Two dominant approaches to teaching:
Constructivism and Direct Instruction
Constructivism:
- Indirect or student centered approach - Students build meaning on their own - Teacher acts as a facilitator |
Direct Instruction:
- Teacher - led - Teacher delivers the content to the learners - MRS is a part of direct instruction |
How to plan a lesson ...
*** Decide which approach you will take: direct instruction or constructivism.
1. Analyze the SE (TEK)
a. look at the verb – cognitive level, the depth
b. Know the dictionary definition of the verb (Webster Dictionary)
c. The verb should be in the directions of your activities to the kids
2. Look at the nouns
a. The nouns represent the concepts and context of how it will be assessed
b. Look at every word
3. Look at data trends
4. How will it be assessed in the district and then in the state level?
5. List the critical elements of the lessons
6. Look for the resources and materials - The VERY last step!
*** Do away of multiple choice for the 90% of the time.
*** Use academic vocabulary starting in K ("take away" is not academic vocabulary)
1. Analyze the SE (TEK)
a. look at the verb – cognitive level, the depth
b. Know the dictionary definition of the verb (Webster Dictionary)
c. The verb should be in the directions of your activities to the kids
2. Look at the nouns
a. The nouns represent the concepts and context of how it will be assessed
b. Look at every word
3. Look at data trends
4. How will it be assessed in the district and then in the state level?
5. List the critical elements of the lessons
6. Look for the resources and materials - The VERY last step!
*** Do away of multiple choice for the 90% of the time.
*** Use academic vocabulary starting in K ("take away" is not academic vocabulary)
Madeline Hunter Lesson Plan
Date: _________________ Lesson Topic / Grade Level: _____________________
Goal / Objective: (This should include specific TEKS information. It should specifically include a statement that begins with, "The student will be able to ...")
The TEKS will provide you with the state standard that you will be teaching. Pay careful attention to the verbs that are included in the actual TEKS. Your objective should use the same verbs and should lead students to be able to complete those actions. For instance, if the TEKS indicates that students should be able to differentiate two concepts, your lesson should include ways to differentiate, not just definitions or descriptions. If the TEKS says students should be able to list something, you may go beyond listing, but you must make sure that students can list the material indicated.
Prior Knowledge Needed:
The teacher should consider what knowledge and skills the students will need to have in order to be successful at this task. For instance, in order to be successful in long division, the student will need to know how to add, subtract, and multiply. The teacher can review previous TEKS to make sure that the information has been taught. The teacher may also be able to tell from an effective Anticipatory Set if there is a need to reteach information before beginning this lesson.
Materials Needed:
In order to complete this portion of the lesson plan, think through all the resources you and the students will need to complete all the learning strategies and activities. Include things like media, art supplies, text books, special artifacts, maps, pictures, etc.
Anticipatory Set: (How will you get the attention of the students directed to the lesson?) How do you hook the learner to your agenda? (3-5 min)
This should hook the students' attention. It generally uses a relatively small part of the total lesson time. It should focus the learner's attention on the instruction that is about to begin. This could be a teacher demonstration, video, story, puzzle, or a handout that relates directly to the lesson you are are going to teach, but done just prior to the actual lesson. This is also known as a "grabber" and it's a way to get your students' attention and interest.
Instructional Strategies: (All of the following are a part of your instructional strategies)
Direct Teach:
You are responsible for directly teaching the information to your students. You may choose any number of ways to teach. You may use lecture, Great American Lecture, PowerPoint, classroom discussion, media, large group activities, and small group activities. This is the time in which you share the knowledge and skills you expect your students to use in any assignment associated with the lesson.
Modeling:
All portions of Instructional Strategies can include modeling. You may need to model the format in which you want information given to you. If you are teaching about movement, you may actually show the movement. Any part of the lesson that requires a specific sequence or style should be modeled for the student.
Guided Practice:
Before you ask students to work independently, you need to be sure that they know how to do the work. You should provide a learning strategy that allows you to closely monitor what each student is doing. By working together as a class or in smaller groups, the students who are struggling have the opportunity to refine their skills, get better understanding, or become more proficient at the task. At the same time, you are able to identify which student may need more assistance in order to complete an assignment using the skills and knowledge you have taught. You are working to know that your students can work at an 85% correct rate when working independently.
Independent Practice:
Independent practice means that your students can work without your constant supervision to complete the assignment. This does not always mean that it is only individual work. Independent practice can be completed in a small group also.
Modification for Special Populations:
If there are special education GT, or ELL students in the class, what strategies will the teacher use to make sure the needs of these students are met? The teacher should pay close attention to the IEP of any special education student to insure that those specifications are also met. In addition, a classroom teacher may need to address a cultural diversity in the classroom. All of these types of modifications should be considered when planning the lesson.
Check for Understanding: (How will you know students are learning both as you teach and when the lesson is completed?)
As you teach, you will want to make sure that your students are following the flow of the lesson. Often informational checks are all that are needed for this to occur. You may ask questions that will allow the students to demonstrate understanding. In order to make sure that all students are learning, you may want students to reply with hand signals to the questions. You can often use paired discussion to allow students to demonstrate mastery. It would give you the opportunity to move around the room and listen in on discussions.
In addition, you also want to know at the end of the lesson that all of your students have understood the lesson of the day. Sometimes this comes in the form of a formal exam or project. At other times, it may require demonstration or a graded assignment. Also, make sure that you check for understanding aligns with your objective.
Closure: (How will you bring your lesson together at the end?)
This is your opportunity to bring your lesson full circle. The closing should be done in such a manner that the students recall new information that is important to understanding the skill or knowledge you are teaching. The closing should also help them cement the information by making strong connections to information they already have. The closure can also give the teacher the opportunity to create relevance by reminding students of the importance of the skills and knowledge being taught.
Reflections: (You as a teacher should ask yourself questions about the lesson so that you can determine what worked, what did not work, what you could do to improve the lesson, and what you might avoid. How do you know that students understood what you taught?)
After every lesson, the teacher should engage in looking back over the lesson. The teacher should honestly and realistically seek to understand if the students learned the information. If they did not, the teacher should try to identify the reason for not understanding. This is an opportunity to also identify strategies that were successful. During this process, the teacher should also look for ways to improve the lesson. Consider if all learning styles and modalities have been reached. Finally, by reviewing the different checks for understanding, the teacher can determine if a re-teach is necessary or if greater depth is in order.
______________________________________________________________
Goal / Objective: (This should include specific TEKS information. It should specifically include a statement that begins with, "The student will be able to ...")
The TEKS will provide you with the state standard that you will be teaching. Pay careful attention to the verbs that are included in the actual TEKS. Your objective should use the same verbs and should lead students to be able to complete those actions. For instance, if the TEKS indicates that students should be able to differentiate two concepts, your lesson should include ways to differentiate, not just definitions or descriptions. If the TEKS says students should be able to list something, you may go beyond listing, but you must make sure that students can list the material indicated.
Prior Knowledge Needed:
The teacher should consider what knowledge and skills the students will need to have in order to be successful at this task. For instance, in order to be successful in long division, the student will need to know how to add, subtract, and multiply. The teacher can review previous TEKS to make sure that the information has been taught. The teacher may also be able to tell from an effective Anticipatory Set if there is a need to reteach information before beginning this lesson.
Materials Needed:
In order to complete this portion of the lesson plan, think through all the resources you and the students will need to complete all the learning strategies and activities. Include things like media, art supplies, text books, special artifacts, maps, pictures, etc.
Anticipatory Set: (How will you get the attention of the students directed to the lesson?) How do you hook the learner to your agenda? (3-5 min)
This should hook the students' attention. It generally uses a relatively small part of the total lesson time. It should focus the learner's attention on the instruction that is about to begin. This could be a teacher demonstration, video, story, puzzle, or a handout that relates directly to the lesson you are are going to teach, but done just prior to the actual lesson. This is also known as a "grabber" and it's a way to get your students' attention and interest.
Instructional Strategies: (All of the following are a part of your instructional strategies)
Direct Teach:
You are responsible for directly teaching the information to your students. You may choose any number of ways to teach. You may use lecture, Great American Lecture, PowerPoint, classroom discussion, media, large group activities, and small group activities. This is the time in which you share the knowledge and skills you expect your students to use in any assignment associated with the lesson.
Modeling:
All portions of Instructional Strategies can include modeling. You may need to model the format in which you want information given to you. If you are teaching about movement, you may actually show the movement. Any part of the lesson that requires a specific sequence or style should be modeled for the student.
Guided Practice:
Before you ask students to work independently, you need to be sure that they know how to do the work. You should provide a learning strategy that allows you to closely monitor what each student is doing. By working together as a class or in smaller groups, the students who are struggling have the opportunity to refine their skills, get better understanding, or become more proficient at the task. At the same time, you are able to identify which student may need more assistance in order to complete an assignment using the skills and knowledge you have taught. You are working to know that your students can work at an 85% correct rate when working independently.
Independent Practice:
Independent practice means that your students can work without your constant supervision to complete the assignment. This does not always mean that it is only individual work. Independent practice can be completed in a small group also.
Modification for Special Populations:
If there are special education GT, or ELL students in the class, what strategies will the teacher use to make sure the needs of these students are met? The teacher should pay close attention to the IEP of any special education student to insure that those specifications are also met. In addition, a classroom teacher may need to address a cultural diversity in the classroom. All of these types of modifications should be considered when planning the lesson.
Check for Understanding: (How will you know students are learning both as you teach and when the lesson is completed?)
As you teach, you will want to make sure that your students are following the flow of the lesson. Often informational checks are all that are needed for this to occur. You may ask questions that will allow the students to demonstrate understanding. In order to make sure that all students are learning, you may want students to reply with hand signals to the questions. You can often use paired discussion to allow students to demonstrate mastery. It would give you the opportunity to move around the room and listen in on discussions.
In addition, you also want to know at the end of the lesson that all of your students have understood the lesson of the day. Sometimes this comes in the form of a formal exam or project. At other times, it may require demonstration or a graded assignment. Also, make sure that you check for understanding aligns with your objective.
Closure: (How will you bring your lesson together at the end?)
This is your opportunity to bring your lesson full circle. The closing should be done in such a manner that the students recall new information that is important to understanding the skill or knowledge you are teaching. The closing should also help them cement the information by making strong connections to information they already have. The closure can also give the teacher the opportunity to create relevance by reminding students of the importance of the skills and knowledge being taught.
Reflections: (You as a teacher should ask yourself questions about the lesson so that you can determine what worked, what did not work, what you could do to improve the lesson, and what you might avoid. How do you know that students understood what you taught?)
After every lesson, the teacher should engage in looking back over the lesson. The teacher should honestly and realistically seek to understand if the students learned the information. If they did not, the teacher should try to identify the reason for not understanding. This is an opportunity to also identify strategies that were successful. During this process, the teacher should also look for ways to improve the lesson. Consider if all learning styles and modalities have been reached. Finally, by reviewing the different checks for understanding, the teacher can determine if a re-teach is necessary or if greater depth is in order.
______________________________________________________________
The Lesson Cycle (Madeline Hunter)
Lesson Plan Format
o Choose the TEK
o Analyze the:
- The verbs (cognitive level, the depth) Know the Webster's Dictionary definition of the verb. The verb should be in the direction of your activities.
- The nouns (concepts and context of which it will be assessed - every word)
o Come up with the assessment (Look at how it will be assessed)
- Think what goes into the question
- What is the correct response and steps to get to the response
o Instructional delivery – how will you teach
o List the critical elements of the lesson
o Look for the best resources that will help kids master the TEK
o Look at the data trends
____________________________________________________________________
o Analyze the:
- The verbs (cognitive level, the depth) Know the Webster's Dictionary definition of the verb. The verb should be in the direction of your activities.
- The nouns (concepts and context of which it will be assessed - every word)
o Come up with the assessment (Look at how it will be assessed)
- Think what goes into the question
- What is the correct response and steps to get to the response
o Instructional delivery – how will you teach
o List the critical elements of the lesson
o Look for the best resources that will help kids master the TEK
o Look at the data trends
____________________________________________________________________
I Do - We Do - You Do Model (Gradual Release) - Doug Lemov Model
1. Students have their own agenda. They are thinking of a note they wrote to someone, how they will get in trouble at home, how someone made them upset and how they will get back at them, etc. You need to hook the students to your own agenda. Part 1 to starting the lesson is Focus. To Focus the student you need:
- Role Play
- Video clip, picture, photo
- Book, poem, excerpt
- Music/song
- Field Trip
- Guest Speaker
- Divergent question with more than 1 answer
2. Evaluation - if 80% or higher get the objective, then you can move on. The 20% who did not make 80 or higher, they become a small group. If less that 80% of students did not master the objective, you cannot move on.
3. Exit ticket is closure and not an evaluation.
4. Explanation - model, demonstrate, textbook/basal, literature/expository text, lecture, anchor chart
5. Anchor charts are not meant to be beautiful. They are a teaching tool. Great teachers have lots of anchor charts. You have to make an anchor chart with each group. You can make a cute chart before hand and leave it. Then make one with each section but hang the pretty one at the end.
6. In "I Do" do not involve students. It is not "We Do", you are modeling metacognition. Students can be working on a white board but no one gets to raise their hand and say anything. It is still active learning but students are receiving. They can't be passive listeners, they are still learning and doing the problems but listening. After a few minutes you can do turn and talk. After a while try to stretch "I Do" to teach them to sit still. It is the preparation for STAAR. A few weeks before the STAAR, move into independent work. Split the groups and sit them alone to do their work for a few weeks to train them to sit and work alone.
7. Guided Practice (5-10 min) - individual problems, group work, students going to the board, projects together
8. DOL - Demonstration of Learning is the beginning of independent practice. Demonstrate that you can do it before you let them do it on their own. Come up with 13 questions, do the first 3 for DOL and then the rest is on their own. Evaluation must be done after Independent Practice
9. Homework - independent practice on your own. Sometimes parents are not capable of helping the child so it should be designed to do on their own
10. Closure - summary component that must involve students.
- Role Play
- Video clip, picture, photo
- Book, poem, excerpt
- Music/song
- Field Trip
- Guest Speaker
- Divergent question with more than 1 answer
2. Evaluation - if 80% or higher get the objective, then you can move on. The 20% who did not make 80 or higher, they become a small group. If less that 80% of students did not master the objective, you cannot move on.
3. Exit ticket is closure and not an evaluation.
4. Explanation - model, demonstrate, textbook/basal, literature/expository text, lecture, anchor chart
5. Anchor charts are not meant to be beautiful. They are a teaching tool. Great teachers have lots of anchor charts. You have to make an anchor chart with each group. You can make a cute chart before hand and leave it. Then make one with each section but hang the pretty one at the end.
6. In "I Do" do not involve students. It is not "We Do", you are modeling metacognition. Students can be working on a white board but no one gets to raise their hand and say anything. It is still active learning but students are receiving. They can't be passive listeners, they are still learning and doing the problems but listening. After a few minutes you can do turn and talk. After a while try to stretch "I Do" to teach them to sit still. It is the preparation for STAAR. A few weeks before the STAAR, move into independent work. Split the groups and sit them alone to do their work for a few weeks to train them to sit and work alone.
7. Guided Practice (5-10 min) - individual problems, group work, students going to the board, projects together
8. DOL - Demonstration of Learning is the beginning of independent practice. Demonstrate that you can do it before you let them do it on their own. Come up with 13 questions, do the first 3 for DOL and then the rest is on their own. Evaluation must be done after Independent Practice
9. Homework - independent practice on your own. Sometimes parents are not capable of helping the child so it should be designed to do on their own
10. Closure - summary component that must involve students.