1 / 30

Lesson Planning

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

aletta
Télécharger la présentation

Lesson Planning

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. Lesson Planning Finding your way…

  2. 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…

  3. Curriculum Topic Study A comprehensive strategy for translating standards and research into instructional practice

  4. 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

  5. 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…

  6. 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

  7. 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

  8. 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.

  9. 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.

  10. 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

  11. 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)

  12. 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

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

  14. Goals and Objectives • Types of objectives • Psychomotor • Cognitive • Affective • Our turn! http://www.personal.psu.edu/staff/b/x/bxb11/Objectives/index.htm

  15. Rubric: Guidelines for Evaluating Objectives Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

  16. Rubric: Guidelines for Evaluating Objectives Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

  17. Rubric: Guidelines for Evaluating Objectives Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

  18. Rubric: Guidelines for Evaluating Objectives Taken directly from: http://www.roundworldmedia.com/cvc/module4/4nrubric.htm

  19. Goals and Objectives • Goal: • Objective:

  20. 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

  21. 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

  22. 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

  23. 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

  24. Three main stages of Backward Design • Stage 1: Identify desired outcomes and results – Enduring Understandings & Essential Questions • Stage 2: Determine acceptable evidence of competency in the outcomes and results - Assessment • Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels. Taken from: http://pixel.fhda.edu/id/six_facets.html

  25. Stage 1: Outcomes • Goals and Objectives vs. Enduring Understandings & Essential Questions Consider 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 ideas • Offer potential for engaging students

  26. 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?

  27. 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.

  28. 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.).

  29. 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

  30. Lesson Plan Formats • TEP 3-4-3 • UbD • T3S • Learning Cycles (Karplus and others) • 5 E’s • Focus, Explore, Explain, Apply • And…

More Related