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Lesson Development Following the Lesson Model

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Lesson Development Following the Lesson Model. AIHE Web - http://www.americaninstituteforhistory.org. TOOL Web Site http://techtrain.org/tool. Effective Lessons Procedures and Assessments. What is the purpose of a Lesson Plan?. TO COMMUNICATE. To Whom?. To You!.

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Lesson Development

Following the Lesson Model

effective lessons procedures and assessments

Effective Lessons Procedures andAssessments

What is the purpose of a Lesson Plan?

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To Whom?

To You!

  • To Assist You in Organizing:
  • content
  • materials
  • procedures

In order to develop the best route to your destination – Assessment of Student Outcomes

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Thinking About It

Determine content, concepts and skills

DEVELOP ESSENTIAL QUESTIONS

How will they be assessed?

Planning methods of assessment first clarifies the types of activities you might use in the lesson.

assessment first
ASSESSMENT FIRST

What content or skill do you want students to gain by the end of this lesson?

Content/Skill

Assessment

  • Knowing how you are going to assess students:
  • Clarifies the development of your methods and activities
  • Focuses the teacher on the development of critical thinking questions and closure
  • Assists students in being successful
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The Lesson Model

INSTRUCTIONAL OBJECTIVES: A statement that defines the learning and describes the student’s overt behavior, which validates the learning.

Objective

  • Focuses teacher and students on what they will KNOW (CONTENT/SKILL)
  • And what they will SHOW (ASSESSMENT)

BY THE END OF THE LESSON

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Objectives

  • What will the students learn or be able to do as a result of this lesson?
  • Objectives are not a description of the methods and activities that will be used in the lesson.
  • Objectives are not what the teacher will do in the class.

Objectives should be something that can be measured or observed. For example, it’s hard to assess whether students “appreciate” something, but you can assess how well a student can “explain” or “describe” something.

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Grade Level

What age or grade are the students?

Is what you’re planning appropriate for students at that age or grade level?

You might consider making them Elementary/Middle Middle/Secondary

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Binary Paideia

The Binary Paideia is the unifying theme of AIHE’s approach to unit and lesson planning.

Historical change is the result of conflicting and/or evolving values among cultures.

The Binary Paideia allows us to easily identify the main features of a culture or subculture and compare/contrast it with one or more others.

It also helps us to understand why things happen in a particular culture in a certain way.

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BINARY PAIDEIA

The Civil War – 1860-1865

"I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of Independence."

Lincoln at Independence Hall 1861

prerequisites for students
PREREQUISITES FOR STUDENTS
  • Do Now

Develops readiness for instruction.

  • Anticipatory Set

Provide ties to prior learning and shows it is related to the new lesson objective.

  • Key Terms: Without an understanding of key terms how is the student supposed to participate in the dialogue in the classroom?

Some research indicates that as much as 70% of learning is dependent on students having the appropriate prerequisites.

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Background for Teachers

Background: A historical narrative supporting the content of the lesson. Should include some interesting anecdotal and controversial information that students would find interesting. This really assists the non-content specialist. You are writing substantive history that is research based.

It is crucial that the teacher have a clear and detailed understanding of the topic to be able to teach it well and respond to student questions accurately, at all grade levels and content areas.

IMPORTANT - Please be sure to avoid plagiarism in any background material you submit to AIHE for publication.

activities
Activities
  • Activities should all relate to the objectives of the lesson. If a procedure doesn’t tie into an objective, why are we doing it?
  • If there’s a good reason, add an objective that addresses it.
  • If there is no reason, drop the activity.
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Modeling: Shows the process or product of what students are learning.

Checking for Understanding: Allows teacher to verify if students understand.

Guided Practice: Gives students the opportunity to try the new learning with teacher guidance.

Independent Practice: Gives students the opportunity to try the new learning on their own to develop fluency.

Some Important Elements in a Lesson

This list is notcomplete. The teacher must be creative in designing interesting and effective activities that elaborate the objective/s and meet the needs of a diversity of learning styles and abilities.

lesson interaction
Lesson Interaction

T Reinforce

Objective/

Check for Understanding

T Collective

Review/

Check for

Understanding

Teacher

Clarifies

Objective

Assessment

of Objective

Closure

Small

Group

Or

Independent

Work

Students

Entire

Class

StudentsGuided Practice

assessment
Assessment
  • Assessment can help evaluate both the students’ progress and the teacher’s effectiveness.
  • Assessment helps the teacher to know what learning took place as a result of a lesson.
  • The question assessment tries to answer is simple: Did the students achieve the lesson’s objectives?
  • Assessment efforts that don’t answer that question miss the mark.
  • Do your assessments accurately reflect students’ mastery of the lesson objectives?
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Closure

  • Reviews the objective, draws the learned material together, assist students in internalizing the new learning and prepares students for what is to come.
      • Exit Cards
      • Think/Pair/Share
      • The “CLIFFHANGER”
      • Posing a Question for the Next Lesson’s Do Now and Assigning it for Homework
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Homework

  • Homework should:
  • Reinforce learning of a previous
  • lesson, or
  • Help prepare the student for an upcoming lesson, and
  • Relate directly to one or more of the lesson objectives.
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Extension

How do students take a topic a bit further?

  • Pose and answer open-ended interpretive questions.
  • Go into greater detail in topics of interest.
  • Make connections between historical events and current topics and trends.
  • Relate historical events to other subjects and disciplines.
  • Follow their interests.
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Resources

  • Some suggested websites, media or primary source material you’ll find useful.
  • All available at “www.americaninstituteforhistory.org”
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SAMPLE LESSON "TITLE“ Grades Subjects

Confederate Army Life

Danielle Kutcher, Natalie Michael, Kenneth Heim

Monroe Township, New Jersey

Grade Level: Elementary School /Middle School

New Jersey Social Studies Content Standards: 4.3, 4.4, 4.5, 4.6, 4.7, 4.9, 5.1, 5.4, 5.8, 6.2, 6.8, 6.9, 6.11

Objectives

One to three Objectives

  • Objectives:
  • Students will be able to:
  • discuss key elements of daily life of a Confederate and/or Union soldier.
  • analyze primary documents in order to gain a more accurate view of historical life.
  • compose letters from Confederate soldiers to their family members.
  • share their PRE and POST perceptions of the actual experiences of the Civil War soldier.
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