Lesson planning & Assessment

Lesson planning & Assessment

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  Lesson Plans Dr. Seiter Curriculum& Instruction
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  Learning has nothingto do with what the teacher covers. Learning has to do with what the student accomplishes.
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  What research saysabout planning... …effective teachers do it!
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  No widely acceptedplanning model. Individual preferences Time, content, activities are important Clear objectives with active verbs Plan strategies & activities targeting learning styles
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  Planning is aguide to action Links instruction to real life Considers student attention spans, learning styles and interest Systematically develops objectives, questions and activities Reflects higher order thinking skills
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  Teacher planning isoften mental There is a reason TV is not “live” Planning is not linear, but a process Planning is flexible Based on needs
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  Rarely linear… Must focuson student needs… Must be constantly revised… Must be flexible…with several plans Must have multiple activities
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  Variety of planformats Standard - the “Book” Madeline Hunter District templates Lesson specific plans Year, semesters, months, weeks, units, days, activities
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  TAMU Plan Format Topic  Rationale (includes TEKS)  Objectives  TLW  Measurable verbs  Materials / resources  Focus Check for Understanding  Instructional Input Guided Practice Independent Practice  Closure  Evaluation
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  Topic General ideas Large picture May be: Chapter title Concept Same or similar for a series
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  Rationale Essential Question TEKS Makes connections
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  Objectives Experiences RELATED to TEKS Use verbs: Measurable Student-centered
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  Materials Texts Websites Models Games Video Time
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  Focus Pique interest Pose a problem Ask a question Show a demonstration Display a model Play a simulation
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  Instructional Input Biggest section Experiences Student- centered Alternatives Timings
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  Check for Understanding Questions Observations Behaviors
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  Guided Practice Whole class or small group Practice as you PLAY Reinforce the important items
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  Independent Practice NOT homework Supervised Give encouragement
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  Closure NOT the end Connects to focus Helps ‘understanding’ Picture Activity Solution
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  Evaluation Mastery Completion Student-centered Must allow re- testing
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  What’s the Objective…? Dr.Seiter calls Breaking down the TEKS it… C&I calls it… Setting Goals & Objectives Texas calls it… Creating meaningful, appropriate goals & objectives College calls Planning the Learner-centered Curriculum it… The “Real Lesson Planning World” calls it…
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  What’s the Objective…? Teachercalls The Daily Problem it… The Core Subject calls Chapter Review it… 8.2: The student selects and uses TEA/TEKS call it… appropriate operations to solve problems and justify solutions. College calls Business Math it… The “Real World” calls Answering the boss’ questions it…
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  Favorite Learning Experiences HS – 23% MS – 23% ES – 23% College – 30% Relevant, real-life – 69% Active, participation, involved – 69% Multimedia, variety of media – 30%
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  Learning Experiences Teacher Behaviors: Groups Experiments Field Trips Excited, enthusiastic Challenging Pushing Fun Available
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  Learning Experiences Verbs used: Play Use Talk Argue Debate Laugh Question Try
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  What activities does thissurvey suggest?
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  Assessment Plan Overview – alignment Formative assessments Summative assessments
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  Overview Alignment Goal & Criteria Student contexts: “Styles” Techniques IEPs
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  Assessment Principles Specify typeof thinking, content and experiences Design tasks or tests that target thinking and content Decide what evidence and how much (criteria) exhibits student mastery
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  Formative Assessments Process steps Criteria Feedback Artifacts Evidenceof success
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  Type of thinking What’s the difference between “the student understands what slope is…” and “the student can solve multistep problems that involve identifying and calculating slope…”?
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  The Poetry Lesson TLWbe able to interpret poems The Test Match poems with authors ID rhyme & meter Write an original poem of 6 lines
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  Assessment Principles Specify typeof thinking, content and experiences Design tasks or tests that target thinking and content Decide what evidence and how much (criteria) exhibits student mastery
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  Using the STAARStandards The “Readiness Standard” is the target behavior “Supporting Standards” may be used or associated with the end product
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  8th Grade SocialStudies Category 1.(4).(A) & (B) http://myfakewall.com/w/Ben+Franklin_1 What if _________________ was on Facebook in 1765 after the passing of The Stamp Act? What would they post?
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  8th Grade SocialStudies Why did imports from Great Britain to the American colonies decline? Intolerable Acts 1774
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  Grade 3 Mathematics Category2.(3.7)(B) Hayden put the same amount of money in his bank account each month. The chart shows how much he had saved after 3 months, 4 months and 5 months. If Hayden keeps saving at the same rate, how many months will it take him to save $49? Number of 3 4 5 6 7 8 9 Months Dollars $21 $28 $35 Saved
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  Experiences
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  Tasks
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  Evidence
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  Topic: Simple Machines General Science Grade 8 Objectives: Students will be able to: •Identify six simple machines. •Identify simple machines within a compound machine. •Calculate the mechanical advantage of a given machine. •Compare and Contrast simple machines and compound machines. Knowledge Comprehension Application Analysis Objective a 1 1 3 2 7 Objective b 1 0 2 3 6 Objective c 1 2 4 3 10 Objective d 2 1 2 2 7 Total 5 (17%) 4(15%) 11(38%) 10 (30%) 30
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  Learning Styles “A humanbeing should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.” Robert Heinlein in “Time Enough For Love” Also wrote “Stranger in a Strange Land”
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  Gardner’s Theoryof Multiple Intelligences Howard Gardner; published in 1985
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  Learning Styles Styles arepreferences, NOT abilities Styles + ability = synergy for learning Individuals have patterns of styles Styles vary with task, situation Styles are socialized Styles are teachable Culture, gender, age and education influence styles
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  Verbal/linguistic Thinking in words Useslanguage Appreciate complex meanings Journalists, newscasters, writers
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  Logical/mathematical Calculate and quantify Considerpropositions and hypothesis Engineers, accountants, programmers
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  Spatial Thinks in 3dimensions Manipulates graphics Navigates in space Pilots, painters, architects
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  Body/kinesthetic Fine hand-eye coordination Goodphysical skills Dancers, craftsmen, surgeons
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  Musical Sensitivity to pitch,melody, rhythm, tone Musicians, composers, sensitive listeners
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  Interpersonal Interacts effectively withothers At ease in social situations Teachers, actors and politicians
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  Intrapersonal Accurate self-perception Plans anddirects own life Theologians and psychologists
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  Naturalist Appreciates natural phenomena Recognizespatterns Sensory, hands-on learners Environmentalists, farmers, oceanographers
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  Existentialist Sensitive to “BigIssues” Global Thinkers Asks “Why are we here?”
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  Lesson Plans Integrating Multiple Intelligences
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  Plans are asvaried as teachers Formats vary Some principals/administrations require particular formats Plans are NOT schedules Plans may be Unit, Weekly or Daily Next week: Format models
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  Elements of aplan Objectives Assessments Procedures/sequence Materials/resources Re-teaching strategies Enrichment strategies Alternatives for special students
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  Objectives District curriculum mandated Domains Taxonomic LearningStyles
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  Assessments Must be tiedto the objectives Must be realistic Must be measurable
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  Procedures Step-by-step Focus on whatthe students DO Separate content and skills
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  Re-teaching Strategies What ifthey don’t get it? What is the definition of insanity?
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  Enrichment What if theyget it and are ready to move on? What would YOU think is fun? Think of last two levels of Bloom’s taxonomy
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  Alternatives for SpecialFriends Different tests Alternative assignments Varied homework Taped or recorded material Varied supplemental material (leveled reading) Time on tasks Varied product
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  Conditions of QualitySchoolwork What is “quality?”
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  The Six ConditionsWilliam Glasser 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Don’t put intoo much... 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Have patience… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Foster routines… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Think in termsof the student… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  “We’ve taken notes… “We’ve discussed this…” 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Language & wordchoice… 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Multi-tasking…or making multiple tasks? 1. Warm, supportive environment 2. Useful work 3. Emphasis on “Best”, time & effort 4. Self evaluation by students 5. Quality work is fun & feels good 6. NOT destructive (#1 rule – “Do No Harm!”)
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  Concept Attainment Structured Inquiry Symetry, congruent, Inductive – many examples reflective? / general concept Adjective or verb? Theme elements? 1. Examples & non-examples Long or short vowel 2. Discuss similarities & sound? differences Baby or adult? 3. Define a hypothesis or Barrier or not a barrier? working premise
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  How…do I teach_____?
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  The Tool Box Modelsof Lesson Organization Models of Teaching
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  How…? How…do you eatan elephant?
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  “Our plea toyou is to plan your objectives or what to teach and then plan how to teach it.” page 191
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  Planning Cycle 6 months – 1 year 3-6 months 3-6 weeks 1-2 weeks Daily
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  One year tosix months Resources – visualize, budget, plan… Time – Make data-driven decisions about the school… “…the next time I teach this…”
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  Three to sixmonths Budget – if it’s not there, don’t plan for it. Make data –driven decisions about your class… “…this is what summer is for…”
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  Three to sixweeks… Gather resources Schedule time with special teachers, labs, videos, librarian, etc. Write your tests Design your projects “…what do I want them to know…?”
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  One to twoweeks… Finalize, write and turn-in your lesson plans Finalize the activities Collect resources Preview for the class Make data-driven decisions about individual students “…*(%^#$@ !!! copy machine!”
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  Daily Keep notes Collect studentwork samples Use the plan as a guide, NOT the bible…
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  Erickson’s Structure of Knowledge Generalizationsor principles Concepts Topics Facts
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  Ten Views forMaking Unit Plans Teams, Themes and Threads
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  Fragmented Traditional: Teacher presentssubject as an independent discipline.
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  Nested Within each subject,teacher targets multiple skills and domains. Example: Photosynthesis unit project targets consensus seeking, sequencing and plant life cycle.
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  Connected Within a subjectarea, content is linked and relates to previous and subsequent learning. Example: Fractions and decimals relates to money, grades, statistics, etc.
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  Sequenced Concepts are arrangedto coincide with one another. Example: English teacher presents a historical novel while History teacher presents that historical period.
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  Shared Planning and teachingoverlap concepts in two disciplines. Example: Science and Math teachers use data collection, charting and graphing and team teaching.
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  Webbed A theme isused to present topics and concepts. Example: Teacher uses “The Circus” to present various subject areas.
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  Threaded Combined curricular approachtargets all domains. Example: Staff targets prediction, interpersonal communication and speaking in all areas.
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  Integrated Interdisciplinary approachmatches subjects for overlaps in topics and concepts. Example: Math, Science, ELA, Fine Arts teachers use patterns in “Weather” to create a unit.
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  Immersed The learner filtersall content through one “lens” and becomes immersed in their own experience. Example: Naturalist “intelligence” or preference…
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  Networked The learner filtersall learning through the expert’s eyes and makes internal connections. Example: An architect networks with CAD operators to expand knowledge base.
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  Three General Categories: Concept Analysis Task Analysis Advance Organizer
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  Concept Analysis Deductive -large concepts to specific examples Inductive - small examples to discover broader concepts
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  Deduction
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  Deductive Models Demonstrations Videos orfilms Student trials Guest speakers Reading Reports Games
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  Induction