Madeline Hunters LP

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PBEY 3101 University of Malaya Education Faculty Bachelor in Education (TESL) for Young Learners © 2006 The design of this presentation is the copyright of the author & was created explicitly for academic purposes only. Assessment in the ESL Classroom.

Anatomy of a Lesson Plan Seven Elements of a Lesson Plan (Hunter) Critical Thinking (Bloom’s Taxonomy) Multiple Intelligences- 7 Ways of Knowing (Gardner) http://template.aea267_iowapages.org/lessonplan/index.html http://www.ed.sc.edu/caw/lessonplan.doc http://www.ed.sc.edu/cw/lessonplantech.html http://www.ed.sc.edu/caw/edex750.html http://www.huntington.edu/education/lessonplanning/Hunter.html http://www.huntington.edu/education/lessonplanning/Bloom.html http://www.huntington.edu/education/lessonplanning/Gardner.html

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Anatomy of a Lesson Plan Critical Thinking (Bloom’s Taxonomy) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1.knowledge 3.application 5.synthesis 2.comprehension 4.analysis 6.evaluation

Anatomy of a Lesson Plan Multiple Intelligences 7 Ways of Knowing (Gardner) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],logical mathematical interpersonal social musical rhythmic verbal/ linguistic visual/ spatial intrapersonal/ introspective a missing intelligence: body kinesthetic

[object Object],[object Object],Anatomy of a Lesson Plan

[object Object],[object Object],[object Object],Anatomy of a Lesson Plan

[object Object],[object Object],[object Object],[object Object],Anatomy of a Lesson Plan

[object Object],[object Object],[object Object],[object Object],[object Object],Anatomy of a Lesson Plan

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Anatomy of a Lesson Plan

[object Object],Anatomy of a Lesson Plan

Multiple Intelligences Anatomy of a Lesson Plan Ability to know themselves and usually become useful members in society Intrapersonal Having high ability in understanding and communicating with others Interpersonal Ability to control and interpret their body movement and objects in their environment Kinesthetic Intelligence Ability to create and interpret music Rhythmic Intelligence Ability to visualize pictures and images easily Spatial Intelligence Have the capacity to think logically and can recognize geometric and numerical numbers easily. Logical mathematical Natural ability of pupils in acquiring, forming and processing language Verbal/ Linguistic Description Category

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Salam 2 G & Project Work 1) What is project work? 2) What are the charateristics of the project work? 3) Why project work? 4) What are the advantages of the project work? 5) How to do a project work? 6) How does the teacher organize the project work? 7) How to develop th eproject work? 8) What do learners do during the development of the project work? 9) What happens in the restitution phase ? 10) Teacher's role vs Learners' role? Thank you By Mr Samir Bounab ( Teacher trainer at MONE)

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Resource: Loom Video for supporting the COE Lesson Plan Template Greetings, College of Education Faculty- The College of Education (COE) recently began utilizing a new lesson plan template that follows the standards of the universal design within its courses. Over time, faculty, students, and staff provided feedback on the usability of the template. In response, COE has developed a Loom video to better orient faculty and students to the components of the lesson plan template in support of using the template in the classroom. This video was created by Dr. Meredith Critchfield and Dr. Brandon Juarez, full time faculty for the College of Education, and can be viewed via the link below. In viewing the video, you’ll hear more about the background and value of universal design for learning as well as the importance of each lesson plan template section. Please view this as a resource to better understand the COE lesson plan template as well as a resource in how to support students using this template with assignments. Please feel free to share this resource with your students. A transcript of the video will soon be available and will be added to the Student Success Center as a resource. The goal is to have this available during the spring semester.  You may view the video here: https://youtu.be/yOq6Kf1o8q8 Video components include and can be located at the following times: 0:17 - Lesson Plan 5 Components 2:24 - Lesson Plan Specifics 2:39 – UDL Terms 6:00 – Lesson Plan Template Breakdown 6:04 – Instructional Plan Title 7:12 – Lesson Summary and Focus 7:45 - Classroom and Student Factors/Grouping 8:34 – National/State Learning Standards 9:24 – Specific Learning Target(s)/Objectives 11:35 – Academic Language 13:05 – Resources, Materials, Equipment and Technology 14:34 – Anticipatory Set 16:00 – Multiple Means of Representation 19:28 – Multiple Means of Engagement 21:45 – Multiple Means of Expression 24:25 – Extension Activity and/or Homework Please do not hesitate to contact the COE Programs Team at [email protected] if you have any questions about the lesson plan template or how to support student learning. Thank you for your time and effort in making our learning environment as successful as possible. Faculty Training & Development On behalf of Stacy Vaught on behalf of the College of Education Grand Canyon University Instructions for Assignment 4 Week 4 Assignment: Planning Instruction for Diverse Students Please watch my video to help you with this week’s assignment: https://www.loom.com/share/b74956fc33d242df977c415457aaf3cd Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities. For this assignment, complete the "Planning Instruction for Divers ...

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Homework: Use textbook and other reliable sources to create a 3-5 slide (plus title slide and reference slide) power point presentation with the following: 1. Identify how and why they are at risk 2. Determine priority health concerns & other issues 3. List strategies for prevention or nursing actions 4. Include an NCLEX-style question at the end of your presentation to quiz you audience on the content you just presented. Note; please cite the textbook and any other source Lesson Plan Template Section 1: Lesson Preparation Name: Grade Level: Date: Content Area: Geography Strand Instructional Plan Title: Lesson Objective(s) In 2-3 sentences, summarize the lesson, identifying the purpose of the lesson based on the content and skills you are planning to teach. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics of the classroom) National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the MS Social Studies Standards that are the focus of the lesson being presented. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience? · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. For example: · I will use a visual of the Civil War and ask students to describe what general do they see. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs ...

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Salam ; 2 Generation Curriculum & Teaching PDP Read lesson - Read is a receptive skill which can be tackled through PDP reading frame work. - So a) What is PDP read frame work? b) Why PDP read frame work? c) How to teach PDP Read framework ? d) Importance of Pre - reading phase e) Activities for pre reading stage f) Importance of during reading stage g) Activities that can be done in during reading stage h) Importance of post reading phase i) what can be done in post reading stage k) Loud reading l) How to teach loud reading Thank you By : Mr Samir Bounab ( Teacher trainer at MONE)

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GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Larry Lope Grade Level: 3rd Date: April 2, 2018 Unit/Subject: Reading Informational Text Instructional Plan Title: A Medieval Feast Study Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. The focus of this lesson is reading informational text. Students will use information from illustrations and words in the text of A Medieval Feast by Aliki to demonstrate understanding of the text. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. This classroom of thirty students consists of 14 boys and 16 girls. There are four English language learners, five students with IEPs or 504 plans, and three students with a gifted classification. Additionally, six students are Tier 2 or 3 RTI for reading and one or two years below their grade level in reading. These factors affect planning, teaching, and assessing because students with an IEP or 504 plan will need to be accommodated per these plans. Student who are English language learners, but do not have an IEP, will also need to be taken into consideration when teaching and assessing. Whole group instruction for initial reading of the text, followed by small group collaboration for activity. Arturo, Diana, Eduardo, Enrique, Fatma, and GCU College of Education LESSON PLAN TEMPLATE © 2018. Grand Canyon University. All Rights Reserved. Frederick will be pulled out to work in a small group with me. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learne ...

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GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...

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