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  1. 1. Ronald Chen University of Buffalo Spring 2008
  2. 2. <ul><li>It means when learners are given a goal or objective, they are also provided instruction that will enable learners to achieve the goal or objective in the most efficient way. </li></ul>
  3. 3. <ul><li>There needs to be a plan that’s been carefully and thoroughly thought out. </li></ul><ul><li>The following is a checklist that combines Madeline Hunter’s ideas for planning effective instruction, which were later compiled by others as the &quot;Seven Step Lesson Plan + 2,” and ideas about how people will learn faster and better from the Association of Research Libraries (ARL). </li></ul>
  4. 4. <ul><li>  </li></ul><ul><li>____1. Objectives - before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. </li></ul><ul><li>  </li></ul><ul><li>____ 2. Standards - an explanation of the type of lesson to be presented, procedures to be followed, behavioral expectations related to it , what the students are expected to do, and what knowledge or skills are to be demonstrated and in what manner. </li></ul><ul><li>  </li></ul><ul><li>____ 3. “Hook” - to grab the student's attention, the teacher relates the objectives of the lesson to the experience and interest of the learners and encourages them to want to learn why it is important and believe that what they will learn will help them in real ways. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  5. 5. <ul><li>____ 4. Teaching/presentation input - utilize eLearning principles to provide the information that students will need to gain the knowledge or skill in different ways. </li></ul><ul><li>____ 5.Teaching/presentation modeling - shows students examples of what is expected as an end product of their work. </li></ul><ul><li>____6. A supportive environment - learners feel free from threat and let’s them feel good about themselves and feel able to learn what is expected of them. </li></ul><ul><li>  </li></ul><ul><li>____ 7. Teaching/presentation checks - for understanding and determine whether students have &quot;got it&quot; before proceeding. Asks questions that go beyond mere recalling of facts and call for higher levels of understanding. </li></ul><ul><li>  </li></ul>
  6. 6. <ul><li>____ 8. Practice/monitoring - allows students to demonstrate grasp of new learning by working through an activity or exercise under the teacher's direct supervision. The teacher provides feedback with comments and suggestions as needed along with appropriate praise. </li></ul><ul><li>____ 9. Closure - designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds and to make sense out of what has been taught. </li></ul><ul><li>  </li></ul><ul><li>____10.Independent practice – for students who have mastered the content or skill, so that the learning is not forgotten. It may be home work or group or individual work in class. It can be utilized as an element in a later project. </li></ul>
  7. 7. <ul><li>Rubrics are effective tools to assess and clarify achievement and success by establishing clear targets. Grading rubrics can clearly show what criteria or standards must be met for students to achieve a desired mark. </li></ul>
  8. 8. <ul><li>Some Basic Lesson Presentation Elements , Humboldt State University. Accessed 04/07/’08 at < > </li></ul><ul><li>Facts about Learnin g, Leadership Development, Association of Research Libraries. Accessed 04/07/’08 at </li></ul><ul><li>< > </li></ul><ul><li>&quot;Rubrics (academic)&quot; Wikipedia, The Free Encyclopedia . Wikimedia Foundation, Inc. Accessed 04/16/’08. < > </li></ul>