Lesson Planning. Educ 3100. Backwards Design. 1. Identify Desired Results. 2. Determine Acceptable Evidence. OBJECTIVES. ASSESSMENTS. 3. Plan of Action. LESSONS. Identify the Desired Results. What do I want students to know and be able to do? Unpacking the Standards
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Grade and Subject
State Core Objectives:
Differentiation (not needed in Level 1)
What does a student have to be able to do in order to complete the task?
What skills are essential without which the student will have great difficulty with the task?
Task analysis is only useful for cognitive skills and motor skills, not verbal information.
Sometimes order is rearranged
Actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson. To put students into a receptive frame of mind.
What type of objectives might work well for a Hunter lesson plan?
Mark Van Doren
“We are usually convinced more easily by reasons we have found ourselves than by those which have occurred to others.”
4MAT is a lesson plan model that appeals to all types of learners and engages, informs, and allows for practice and creative use of material learned within each lesson.
(start about 4:45)
Connects to the four types of learners
Have an experience
Hunter calls this Anticipatory Set
Examine expert knowledge
Hunter calls this Instructional Input
Practice the skills
Hunter calls this Closure and Independent Practice
Quadrant One: Motivate
Did you begin with situations that build on what the learners already know?
Did you use experiential learning?
Did you use problem-solving group work?
Did you establish the “Why”?
Quadrant Two: Teach
Did you keep the “big idea” in mind while explaining the details of the concept?
Did you emphasize the most significant aspects of the concept in an organized, sequential manner?
Did you establish the “What”?
Quadrant Three: Practice
Did you set up ways in which your students can learn by doing?
Did you have students practice skills learned?
Are there elements of absorption, fascination, play, and wonder in this hands-on section of your teaching?
Did you establish the “How”?
Quadrant Four: Apply
Did you provide situations, related to the content, that allow the students to make the learning their own?
Did you provide opportunities for students to polish and share their new learning?
Did you establish the “What if”?
OFICA is an acronym for a questioning pattern designed to encourage higher order thinking during class discussion
Introduction: A stimulus that sets the stage for the lesson
OFICA Lesson - Measurement
Water and ice