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Developing Lesson Plans

Developing Lesson Plans. Designing Backwards to MEET all learners’ needs. 1 st – what is the end goal? What are the students to learn? Design assessments (tests, quiz, etc.) Design lessons to support Design activities that support lesson incorporate all learning styles

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Developing Lesson Plans

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  1. Developing Lesson Plans

  2. Designing Backwards to MEET all learners’ needs • 1st – what is the end goal? • What are the students to learn? • Design assessments (tests, quiz, etc.) • Design lessons to support • Design activities that support lesson incorporate all learning styles • Incorporate all adaptations and modifications from IEPs, cultures, and technology

  3. Block Plan • Usually includes days of the week, time periods, and scheduled activities. • The plans also contain a variety of activities that may be used in future years, if appropriate.

  4. Look at Block Plan • Introductions – first two days • History of Teaching – two weeks • Classroom Management – two weeks • Diverse Learning Styles – two weeks • Curriculum Planning – two weeks • Evaluation – three weeks

  5. Lesson Plans • More detailed than block plans - provides step-by-step directions. • Contain the following • Developmental goals • Lessons must align with assessments • Concepts • Materials needed • Motivation • Procedures • Closure/transition • Evaluation/Reflection

  6. Developmental Goals • Tell the “why” of the activity. • What is the goal? • Ask yourself, “What can the children learn from this experience?”

  7. Assessments – design 1st! • How do we know that the students know it? • Qualitative vs. Quantitative • Pre-assessment – finding out what they know before you teach it…so you can see how they improve • Formative – while you are teaching, you can check to see if they understand currently, but how? • Summative – at the end of teaching a lesson or unit (quiz, test, project) • Authentic – as close to the real world as possible (making a brochure for a doctor’s office about the importance of nutrition during pregnancy)

  8. Learning Objectives • Describe the expected outcomes of an activity. • Four parts - What are they?!?!?! • Who? • What • Conditions • Criteria • Aligned with MO standards and goals, identifying DOK and Gardner • Must match with your Assessments

  9. Materials • List EVERYTHING that is needed for the activity, including anything with technology (websites, etc) to pencils, paper • Helps you stay organized • Always on the lookout – never refuse anything!

  10. Motivation • How you will gain the children’s attention • Called the “hook” • What are some fabulous ways teachers have gotten your attention before a lesson began? In your CLGs, share for 4 minutes.

  11. Activity • Meet the NEEDS of all of Gardner’s Intelligences? • Align with content and ShowMeStandards & Goals….examples… • Adaptations and modification of IEP

  12. Procedures • Resembles a cookbook recipe • Simple, step-by-step directions should be provided. • Should be in order and numbered • DETAILED

  13. Closure/Transition • How an activity will end • May include clean up tasks or sampling a food • Transition refers to moving from one activity to another

  14. Evaluation/REFLECTION • Reflection, reflection, reflection… • How will you know the lesson was a success? • What DATA supports the students learned it? • How did it go? • How would you improve it?

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