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Lesson Plan Template Training

Lesson Plan Template Training

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Lesson Plan Template Training

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  1. Lesson Plan Template Training Negotiating the New Lesson Plan Template Juvenile Facilities

  2. Welcome • Welcome to the lesson plan template online training module. • During this module we will: • Go over the components of the lesson plan template a section at a time in detail • Examine each subpart of the template specifically • View a short demo on negotiating the template

  3. Enabling Content • One of the first things that you must do when opening the template is to “enable content.” • To do you this you simply click on the enable content button that is automatically parked at the top of the template. • Why do this? This allows the macros and other features to work throughout the document.

  4. Click here on the “Options Tab” and this allows you to enable content. Show me!

  5. Section #1 • Name • Class • For the week of • Concept • Timeline

  6. Show Me! For the week of Class Name Example: Math Teacher Name How long will the lesson last? 1 week 2 weeks 3 Days, etc. What is the concept of this lesson?

  7. Section #2 • Essential Question • What is the essential question? The essential question is the focus of the lesson. • In order to design an effective learning experience for all students, teachers should address the following questions: • What do I want students to know and be able to do at the end of this lesson? • What part of the core content/program of studies will students be addressing through this lesson? • What connection to real life will this learning have? • What will I do to cause this learning to occur? • What will the student do to facilitate their own learning? • How will I assess to find out if this learning occurred?

  8. Sample Essential Questions • Listed are some sample essential questions to consider: • What can we learn from the past? • What are the roles and responsibilities of government? • Why do we have money? • What story do maps and globes tell? • Are modern civilizations more ‘civilized’ than ancient ones? • What is the balance between rights and responsibilities? • What is legitimate authority? • Is new technology always better than that which it will replace?

  9. Show me! Type in the essential question or essential questions that are part of the concept being presented.

  10. Section #3 • CSO Selection Section • Use the pull down menu to select the appropriate CSO that you are using • There are a total of 10 spaces for CSOs – if you need more than 10 simple click on the macro bar and add as many as you like • Can I cut and paste? YES you can! • Can I add space to make my items print? YES you can!

  11. Use the pull down arrow to select the CSO you need for the lesson Show me!

  12. Please Note! • You do not have to fill up each CSO box. • They are simply there as you need them. • If you need more than 10 CSO boxes, use the “Click here” button to add as many as you like.

  13. Show me! • Click on the “Click here to add a CSO Box button to add lines that you need. • Add as many as you need • The button will not work if you have not “Enabled Content” (make sure to do that).

  14. Section #4 • Other CSO Section • In this box you can list the “other” CSOs that you may be using along with the main content standards. • An example might be: I am doing a math lesson, but I am integrating some technology tools into the lesson, therefore I want to list any technology CSOs that might apply.

  15. Show me! Type any ‘other’ CSOs (other than the content you are working with) in this space provided.

  16. Activating Strategies

  17. Section #5 • Activating Strategies • The activating strategy is what "hooks" student interest and "links" to prior knowledge. This part of the lesson focuses on activating the student's initial thinking on the topic. • Activating strategies are active and group-focused and may be connected to music, art, current events or other areas of student interest. • Examples • Graphic Organizers • Writing Activities • Fact and Opinion • Diagrams/Draw Pictures • Brainstorming • Think-Pair-Share • Word Maps/Word Walls • Anticipation/Reaction Guide • Concept Maps

  18. Resources you will need for Activating Strategies: • Please take a moment to open and print out the following reference information that goes along with this module. Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address:

  19. Exemplars • 5 Words, 3 Words – Individually, students brainstorm five words on a particular topic.  In pairs or small groups students share and discuss the words.  Each small group selects three words to share with the entire group. • Acrostic – Students are given a word, which is listed vertically on paper, and are asked to create sentences or phrases for each letter. • Anticipation Guide – Students are given sentences related to the topic to be learned and are asked to write, “agree” or “disagree” for each sentence.  After the lesson the students may review their predications in the anticipation guide and revise their initial answers, if necessary. • Brainstorm – Students are introduced to a topic and are asked to think of as many words about the topic as possible. • Brainstorm and Categorize – Same as Brainstorm but students are then asked to put the words into separate categories. • Draw a Picture – Students are asked to use their prior knowledge of the subject to create a picture or a diagram. • Carousel Brainstorm – A question or subtopic is written on various charts around the room.  Students are divided into small groups, each with a different colored marker.  Students will have a specified amount of time at each chart, recording the information on the chart that they have brainstormed about the question or subtopic.  Each groups ends at the chart where they began and can group the ideas into categories. • Dear Teacher – Students write a brief letter to the teacher describing what they already know about a topic. • KWL – Students list what they know, what they want to know and what they learned about a subject.  The “K” and “W” portion can be completed as the activating strategy while the “L” can be completed as a summarizing strategy. • KWL Plus - This is the same as KWL with the addition of a final categorization piece.

  20. Exemplars • Medium Size Circle – This is a forum to share ideas, opinions, concerns, etc. about a topic.  A group of 5 – 10 students sit in a circle and listen, non-judgmentally, to one person who is speaking.  Each person may or may not take his/her turn to share but after 5 or so responses there is a time to reflect on what has already been stated.  This continues for the time that has been allotted for this activity. • Sort Cards – The teacher creates a set of cards, one set of cards for each 4 – 5 students, that contain concepts, terms, pictures or examples associated with the topic.  Students sort the cards into categories and label each category.  Afterward, students explain why each card belongs to that category. • Think, Pair, Share  - During this activity, students will have individual time to think about a question related to the topic of study.  They will then pair up with a partner to share their thoughts.  Finally, the pairs will select one major idea to share with the entire class. • Treasure Hunt – Students are given a grid filled with statements about a topic.  Students search for other students in the class that have had certain experiences or knowledge about the topic.  When someone is found that fits the description written in the rectangle the student writes in that student’s name. • Video – Students are shown a short video on the content to be learned.  Please see the website for access to short video clips. • What’s Already in my Head?  - Students fill in a thought bubble (dialogue callout) with words and/or pictures that come to mind when they think about the topic to be studied. • Wordsplash – Selected words related to the topic are presented to students all at once in a random order.  Students are asked to write a sentence or two, using all of the words, to connect the vocabulary that has been presented.  As the students learn about the topic they are asked to go back and check their statements.

  21. Activating Strategies Website Resources • •

  22. Teaching Strategies

  23. Section #6 • Teaching Strategies • A variety of teaching strategies are employed to help students understand the concept in depth. The best strategies require active student involvement, making the switch from a teacher-centered to a student-centered classroom. Ideally, the lesson will provide multiple opportunities for practice and collaboration. Graphic organizers are used to help students store and process information as it is learned. • Examples • Collaborative Learning • Cooperative Learning • Project Based Learning • Blending • Goal Sharing • Discovery Based Learning • Guided Practice • Demonstration/Presentation • Individualized Instruction • Debates • Hands-on/Lab • Distributed Practice/Summarizing • Lecture/Large Group Instruction • Direct Instruction • Role Play Activities

  24. Resources you will need for Teaching Strategies: • Please take a moment to open and print out the following reference information that goes along with this module: Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address:

  25. Exemplars • Cooperative learning: a range of team based learning approaches where students work together to complete a task. • Hands-on, active participation: Designing activities so that students are actively involved in the project or experiment. Hands-on participation is as important as verbal participation in the activity. • Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests’ students’ independent use of it. Once students attain a score of 80% correct on two consecutive tests, instruction on the strategy stops. • Peer tutoring: Having students working pairs with one student tutoring the other student on a particular concept. • K-W-L: know, want to know, learned, routine. A form of self-monitoring where students are taught to list what they know already about a subject, what they want to know, and later what they learned. • Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc. They help students to consolidate information into meaningful whole and they are used to improve comprehension of stories, organization of writing, and understanding of difficult concepts in word problems.

  26. Exemplars • Direct Instruction : This is the most widely used and most traditional teaching strategy. It is teacher centered and can be used to cover a great amount of material in the amount of time teachers have to cover what students need to learn. It is structured and is based on mastery learning. • Inquiry-based Learning: Inquiry-based learning has become very popular in teaching today. It is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery. • Information Processing Strategies: Teaching students "how to" process information is a key factor in teaching students how to strategically organize, store, retrieve, and apply information presented. Such strategies include, but are not limited to, memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or webbing.

  27. Teaching Strategies Website Resources • • •

  28. Resources

  29. Resources for the Lesson- Ask? • What resources will be used during the lesson? • Can technology tools be integrated? • Is the textbook the only resource? • What graphic organizer could be used to make the concepts more concrete? • Will software products provide students with concept practice?

  30. Section #7 • Resources • Textbook • Technology Tools • Novel/Authentic Lit • OIEP Best Practices • School Library/Media • Practice books • Audio/Visual • Handouts • Guest Speaker • Assessment Tools • Key Vocabulary • Manipulatives • Virtual Field Trips

  31. A place for “other” that may not be listed on the template Show me! Select the Activating Strategies Select the Teaching Strategies Select the Resources Used • Simply click on the open box and a check mark will appear. If you change your mind or click the wrong one, click the same box again and the checkmark will be removed. • These small boxes are “toggle switches”- one click on, one click off

  32. Differentiated Instruction

  33. Section #8 • Differentiated Instruction • Compacting • Independent Work • Interest Centers/Groups • Remediation Groups • Tiered Assignments • Flexible Grouping • Learning Centers • Coaching • Adjusting Questions • Mentoring • Learning Contracts • One-on-one

  34. What is differentiated instruction? • Differentiated Instruction is based on the following beliefs: • Students differ in their learning profiles • Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all" curriculum and treated as passive recipients of information  • "Covering information" takes a backseat to making meaning out of important ideas.

  35. The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. • Curriculum should be differentiated in three areas: • Content: Multiple options for taking in information • Process: Multiple options for making sense of the ideas • Product: Multiple options for expressing what they know

  36. How to Plan For Differentiate Instruction • Step 1- Know Your Students • Determine the ability level of your students. • Survey student interests. • Is behavior management a problem? • Step 2- Have a Repertoire of Teaching Strategies • Step 3- Identify a Variety of Instructional Activities • Step 4- Identify Ways to Assess or Evaluate Student Progress

  37. Why is Differentiated Instruction critical today? • Enables teachers to open up learning opportunities for all students by offering varied learning experiences. • Allows teachers to put research-based best practices into a meaningful context for learning. • Helps teachers to understand and use assessment as a critical tool to drive instruction. • Adds new instructional strategies to teachers' "toolboxes" — introducing or reinforcing techniques to help teachers focus on essentials of curriculum. • Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. • Meets curriculum requirements in a meaningful way for achieving students' success.

  38. Using Technology to Differentiate • Existence of wide gaps in student experience and ability • Motivating factor of using technology • Flexibility of the medium • Preparing students for the real world • Decreases amount of time required by teachers to create differentiated content

  39. Technology Examples- Differentiation Tools • WebQuests • Software • Internet Sampler • Internet Scavenger Hunt • PowerPoint • Excel • Web 2.0 Tools: Blogs, Podcasts, Wikis and more

  40. Resources you will need for Differentiated Instruction: • Please take a moment to open and print out the following reference information that goes along with this module: Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address:

  41. Differentiated Instruction Website Resources • • • • •

  42. 21st Century Skills

  43. Section #9 • 21st Century Skills • Information and Media Learning • Communication Skills • Self Direction Skills • Critical Thinking/Systems • Creativity/Intellectual Curiosity • Accountability/Adaptability Skills • Problem Identification/Formulation • Interpersonal/Collaborative Skills • Social Responsibility Skills

  44. Six Elements of a 21st Century Education • Emphasize core subjects • Emphasize learning skills • Use 21st century tools to develop learning skills • Teach and learn in a 21st century context • Global Awareness, Financial, Economic and Business Literacy and Civic Literacy • Teach and learn 21st century content • Use 21st century assessments to measure 21st century skills

  45. 21st Century Skills Are Key to Future Student Success • CHARLESTON, W.Va. _ Twenty-first Century Learning skills are part of a proactive approach to teaching higher level, analytical thinking that will help West Virginia students succeed in the global economy, West Virginia Superintendent of Schools Steve Paine said Wednesday. • Read the full article at •

  46. and WVDE • 21st Century Learning ChronicleThe Chronicle provides an overview of the journey West Virginia took on its way to become a leader in 21st century education. It covers all changes from the original idea, joining the partnership, and making radical changes to all aspects of the educational system. • What are 21st Century Learners?A 21st century learner is part of a generation that has never known a world without the Internet, without computers, without video games and without cell phones. They are digital natives who have grown up with information technology. • What are 21st Century Skills?This document provides a list of the types of 21st century skills grouped in three broad and distinct categories. • Read the full article at

  47. Resources you will need for 21st Century Skills: • Please take a moment to open and print out the following reference information that goes along with this module: Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address:

  48. 21st Century Skills Website Resources • • • •

  49. Depth of Knowledge

  50. Section #10 • Depth of Knowledge • Recall and Reproduction • Skill/Conceptual Understanding • Strategic Reasoning • Extended Reasoning