? (Interaction, Practice and Application: DQ 2-5)
Based upon the needs of my students, what routine events and enacted on the spot
design questions should be intentionaly planned ?
Lesson Segments Involving Routine Events
Design Question 1:
What will I do to communicate learning goals,
track student progress and celebrate success?
Lesson Segments Enacted on the Spot
Design Question 5: What will I do to engage students?
3. Design Question 6: What will I do to establish or
maintain classroom rules and procedures?
Design Question 7: What will I do to recognize
adherence to classroom rules and procedures?
Design Question 8: What will I do to establish and
maintain effective relationships with students?
Design Question 9: What will I do to communicate high
expectations for all students?
Lesson Sequence:
Day 1/Date: 3/19/15 Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
3/19/15 Thursday - Day 1
Learning Target: TSWBAT
Lesson Sequence:
1. (Finish Unit 7 Test)
2. Read: Magic School Bus: Inside the Human Body
Teaching Resources:
Doc Cam
Technology Utilization: SMART tech, computer
Assessment Pre-assessment: _______
Formative _____________________________________________
Summative _____________________________________________
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/2/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
4/2/15 Thursday - Day 2
Learning Target: TSWBAT distinguish the different parts of the body and their functions.
Lesson Sequence:
1. Teacher Read Aloud: pg 193 – 201
4. 2. WBT: Brain – Touch head, Stomach – Rub tummy, Skeleton/Bone – Touch knees, Muscle – Make
muscle arms, Lungs – breathe in and raise arms, breathe out and say lungs, Heart – make a heart
with your fingers and hold it against chest.
3. Complete Sum It Up and Brain Check in Collaborative groups.
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/9/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ 2: Helping Students Interact With New Knowledge
What are the dominant content elements for the lesson?
4/9/15 Thursday - Day 3
Learning Target: TSWBAT
Lesson Sequence:
1. Help students feel their heartbeat. Count how many beats in 15 seconds.
2. Ask students to do 20 jumping jacks, then have them count their heartbeats again.
3. Short discussion about how exercise can change your heartrate.
4. Watch Science Fusion Video Lesson 2
5. Pass out Body Book study guide.
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?
Date 4/16/2015
Learning Sequence and Monitoring
What is the Lesson Design Question(s) focus?
DQ3: Helping Students Practice and Deepen Knew Knowledge
What are the dominant content elements for the lesson?
4/16/2015 Thursday - Day 4
Learning Target:
Lesson Sequence:
1. Brief review of Unit 8
2. Unit 8 Test
3. Begin Unit 9
5. Teaching Resources:
SMART Board, interactive notebooks, ScienceFusion Video
Technology Utilization: SMART tech, computer
After Lesson – Teacher Reflection:
What did I purposely plan that successfully increased student achievement?
Where did my students struggle and what revisions do I need to make?