Day 2 Induction . Lesson Design Pennsbury School District Maureen Gradel. Welcome!. Please sign in for either Stipend or Act 48 hours. Find your assigned seat. Help yourself to refreshments. Catch up with your colleagues. Be prepared to share a New Year’s Resolution.
Pennsbury School District
Share with your table group any resolutions you may have made for the new year…
Overall objective: Participants will be able to plan and teach a lesson concentrating on the component parts of Input and Modeling.
The participants can:
Make an appointment with 12 people – one for each hour on the clock.
1. Anticipatory Set - helps to focus the learner and transfer any prior learning.
2. Objective - Select at the correct level and delineate the learnings and the behavior.
3. Purpose - Provides meaning which aids in retention. Why I have chosen this lesson or objective?
4. Input - provide information (content) to match the objectives.
5. Modeling - Through use of examples you demonstrate that what you presented is clear and fits the information you provided. Correct modeling aids in retention.
1. Determine Basic Organization
(critical attributes, concepts, generalizations)
2. Present Information in simplest and
3. Model Information or Process
(Guidelines for chalkboard/overhead/LCD projector)
Critical Attributes are the basic characteristics of a concept.
What are the basic characteristics or critical attributes of fruits and vegetables?
Name some critical attributes of a concept in your subject matter using the provided web.
Concepts are categories into which experiences are organized.
Understanding a concept requires some level of critical thinking in order to make associations.
Two or more concepts in a
Conflict, as a concept, has many different examples, but the examples share the attributes of “opposing forces,” and “friction.”
Two words with separate meanings put together
to form a new word with a different meaning.
Four sides are equal and opposite are parallel
NON-EXAMPLESConcept Attainment Lesson Plan
Pennsbury School District A model for the process of
Staff Developer Concept Formation
What did you see? hear? note? Listing data
What belongs together? Grouping data
What would you call these groups? Labeling data
What belongs together? Categorizing data
Interpretation of Data
What did you notice? see? hear? Identifying critical
Why did this happen? Exploring relationships
What does this mean? Making inferences
What would conclude?
porteConcept Formation Lesson PlanFrench: Students will classify classroom nouns into masculine or feminine categories
1. Have students create physical and pictographic representations of information.
2. Have students use graphs and charts.
3. Have students use organization patterns and their graphic representations.
4. Provide students with advance organizer questions.
5. Present note-taking strategies that employ graphic representations.
Why Use Them?
Language Learning & ESL
1. Very familiar - use it a lot
2. Know about - but don’t use it
3. Clueless - never saw this before
Modeling is a process of showing and telling or demonstrating the precise form that is to be learned.
6 7 8 9 10
The two hemispheres of the brain process information differently.
Key words - diagrams
Erase before new concept
During our next conference, we will discuss the provided Planning Guide in which you will pre-plan, teach, and analyze a classroom lesson of your choice.