Effective Lesson Planning From Curriculum to Assessment
Expectations • Analyze the Theory of Constructivism • Describe a Lesson Plan Structure • Identify Lesson Plan Satellites • Remodel a Lesson Plan
Constructivism • Theory: People construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences
Constructivism • Founders: • Jean Piaget • John Dewey • Jerome Bruner
Constructivism • Jean Piaget: • humans learn through the construction of one logical structure after another
Constructivism • Jean Piaget: • the logic / mode of thinking of children is different from adults
Constructivism • Jerome Bruner: • curriculum based on learning as an active, social process
Constructivism • Jerome Bruner: • Students construct new ideas based on their current knowledge
Constructivism • For the teacher: • Encourage students to use active techniques • Understand their current conceptions to guide learning
Constructivism • For the teacher: • Encourage students to assess how the activity is helping them gain/achieve • Lead them to construct knowledge rather than repeat a series of facts
Lesson Plan Attributes • Handout #1
Lesson Plan Attributes • Objectives • objectives are clear, specific and include and reflect the theme/concept of the discipline
Lesson Plan Attributes • Motivation • students must be engaged in order to be self-directed and successful
Lesson Plan Attributes • Relevance • teachers must connect new information to prior knowledge and several disciplines
Lesson Plan Attributes • Questioning • effective inquiry is needed to check for comprehension and to develop students to be problem-solvers
Lesson Plan Attributes • Reinforcement • quality feedback helps students understand why they are successful or unsuccessful
Lesson Plan Attributes • Assessment • constant monitoring allows the teacher to be aware of where each student is with regard to the objective
Lesson Plan Attributes • Formative Assessmentis in intervals during the lesson and unit. • Summative Assessmentis at the end of the lesson or unit and shows mastery
PATTERNS OF CULTURE: How does culture make a region distinctive? WG.17.A describe and compare patterns of culture SUCH AS language, religion, land use, education, and customs that make specific regions of the world distinctive [READINESS STANDARD]
Here is a region… A Tale of Two Continents…. These continents share many geographic features. How do they compare culturally?
Christianity Here is a region… What do they share? How would that affect them culturally? • Origin Religion • Types of Government • Movement of People and goods NAFTA
Let’s see what we know…Can you answer this based on what you know already, or do you need a hint? Which of the following makes Mexico and Central America distinct as a region compared to the U.S. and Canada? A geographic isolation B trade networks C language D religion
All of these cultures, one continent What accounts for their cultural diversity?
Let’s see what we know…Can you answer this based on what you know already, or do you need a hint? How is the region of SubSaharan Africa distinct from North Africa? F Most nations in North Africa use Bantu languages and have a mix of many religions and development levels. Most nations in the SubSaharan region use a mix of languages, primarily practice Islam, and are economically developed. G Most nations in North Africa use the Arabic language, practice Islam, and are economically developed. Most nations in the SubSaharan region use many languages, practice a variety of religions, and have varied development levels. H Most nations in North Africa use Arabic and English languages, practice Islam, and are developing economically. Most nations in the SubSaharan region use Bantu languages and English, practice a variety of religions, and are economically developed. J Most nations in North Africa use the Bantu language, practice Islam, and have varied development levels. Most nations in the SubSaharan region use the Arabic language, practice a variety of religions, and have varied development levels.
Talk to each other, and then talk to me… • WG.17.A describe and compare patterns of culture SUCH AS language, religion, land use, education, and customs that make specific regions of the world distinctive • How does culture make a region distinctive? (Pick a region to discuss)
Time at School • Allocated Time: 100% • Instructional Time: 90% • Engaged Time: 75% • Academic Learning Time: 35%
Time at School • Allocated Time: Formally adopted by a board of trustees and curriculum department.
Time at School • Instructional Time: Time when you observe that the teacher is instructing.
Time at School • Engaged Time: Time when you observe a student involved in a task.
Time at School • Academic Learning Time: Time when the teacher can prove the student comprehended / mastered the content/skill.
Time after School: Homework • High School ≤ 5 days • Middle School ≤ 4 days • Elementary ≤ 2 days • Spec. Ed. ≤ 15 – 30 minutes
Time at School If • you fail to plan, you plan to fail.
Effective Teachers • Have high expectations that all students will succeed. • Are extremely good classroom managers. • Know how to design lessons to help students reach mastery.
Effective Teachers • Stop Asking: “What am I going to cover tomorrow?” • Start Asking: “What are my students going to learn, achieve, accomplish?”
Structure of Knowledge • Jean Piaget: • humans learn through the construction of one logical structure after another
Structure of Knowledge • Handout #2
S T R U C T U R E O F K N 0 W L E D G E Theory Principle Generalization Concepts Concepts Topic Topic F a c t F a c t F a c t F a c t
Cognitive Analysis • Student Expectations: • can be used to gauge the challenge level of a particular standard
Cognitive Analysis • Lesson Plans: • can be used to gauge the challenge level of your delivery of instruction
Structure of Knowledge Gr 8 Standard • Handout #3