Lesson PlansLesson Plans

StructureStructure

• Last class we talked about…?Last class we talked about…?

• Behavioural objectives are the building Behavioural objectives are the building blocks of lesson and unit planningblocks of lesson and unit planning

• They guide us to focus on the specific They guide us to focus on the specific behaviours that we will use to evaluate behaviours that we will use to evaluate whether our Specific Learning whether our Specific Learning Outcomes (SLO’s) were metOutcomes (SLO’s) were met

Lesson Lesson PlansPlans

• Things to consider before you start:Things to consider before you start:

• Learner characteristics Learner characteristics – 43%43% of teacher decisions made on this of teacher decisions made on this

aspectaspect

• What the students knowWhat the students know

Lesson Plan Lesson Plan ModelsModels

• Gagne, Briggs, Wagner model (9 Gagne, Briggs, Wagner model (9 events)events)

• Hunter model (7 events)Hunter model (7 events)

• Rosenshine & Stevens (6 events)Rosenshine & Stevens (6 events)

• Triple A model (3 events)Triple A model (3 events)

• Bottom Line: They are just different Bottom Line: They are just different ways to present the same ideasways to present the same ideas

• Triple A and Hunter model most Triple A and Hunter model most commoncommon

Hunter Model: Hunter Model: A Traditional ApproachA Traditional ApproachHunter Model: Hunter Model: A Traditional ApproachA Traditional Approach

1.1. SetSet– The “hook”The “hook”

• Contradiction, inconsistency, diagram, joke, Contradiction, inconsistency, diagram, joke, riddle, story, film, modelriddle, story, film, model

– Links objectives with past learningLinks objectives with past learning– Focuses students’ minds on today’s lessonFocuses students’ minds on today’s lesson

2.2. Sharing Objectives and PurposesSharing Objectives and Purposes– Share objectives in everyday languageShare objectives in everyday language– Explains why lesson is importantExplains why lesson is important

3.3. InputInput– Content is delivered to studentsContent is delivered to students– Delivery strategies vary by objectivesDelivery strategies vary by objectives

4.4. ModelingModeling– Teacher gives examples or “works Teacher gives examples or “works

thorough” a problem based on the inputthorough” a problem based on the input

5.5. Checking for UnderstandingChecking for Understanding– Teacher asks students to demonstrate Teacher asks students to demonstrate

that they understand the input and the that they understand the input and the teacher provides feedbackteacher provides feedback

– Key questions are noted in the planKey questions are noted in the plan

6.6. PracticePractice– Includes guided practice and independent Includes guided practice and independent

practicepractice

7.7. ClosureClosure– Input is Input is

summarized/generalized/internalizedsummarized/generalized/internalized

• AssessmentAssessment– Is based on observable evidence that the Is based on observable evidence that the

student can perform the behavioural student can perform the behavioural objectives (may be formative or objectives (may be formative or summative)summative)

Triple A Triple A ModelModel

• Used as the basis on MET’s K- 12 Curriculum Used as the basis on MET’s K- 12 Curriculum Navigator Navigator (http://www3.edu.gov.mb.ca/cn/login.jsp)(http://www3.edu.gov.mb.ca/cn/login.jsp)

• Based on three processes:Based on three processes:– ActivatingActivating

• Prepare the learner to access, clarify and extend prior Prepare the learner to access, clarify and extend prior knowledgeknowledge

– AcquiringAcquiring• Allow the learner to integrate and process learningAllow the learner to integrate and process learning

– ApplyingApplying• Allow the learner to consolidate learning through Allow the learner to consolidate learning through

reformulating or extending learningreformulating or extending learning

ActivatingActivating

• Activating Strategies can be Activating Strategies can be classified by their process:classified by their process:

• OverviewOverview

• Prior knowledgePrior knowledge

• VocabularyVocabulary

Overview StrategyOverview Strategy

• Teacher places the lesson frame Teacher places the lesson frame on the overhead and discusses it on the overhead and discusses it with the students OR he/she fills it with the students OR he/she fills it out during discussion with the out during discussion with the studentsstudents

Prior Knowledge Prior Knowledge StrategiesStrategies

1.1. KWLKWL– K K = What do we KNOW= What do we KNOW– Brainstorming as a groupBrainstorming as a group– WW = What do we WANT to know= What do we WANT to know– Brainstorm questionsBrainstorm questions– Teacher highlights gaps in knowledge Teacher highlights gaps in knowledge

through questionsthrough questions– L L = What did we LEARN= What did we LEARN– Used at end of lessonUsed at end of lesson

2.2. MindmapsMindmaps– Students arrange images and ideas in Students arrange images and ideas in

clusters around a stimulus wordclusters around a stimulus word– Maps move from individual to partnered to Maps move from individual to partnered to

whole-class sharingwhole-class sharing

3.3. Word SplashWord Splash– Teachers selects and lists 15-20 words Teachers selects and lists 15-20 words

that relate to lesson content (use a series that relate to lesson content (use a series of pictures for younger children)of pictures for younger children)

– Students read the splash and write a short Students read the splash and write a short paragraph about what they think they will paragraph about what they think they will be learning todaybe learning today

4.4. Anticipation GuidesAnticipation Guides– Teacher lists a series of statements about Teacher lists a series of statements about

a topic (these should be chosen for their a topic (these should be chosen for their ability to elicit opinion)ability to elicit opinion)

– Students write their initial opinions and my Students write their initial opinions and my be asked to justify them in small or large be asked to justify them in small or large groupsgroups

– After the lesson, the students again After the lesson, the students again respond to the statements and justify their respond to the statements and justify their opinionsopinions

VocabularyVocabulary

Three Point ApproachThree Point Approach• Students are given the opportunity to Students are given the opportunity to

represent a new vocabulary represent a new vocabulary word/concept in three ways:word/concept in three ways:

1.1. A definitionA definition

2.2. A drawingA drawing

3.3. A synonym or exampleA synonym or example

Acquiring StrategiesAcquiring Strategies• Are used to help students Are used to help students understand understand and and

organizeorganize concepts concepts

1.1. Charting the PatternsCharting the Patterns– Students use charts to help them organize ideas in Students use charts to help them organize ideas in

expository or narrative textsexpository or narrative texts

2.2. MappingMapping– Students use illustrative structures to record and Students use illustrative structures to record and

organize the main ideas of a lesson, film, or textorganize the main ideas of a lesson, film, or text

3.3. Compare and Contrast FramesCompare and Contrast Frames– Students use a frame to organize the similarities Students use a frame to organize the similarities

and the differences between two conceptsand the differences between two concepts

Applying StrategiesApplying Strategies

• Are used to facilitate reflection and Are used to facilitate reflection and retentionretention

1.1. Concept OverviewConcept Overview– Students fill out an overview of the lesson Students fill out an overview of the lesson

topictopic

2.2. Another Point of ViewAnother Point of View– After a lesson on an issue, students look at After a lesson on an issue, students look at

the issue from a new viewpointthe issue from a new viewpoint

Retention of InformationRetention of Information

• LectureLecture 5%5%

• ReadingReading 10%10%

• Audio-visualAudio-visual 20%20%

• DemonstrationDemonstration 30%30%

• Group DiscussionGroup Discussion 50%50%

• Practice by doingPractice by doing 75%75%

• Teach others, immediate useTeach others, immediate use 90%90%

For the purpose of the For the purpose of the assignment:assignment:• You must indicate the time frame for the You must indicate the time frame for the

lessonlesson• You must state the SLO (s) your lesson You must state the SLO (s) your lesson

deals withdeals with• You must construct behavioural objectivesYou must construct behavioural objectives• You must include details on your You must include details on your

assessment strategiesassessment strategies• You must choose either the Hunter or You must choose either the Hunter or

Triple A modelTriple A model