Lesson Planning. AEE 535. Parts of a Problem Solving Lesson Plan. I. Title (Minimum: Problem Area Title) II. Situation III. Teacher Objectives IV. Teaching Procedures A. Interest Approach B. Group Objectives C. Problems and Concerns D. Problem Solutions V. References
I. Title (Minimum: Problem Area Title)
III. Teacher Objectives
IV. Teaching Procedures
A. Interest Approach
B. Group Objectives
C. Problems and Concerns
D. Problem Solutions
This presentation provides information on a very complete format for lesson plans. It provides a sound basis for planning.
This format is NOT a daily plan. It is a plan for teaching a given amount of information in agriculture, usually we think of planning for 5-10 days of instruction.
Problem Area Titles
1. This lesson will be taught to the Horticulture I students.
2. Students have no experience in plant propagation, but have received instruction in identification and use of horticultural tools, including grafting knives.
3. Budding and grafting is used extensively by 3 major nurseries in the area that produce fruit trees and by orchard managers in the area.
4. Lesson will be taught just prior to optimum season for grafting trees.
5. Most students have fruit trees at home and could benefit from information on grafting.
Consists of 3 parts:
1. Given a list of 10 soil nutrients, the student will be able to correctly classify the nutrients as micronutrients or macronutrients, as defined in the class.
2. Given a fruit tree, scion stock, and grafting equipment, students will be able to produce whip grafts with an 80% success rate.
3. Given four breeding gilts, students will be able to rank them from best to least desirable, using characteristics described in the swine judging guide.
Note: Sometimes the conditions and the criteria are assumed and are not stated.
4. Students will be able to take soil samples.
Students will be able to correctly:
1. Xxxxxxx xxxxx xxxxxxxxxxx xxxxxxxx
2. Xxxxxxxx xx xxxx x x
3. Xxxxxxxx xxxxxx x xxxxxxxxxx.
Note: You must have all teacher objectives included in your list of problems and concerns. Objectives are sometimes more specific than Problems and Concerns.
Planning Required: (remember the 3 goals)
Develop a Mental Set
Once the interest approach is completed, another motivational tool for the teacher is the establishment of group objectives. Group objectives:
Why is it important to learn about _______?
How will you benefit from learning about _______?
For a landscaping lesson:
1. To improve the beauty of our own home.
2. Because there are lots of career opportunities in landscaping.
3. To increase the value of my home.
Note: These are why to learn, not what they should learn about landscaping!
Problems and Concerns comprise what will be included in the lesson. They consist of a list of questions that a student may need to have answered in order to achieve the Teacher Objectives listed earlier in the lesson. In that sense, the must address all of the Teacher Objectives. By breaking this down into a list of questions, the focus of the learning is changed from simply learning subject matter to dealing with real-world agricultural problems or concerns.
List of lead questions (for developing a list of problems with student input)
1. What do you need to know in order to_____?
2. What skills are required in order to______?
List of anticipated problems and concerns (This list provides order and structure for the final list of problems and concerns--students will not list them in any particular order. Also insures that the list is complete.) Example:
1. What steps are involved in caring for a mare prior to foaling?
2. How do I select the best variety of corn to plant?
For every problem and concern, the teacher must develop a plan for the problem solution. Now that the question has been posed, what is the answer?
This is the part of the lesson where teaching new material begins! Up until this point, the teacher is using techniques to motivate students to learn the new material.
Problem solutions in the lesson plan should contain all of the information that you plan to teach. Don’t rely on your memory!!!
A problem solution should have 3 parts:
(Repeated for each problem or concern identified.)
Methods used to evaluate student performance should be developed. Could include: