Lesson Plan Explained (Works of Hunter, Gagne, and Danielson) by Missy Krupp

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Breakdown &

ExplanationCreated by:

Melissa Kruppmissykrupp@gmail.com

This presentation via PowerPoint was created by Melissa (Missy) Krupp. Any reproduction or other

unauthorized use of the material is prohibited without the written permission of the

author/designer.

October 2014

Melissa KruppAuthor/Designer

missykrupp@gmail.com@missykrupp (Twitter)

Explanation of Navigation

Animations Present:

– This symbol tells the learner to wait as there are animations present on this slide.

Home Button:

– Click on this button to return to the “outline” page also known as the “home page.”

Reminders:

Previous Slide:

– Click on this button on the keyboard to go to “previous” slide.

Next Slide:

– Click on this button on the keyboard to go to “next” slide.

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Customized Lesson Plan From the Works Of ...

Madeline Hunter (1916-1994)

Charlotte Danielson(Currently resides in NJ)

Robert Gagne(1916-2002)

Outline

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Lesson Plan Design (Works of)

Explanation of Navigation Buttons

Objective of PowerPoint

Parts of Lesson Plan: I. Background (4 parts)

A. Name of course/classB. Identify grade levelC. Technology/Resources/MaterialsD. Accomodations/Modifications

II. Orient the learner (4 sections)A. Essential Question (s)B. ObjectivesC. Standards

D. Interdisciplinary Standards

III. Instructional Design (8 Events)A. Anticipatory Set/Hook/Daily ReviewB. Input/Modeling or Present InformationC. Check for Understanding/ Provide Learner GuidanceD. Guided Practice/ Elicit PerformanceE. Independent Practice/Provide Informative FeedbackF. ClosureG. AssessmentH. Enhance Retention/Transfer

IV. Recommendation (s)A. Student/Teacher Feedback

Hom

e P

ag

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Outline is directly linked to each individual

slide.

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Icon Explanation

Background: 1st Part of Lesson Plan

Orient the learner: 2nd Part of Lesson Plan

Instructional Design:3rd Part of Lesson Plan

Recommendation:4th Part of Lesson Plan

There are four major components of the lesson plan.

To understand which part you are on, an icon is located at the bottom of each slide. Click on the icon to bring you back to the first slide of these components. The number attached suggests which piece is being addressed within the 4 components.

ROL

Objective of PowerPoint

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• List the criterion needed to design a lesson plan

• Explain the criterion needed to design a lesson plan

L E OSS PN L A N

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Parts of the Lesson Plan

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4 Parts to a Lesson Plan

BackgroundOrient the

learner

Instructional Design

Recommendation

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Part I: Background

Background

Name of course/class

Grade level

Technology/Resources/Materials

Accommodations/Modifications

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Part 1 of 4 12

Name of Course/Class

• Specify the title of your course/class per lesson plan (Some teachers may teach different levels/courses throughout the year)

• Also valuable to show in lesson plan for administration who is evaluating you in a classroom observation

• Locate course/class name in the district’s curriculum

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Identify Specific Grade Level

• Grade level is important to demonstrate the age appropriateness of the lesson plan and the expected maturity of the learners

• Identify specific grade levels (Ex: 1st, 4th, 6th, or combined classes 9th/10th, etc.)

• Also valuable to denote for classroom observation

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Technology/Resources/Material

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What are “Technology/Resources/Materials”?

• Items/supplies needed by the teacher/student

• List any equipment, handouts, readings, supplies needed for lesson

• List any electronic materials to present/assess lesson

• Can resources be shared with colleagues to maximize learning and minimize school costs?

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Examples of “Technology/Resources/Materials”

Examples of Resources/Materials:

• Books

• Mnemonic devices

• Mobile whiteboards

• Visual aids, props, etc. • Rulers, calculators, scissors, paint,

constructional paper, etc.

• Lab supplies, etc.

Examples of Technology:

• Audio equipment/speakers

• Access to web tools (stream video, access websites, online textbook, visit learning management system (LMS), etc.)

• Ear buds

• LCD projector/Interactive Whiteboard, Apple TV

• Slide changer/laser pointer

• Mobile device/Smartphone

• Communication board

• Document cameras, Elmo’s

• Voice output devices

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Accommodations&

Modifications

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What are “Accommodations/Modifications”?

• Instruction that is customized towards a specific type(s) of learner (can be a student with special needs (IEP) or Section 504)

• Difference between Accommodations and Modifications

Examples of Accomodations/Modifications

Examples: Websites:• http

://www.ncld.org/students-disabilities/accommodations-education/accommodations-students-learning-disabilities

• http://www.ncld.org/students-disabilities/accommodations-education/common-modifications-accommodations

• Visit website(s) for a more detailed explanation

• Provide content in larger print

• Reduce number of items per page/line

• Provide preferential seating

• Administer assessment in small group setting

• Break down the work in smaller sections versus all at once

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Part 2: Orient the Learner

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Orient the Learner

4 parts: Essential Question(s)

Objectives

Standards

Interdisciplinary Standards

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What is “Orient the Learner?”

• Prepare the learner as to the importance of this topic to their lives and how the learning will occur

• Describe what learner needs to know after the lesson is complete, how they will be assessed, and the overall big picture of the lesson

• Must be observable and measurable

• Make sure the objectives match the district/state standards for particular grade level/subject

• Connect the learner with what they are doing in one discipline to the next to show how learning is connected from one thing to the next

• Can be written as a 3-part objective or ABCD objective (See next slide for further exploration)

Essential Questions

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What are “Essential Questions?”

• Specific questions to lead the learner to understand the “Big Idea”?

• Learner must critically think regarding the answer as they cannot Google it

• Most of the time these questions have no correct/incorrect response

• Visit specific curriculum in the school district to locate these questions

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Examples of “Essential Questions”

• How accurate do you have to be when you measure?

• How does math influence all other subjects?

• Why is English the basis of all subjects?

• More examples/non-examples in specific content area(s)

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What is an “Objective?”

An objective is what you want the learner to accomplish (learn) at the conclusion of the lesson.

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Writing Objectives (3 or 4 part)

3 part objective:• Behavior

• Condition

• Criteria

ABCD’s of an objective: A – Audience B – Behavior C – Condition D – Degree

Writing Objectives: (1:46)

Instructional Objectives of ABCD: (2:07)

Creating Learning Objectives: (9:55)

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Examples of Objectives

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What is Bloom’s Taxonomy?

• Bloom's Taxonomy developed by Benjamin Bloom classifies objectives in six categories: Knowledge, comprehension, application, analysis, synthesis, and evaluation. These six categories also suggest the level of difficulty. Knowledge is the lower level where evaluation is the highest level.

• The goal for all learners is to apply the highest level of learning where and when possible to reach the highest potential for all learners. It is through application of instructional design principles to create a rich, rigorous, and rewarding learning opportunity.

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Example of An Objective Using Bloom’s Taxonomy

Create level – Design a scripted scenario that applies each of the 5 recommended steps to calm an irate customer.

Evaluate level- Critique a scenario to determine how/if each of the 5 recommended steps was used to calm an irate customer.

Analyze level- Compare each of the 5 recommended steps used to calm an irate customer.

Apply level - Demonstrate how to conduct each of the 5 recommended steps to calm an irate customer.

Understand level- Explain each of the 5 recommended steps to calm an irate customer.

Remember level - List the 5 recommended steps to calm an irate customer.

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Bloom’s Higher Order Thinking Skills (HOTS) vs. Lower Order Thinking Skills (LOTS)

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Bloom’s Action Verbs for Objectives

LOTS HOTS

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Bloom’s Taxonomy Web Tools

Tools one can use to apply

Bloom’s taxonomy for 21st century

learning.

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iPad applications

to apply Bloom’s

Taxonomy for 21st century

learning.

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LOTS

HOTS

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Revised Blooms’ Question Stems Artifacts Tools

CREATING design, produce, invent, make, construct, re-write

film, story, song, project, plan, media product, advertising, paint

animoto, goanimate, piclits, kerpoof, glogster, pixton, voicethread, wikis, blogs, creaza, thinkquest

EVALUATING argue, critique, interpret, judge, measure

debate, panel, report, evaluate, investigation, verdict, conclude, persuasive speech

rubistar, notaland, voki, edmodo, cacoo, exploratree, answerg garden, mixedlink

ANALYZING categorize, dissect, classify, compare, organize, outline, deconstruct, integrate

survey, database, outline, abstract, graph, chart, spreadsheet, checklist

liveshare, mindmeister, google docs, class tools, mindomo, bubbl.us, holt, expertchecklist, scholastic

APPLYING Implement, use, carry out, execute

Illustrate, simulate, sculpture, interview, demonstrate, diary presentation, journal performance

linoit, kerpoof, fotobabble, mybrochuremaker, pensu, posterous, biography maker

UNDERSTANDING Interpret, infer, explain, exemplify, paraphrase, summarize

recitation, summary collection, example explanation, quiz, show and tell, list, label, outline

satellite, summarize, wordle, cramberry, outline creator, note taker, thinklinkr, label maker, bighugelabs

REMEMBERING recognize, retrieve, describe, identify, name, locate, find, list

definition, quiz, fact worksheet, test, list, label, workbook reproduction

vocaroo, spelling city, quizlet, yacapaca, livebinder, worksheet generator

Bloom’s Web Tools

Pictured edited from its original form.

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What are “Standards?”

• Describe/tell what students should know and be able to do in each subject and by a certain age

• Some standards are state while others are domestic

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Examples of Standards

• Please visit the specific websites explaining various types of standards with examples

• When in the teaching field, visit the curriculum set by each specific school district (Example: www.srsd.net – Click on “School” – “Department” (Select department of choice) – Select curriculum – standards are listed within the curriculum)

Standards used when writing lesson plans:A. New Jersey Core Curriculum Content Standards (NJCCCS) for all content areas:

http://www.state.nj.us/education/cccs/ (click on left side bar)

B. New Jersey Core Curriculum Content Standards (NJCCCS) for Technology: http://www.state.nj.us/education/cccs/standards/8/

C. Common Core: http://www.corestandards.org/

D. International Society for Technology in Education (ISTE): https://www.iste.org/standards

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Interdisciplinary Standards

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What are “Interdisciplinary Standards?”

Standards used when writing lesson plans:A. New Jersey Core Curriculum Content Standards (NJCCCS) for all content areas:

http://www.state.nj.us/education/cccs/ (click on left side bar)

B. New Jersey Core Curriculum Content Standards (NJCCCS) for Technology: http://www.state.nj.us/education/cccs/standards/8/

C. Common Core: http://www.corestandards.org/

D. International Society for Technology in Education (ISTE): https://www.iste.org/standards

• Standards that relate to more than one content area

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Example of “Interdisciplinary Standards”

History Connection: Before you identify the parts of the microscope you provide historical background of how the microscope has changed over several decades through several scientists. (Locate a history standard to support this learning).

Math Connection: While explaining the parts of the microscope, you address how the magnification is a multiplication of the eyepiece with the objective. (Locate a math standard to support this learning).

Science Scenario: You are a freshmen science teacher teaching the parts of the microscope.

Note: The more interdisciplinary connections one makes, the greater the learning.

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Part Three:Instructional

Design

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Event 1: Anticipatory Set/ Hook/ Daily Review

Event 2: Input/Modeling or Present Information

Event 3: Check for Understanding/ Provide Learner Guidance

Event 4: Guided Practice/ Elicit Performance

Event 5: Independent Practice/ Provide Informative Feedback

Event 6: Closure

Event 7: Assessment

Event 8: Enhance Retention/Transfer

8 Parts To Instructional Design

“Anticipatory Set/ Hook/Daily Review”

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What is an “Anticipatory Set, Hook, Daily Review”?

• How will I spark interest in the material?

• How will I draw in the learner?

• How will I motivate the learner to get curious about the lesson?

• How can I involve as many students as possible?

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Examples of an “Anticipatory Set, Hook, Daily Review”

• Present a new problem, question, situation, discussion (what if?)

• Use multimedia (short video/audio clip)

• Present a quote, something controversial, or analogy

• Create a hands on “demo”

• Use the “shock value” or surprising statistic

• Show a graphic, infographic, visual

• Use icebreakers

• Ask student(s) to complete a “Do Now”Event 1 of 8 46

Input/Modeling or

Present Information

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What is “Input/Modeling or Present Information?”

• Detailed outline of content (aka teaching notes)

• Present new information (form of audio, visual, tactile, kinesthetic, etc.)

• Explain new vocabulary

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Examples of Ways To Input/Modeling or Present Information

• Readings

• Audio lectures

• Graphics

• PowerPoint/Prezi

• Projects

• Activities

• Text

• Labs/Demos

• Multimedia

• Simulations

• Websites

• Web 2.0 tools

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Check for Understanding/Provide Learner Guidance

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What is “Check for Understanding/ Provide Learner Guidance?”

• Determine if learner can make sense of material

• Help learner with strategies to understand material

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Examples of “Check for Understanding/Provide Learner Guidance”

• Provide sample problems/scenarios

• Guided Practice (reading, writing, discussing, etc.)

• Highlighting: Compare/contrast

• Mind maps/drawing

• Commons mistakes/pitfalls

• Inferences, analogies, and/or anecdotes

• Question/answer

• Rubrics

• Checklists

• Study guides

• Group (small/whole) discussion

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Guided Practice/Elicit Performance

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What is “Guided Practice/Elicit Performance?”

• Working with learners step-by-step and coaching them to the answer

• Watch performance to see if/where there are problems

• Allow opportunity for learner to practice what they learned

• Provide opportunity for learner to perform objective with coaching (if needed)

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Examples of “Guided Practice/Elicit Performance”

• Worksheets, illustrations, experiments, discussions, etc.

• Written drafts of assignments

• Activities

• Labs

• Individual/group projects

• Individual/cooperative learning

• Group collaboration

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Independent Practice/Provide Informative Feedback

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What is “Independent Practice/ Provide informative feedback?”

• Further application (alone) to practice

• Provide detailed, constructive criticism/correction

• Include specific ways to improve

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Examples of Independent Practice/Provide informative feedback

• Peer/self/instructor feedback

• Use rubrics when possible

• Give specific feedback of what is good and areas needed to improve vs. generalized statement of “Good Job”

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Part : Closure

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What is “Closure?”

• Wrap-up of the lesson

• Brief overview

• Reinforce important points

• Clarify areas of confusion

• Can ask student(s) to do all of the above orally with the class

• Can also be in the form of an “Exit Pass”

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Examples of “Closure”

• What one thing did you learn today?

• How does today’s lesson impact your understanding?

• How would you summarize today’s lesson for someone who wasn’t here?

• What was the most significant learning from today?

• What “a-ha” did you have today?

• What was the most difficult concept in today’s lesson?

• What should I review further in our next lesson?

• What was one think you were unsure about in the lesson?

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Assessment

Event 7 of 8

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What is “Assessment?”

Process of gathering information

to determine if the objectives

were successfully met. The

assessment should match the

objectives of the lesson.

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Examples of “Assessment”

• Quiz/Test

• Hands-on experiments

• Independently performed worksheets

• Oral discussion

• Informal assessments: thumbs up/down, completion of online document, etc.

• Authentic Assessments

• Written assignments

• Performance creation of particular product

• Formative/Summative assessments

• Q/A session

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Enhance Retention/Transfer

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What is “Enhance Retention/Transfer”?

• Make the learning “stick”

• Provide transition for learners to apply information

• Suggest next lesson or “coming attractions”

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Examples of “Enhance Retention/Transfer”

• Relate objectives to personal experiences

• Debrief class/student what has been learned

• Summarize content/apply to new situation

• Give learner new situation to identify transfer of knowledge

Event 8 of 8

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Part Four:Recommendations

Feedback for Student/Teacher on Overall Lesson

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What is “Feedback for Student/Teacher on Overall Lesson?”

Student:• Explain student’s learning

process

• What went well? What needs to be tweaked?

• How can I increase my learning?

• Self-Reflection

Teacher:• Explain teacher’s learning

process

• What went well? What needs to be tweaked?

• How can I hone my skills to increase student learning outcomes?

• Self-Reflection

Examples of “Feedback” Circle appropriate number 1= not at all 5 = extremelyThe lesson was informative.1 2 3 4 5The lesson was easy to understand.1 2 3 4 5

I did everything possible to make my learning experience pleasurable.1 2 3 4 5

I met the objectives of the lesson with ease.1 2 3 4 5

What I liked about this lesson: What I did not like about this lesson: I would suggest the following to improve the lesson____________________________.

Ways I can improve my own learning is ______________________________________. Additional comments:

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Visuals:Hunter: http://gatheringgardiners.blogspot.com/2013/06/madeline-hunter-1916-1994.html Gagne: http://www.distance-educator.com/dnews/images/gagne.gifBloom’s Taxonomy: http://ictintegration.wikispaces.com/file/view/Bloom's_Taxonomy_comparison.png/128248303/624x457/Bloom's_Taxonomy_comparison.png ; http://www.economiccompass.org/wp-content/uploads/2014/07/image.png; http://wp.lps.org/lamiller/files/2014/04/ipadblooms.png; Whiteboard: http://www.clker.co m/cliparts/I/Y/h/X/u/Q/smart-board-blank-hi.png MyLessonPlan: http://uctedtech.files.wordpress.com/2013/04/my-lesson-plan-app.jpg Puzzle Pieces: http://www.greaterloveministries.org/wp-content/uploads/2013/12/Puzzle-pieces.jpg Essential Question Tree: http://pimarscintel.pbworks.com/f/1264435467/tree.jpg Instructional Component: http://www.sheldonisd.com/cms/lib6/TX01001102/Centricity/Domain/29/3D_Teaching_400x266.jpg Hook: http://creativetips4writers.files.wordpress.com/2012/03/hook.jpg Objectives: http://toolkit.smallbiz.nsw.gov.au/media/useruploads/images/Marketing_Ch1_Pt3_Marketing_Objectives.jpg Accommodations and Modifications: http://images4.fanpop.com/image/photos/24100000/Colored-pencils-pencils-24173416-2560-1600.jpg NJCCCS: http://users.rowan.edu/~yotsko26/NJCCCS.jpgCommon Core: http://education.vermont.gov/assets/images/pages/commoncore/commoncorelogo.pngISTE standards: http://web-applications-aligned-to.modelschools.schoolfusion.us/modules/groups/homepagefiles/profile/2238780/116868/Image/iste-logo.png Cartoon Presenter: http://images.clipartpanda.com/presentation-clipart-business_person_or_sales_person_with_microphone_giving_presentation_at_white_board_0521-1005-1515-3155_SMU.jpg Checklist: http://lms.dcsdk12.org/pd/pluginfile.php/21975/mod_book/chapter/5140/Lavender%20Checklist.png Guided Practice: http://media2.govtech.com/images/770*1000/Shutterstock+Tech+Inclusion.jpg Courses: http://www.thecompleteuniversityguide.co.uk/media/542898/fotolia_25421816_s_200x200.jpg Rubric: http://ps101mediacenter.com/yahoo_site_admin/assets/images/rubric.15074642_std.gif Feedback: http://classteaching.files.wordpress.com/2013/11/feedback-should.png Specific Feedback: http://candidculture.com/wp-content/uploads/2013/09/SpecificFeedback1-300x222.jpgLesson Wrap-Up: http://4.bp.blogspot.com/-hHiXXb4EH7Y/UVcnbLbvPLI/AAAAAAAAA7I/xJjapcdYXOQ/s320/Slide001.jpg Wrap-Up: http://sherigormley.com/wp-content/uploads/2013/02/wrap-up.png Assessment Wordle: http://www.golime.co/Portals/125055/images/assessment-tools.jpg Testing: http://www.partnerswithparents.com/images/originals/Testing_.png Make Meaning and Transfer: http://d20innovation.d20blogs.org/files/2013/07/Meaning-making-and-transfer.jpgMake Learning Stick: http://www.makelearningstick.com/images/logo.jpg Making Learning Sticky: http://14434396.r.lightningbase-cdn.com/wp-content/uploads/make-it-stick.png Standards: http://cdn2.hubspot.net/hub/188561/file-28960616-jpg/images/post-grant-standards1.jpg?t=1412970009503

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