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Lesson Planning Finding your way…

Lesson Planning

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Lesson Planning. Finding your way…. Lesson Planning Tools. Curriculum Topic Study Goals and Objectives Understanding by Design Lesson Plan Formats TEP 3-4-3 UbD Designs T3S Learning Cycles And…. Curriculum Topic Study. A comprehensive strategy for translating standards and research - PowerPoint PPT Presentation

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Page 1: Lesson Planning

Lesson Planning

Finding your way…

Page 2: Lesson Planning

Lesson Planning Tools

Curriculum Topic StudyGoals and ObjectivesUnderstanding by DesignLesson Plan Formats

TEP 3-4-3UbD DesignsT3SLearning CyclesAnd…

Page 3: Lesson Planning

Curriculum Topic Study

A comprehensive strategy

for translating

standards and research

into instructional practice

Page 4: Lesson Planning

What is CTS?

CTS is a methodological study process

and a set of tools and strategies

designed to help educators improve their teaching and learning of science

Page 5: Lesson Planning

Our Challenge…

Curriculum materials and district curriculum guides are often organized by topics…

Yet the standards and results of research describing the cognitive difficulties students face are organized by concepts…

Page 6: Lesson Planning

How will CTS help?

Curriculum Topic Study will help teachers:

Improve their understanding of science content

Clarify a hierarchy of content and skills in a learning goal from state or local standards

Define formative and summative assessment goals and strategies

Page 7: Lesson Planning

How will CTS help?

Learn to recognize and address learning difficulties

Increase opportunities for students of all backgrounds to achieve science literacy

Design or utilize instructional materials effectively

Page 8: Lesson Planning

What are CTS Guides?

CTS Guides identify the purpose of

different resources and explicitly

link relevant parts to topics of study that are useful

from the teachers’ perspective.

Page 9: Lesson Planning

What do CTS Guides do?

CTS guides do the groundwork for the busy educator,

providing a one-page study guide to relevant results

from an enormous range of readings vetted in advance and

organized for each topic.

Page 10: Lesson Planning

Sections of a CTS Guide

I. Identify Adult Content Knowledge

II. Consider Instructional Implications

III. Identify Concepts and Specific Ideas

IV. Examine Research on Student Learning

V. Examine Coherency and Articulation

VI. Clarify State Standards and District Curriculum

Page 11: Lesson Planning

Let’s take a look…

Types of Readings and Their Resources (p. 4)Descriptions of Common Resources (books) and

their uses (pp. 22-27)Guiding Questions for Individual Sections of a CTS Guide (p. 36-39)Example of a Curriculum Clarification Guide

(pp. 67-68)CTS Curriculum Conceptual Storyline

(pp. 72-75; Figures 4.14 and 4.15)

Page 12: Lesson Planning

Goals and Objectives

Goals: broad, generalized statements about what is to be learned. A target to be reached or hit.

Objectives: specific, measurable, short-term, observable student behaviors. Tools to reach goals; arrows!

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Page 13: Lesson Planning

Four parts of an objective: The ABCD’s of objectives.

Audience: Who?

Behavior: What? What do you expect them to be able to do?

Overt, observable behavior, even if covert or mental in nature.

Condition: How? Under what circumstances will the learning occur?

What’s given or expected as known to accomplish the learning?

Degree; How much? Must a specific set of criteria be met?

Total mastery (100%), correct 80% of the time is a common levelhttp://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Page 14: Lesson Planning

Goals and Objectives

Types of objectivesPsychomotor

Cognitive

Affective

Our turn!

http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

Page 15: Lesson Planning

Rubric: Guidelines for Evaluating Objectives

What counts?

Competent Work

Common Mistake

Needs to be revised

Missed the Point

Objectives are measurable.

Objectives are measurable and include specific information about what the student will be able to do, e.g. how well, how many, to what degree

Objectives are too general and don't include specific information on what the student will be able to do, e.g., how well, how many, to what degree 

Objective are not measurable

Objectives don't describe what the student will be able to do

Objectives list the topics that will be covered rather than what the learning outcomes are

Taken directly from:http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Page 16: Lesson Planning

Whatcounts?

Competent Work

Common Mistake

Needs to be revised

Missed the Point

Objectives require high levels of cognition.

Objectives reflect high levels of cognition according to Bloom's Taxonomy.

All the objectives require low levels of cognition, such as “demonstrates understanding,"or "identifies."

Objectives should include at least one of the verbs in levels 3-6 of Bloom's Taxonomy.

Objectives don't use verbs to describe what the student will be able to do.

Taken directly from:http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives

Page 17: Lesson Planning

What counts?

Competent Work

Common Mistake

Needs to be revised

Missed the Point

The learning objectives should be achievable.

The objectives listed are realistic given the time and level of the target audience

There are too many objectives.

Objectives are too difficult.

Objectives don't use verbs to describe what the student will be able to do.

Taken directly from:http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives

Page 18: Lesson Planning

What counts?

Competent Work

Common Mistake

Needs to be revised

Missed the Point

Are the goals of interest to the learner?

The learning objectives are of interest to the learner.

The learning objectives don't make the intrinsic and external motivation clear to the learner.

The learner can't understand the learning objectives.

The learner doesn't want to complete the tasks in the learning objectives.

Taken directly from:http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

Rubric: Guidelines for Evaluating Objectives

Page 19: Lesson Planning

Goals and Objectives

Goal:

Objective:

Page 20: Lesson Planning

Understanding by Design

Wiggins and McTighe (1998)

A conceptual framework for instructional designers

Major ideas:The "backwards design“ instructional design model

The "Six Facets of Understanding"

Taken from: http://pixel.fhda.edu/id/six_facets.html

Page 21: Lesson Planning

Six Facets of Understanding

explain:Provide thorough and justifiable accounts of phenomena, facts, and data.

interpret:Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models.

apply:Effectively use and adapt what they know in diverse contexts.

Taken from: http://pixel.fhda.edu/id/six_facets.html From the Educational Research Service Web site: http://www.ers.org/ERSBulletins/0399f.htm

Page 22: Lesson Planning

Six Facets of Understanding

have perspective:See and hear points of view through critical eyes and ears; see the big picture.

empathize:Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience.

have self-knowledge:Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.

Taken from: http://pixel.fhda.edu/id/six_facets.html From the Educational Research Service Web site: http://www.ers.org/ERSBulletins/0399f.htm

Page 23: Lesson Planning

The "backward design" instructional design model

Centers on the idea that the design process

begins with identifying the desired results

then "works backward" to develop instruction

Rather than the traditional approach which is to define what topics need to be covered.

Taken from: http://pixel.fhda.edu/id/six_facets.html

Page 24: Lesson Planning

Three main stages of Backward Design

Stage 1: Identify desired outcomes and results – Enduring Understandings & Essential QuestionsStage 2: Determine acceptable evidence of competency in the outcomes and results - AssessmentStage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

Taken from: http://pixel.fhda.edu/id/six_facets.html

Page 25: Lesson Planning

Stage 1: Outcomes

Goals and Objectives vs. Enduring Understandings & Essential QuestionsConsider not only the course goals and objectives, but the learning that should endure over the long term = “enduring understanding.” Not just “material worth covering," but includes the following elements:

Enduring value beyond the classroom Resides at the heart of the discipline Required uncoverage of abstract or often misunderstood ideasOffer potential for engaging students

Page 26: Lesson Planning

Stage 1: Outcomes

Backward design -- question format vs measurable objectives. By answering key questions, students deepen their learning about content and experience an enduring understanding. The instructor sets the evidence that will be used to determine that the students have understood the content.

These questions focus on the following:To what extent does the idea, topic, or process reside at the heart of the discipline? What questions point toward the big ideas and understandings? What arguable questions deepen inquiry and discussion? What questions provide a broader intellectual focus, hence purpose, to the work?

Page 27: Lesson Planning

Stage 1: Outcomes

Once the key concepts-questions are identified, develop a few questions that apply the line of inquiry to a specific topic.

Examples from Wiggins and McTighe (1998) Overall question: "How does an organism's structure enable it to survive in its environment?" Specific topic question: "How do the structures of amphibians and reptiles support their survival?"

Asking inquiry-based questions facilitates the students "uncovering" the answer.

Page 28: Lesson Planning

Stage 2: Assessment

Define what forms of assessment will demonstrate that the student acquired the knowledge, understanding, and skill to answer the questions.

Three types of assessment (Wiggins and McTighe,1998): Performance Task— At the heart of the learning. A real-world challenge in the thoughtful and effective use of knowledge and skill— an authentic test of understanding, in context.

Criteria Referenced Assessment (quizzes, test, prompts) Provides feedback on how well the facts and concepts are being understood.

Unprompted Assessment and Self-Assessment (observations, dialogues, etc.).

Page 29: Lesson Planning

Stage 3: Learning Experiences and Instruction

Determine what sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understanding

Pedagogical Content Knowledge

Page 30: Lesson Planning

Lesson Plan Formats

TEP 3-4-3UbDT3SLearning Cycles (Karplus and others)

5 E’sFocus, Explore, Explain, Apply

And…