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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Following the Lesson Model
AIHE Web - http://www.americaninstituteforhistory.orgTOOL Web Site http://techtrain.org/tool
What is the purpose of a Lesson Plan?
In order to develop the best route to your destination – Assessment of Student Outcomes
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.
What content or skill do you want students to gain by the end of this lesson?
INSTRUCTIONAL OBJECTIVES: A statement that defines the learning and describes the student’s overt behavior, which validates the learning.
BY THE END OF THE LESSON
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.
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
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.
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
Develops readiness for instruction.
Provide ties to prior learning and shows it is related to the new lesson objective.
Some research indicates that as much as 70% of learning is dependent on students having the appropriate prerequisites.
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.
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.
Check for Understanding
How do students take a topic a bit further?
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
One to three Objectives