1 / 8

Practice Lesson Planning Session

Practice Lesson Planning Session. Eastern Shore Mathematics Consortium Cohort 9; January 9, 2010. Purpose. The purpose of this session is to acquaint you with the process of designing a four-column lesson plan.

pilar
Download Presentation

Practice Lesson Planning Session

An Image/Link below is provided (as is) to download presentation 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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Practice Lesson Planning Session Eastern Shore Mathematics Consortium Cohort 9; January 9, 2010

  2. Purpose • The purpose of this session is to acquaint you with the process of designing a four-column lesson plan. • The plan that you design today may or may not be similar to the one you ultimately submit to the university and teach.

  3. Designing pre- and post-assessment tasks • In designing pre- and post-assessment tasks, aim for tasks that are relatively quick, yet have a high level of cognitive demand. • If you design tasks with high levels of cognitive demand that will take a good deal of time, consider administering them outside the class session (before for the pre-test, after for the post-test). • Consider placing some post-test items on both a unit test and an end-of-year assessment.

  4. Becoming Acquainted with Levels of Cognitive Demand - Activity • Examine the four main levels of cognitive demand and become familiar with them (Smith & Stein, 1998). • In your lesson planning teams, categorize each mathematical task into one of the four levels. • Report your categorizations to the rest of the group. • Compare your categorizations against those of the researchers doing studies on levels of cognitive demand.

  5. Maintaining Level of Cognitive Demand – Salient factors • Henningsen and Stein (2002) identified the following factors related to maintaining high levels of cognitive demand: • Build on students’ prior knowledge • Scaffolding • Appropriate amount of time • High-level performance modeled • Sustained pressure for explanation and meaning • Student self-monitoring • Teacher draws conceptual connections

  6. Lesson Plan Writing Exercise • With your lesson planning group, complete as much of a four-column lesson as possible with the time we have remaining. • Prioritize creation of the pre-assessment and post-assessment. • If you get to the four-column lesson itself, prioritize the creation of columns 1 & 2. • Base the lesson upon something you learned during the two-day workshop. This will help you fill in the column on potential student learning difficulties.

  7. Reporting out • Share your pre-assessment and post-assessment tasks with the rest of the group. Let us know which level of cognitive demand they seem to fit. • Share the sequence of steps in the lesson plan along with anticipated student responses. • Elicit feedback on both bullet points above from the rest of the group.

  8. Questions? • If questions arise about creating lessons or carrying out the lesson study process itself, contact Dr. Groth: regroth@salisbury.edu • For questions about reimbursement for grant activities, contact Nancy Robbins: nrobbins@wcboe.org.

More Related