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Practice Lesson Planning Session. Eastern Shore Mathematics Consortium Cohort 9; January 9, 2010. Purpose. The purpose of this session is to acquaint you with the process of designing a four-column lesson plan.
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Practice Lesson Planning Session Eastern Shore Mathematics Consortium Cohort 9; January 9, 2010
Purpose • The purpose of this session is to acquaint you with the process of designing a four-column lesson plan. • The plan that you design today may or may not be similar to the one you ultimately submit to the university and teach.
Designing pre- and post-assessment tasks • In designing pre- and post-assessment tasks, aim for tasks that are relatively quick, yet have a high level of cognitive demand. • If you design tasks with high levels of cognitive demand that will take a good deal of time, consider administering them outside the class session (before for the pre-test, after for the post-test). • Consider placing some post-test items on both a unit test and an end-of-year assessment.
Becoming Acquainted with Levels of Cognitive Demand - Activity • Examine the four main levels of cognitive demand and become familiar with them (Smith & Stein, 1998). • In your lesson planning teams, categorize each mathematical task into one of the four levels. • Report your categorizations to the rest of the group. • Compare your categorizations against those of the researchers doing studies on levels of cognitive demand.
Maintaining Level of Cognitive Demand – Salient factors • Henningsen and Stein (2002) identified the following factors related to maintaining high levels of cognitive demand: • Build on students’ prior knowledge • Scaffolding • Appropriate amount of time • High-level performance modeled • Sustained pressure for explanation and meaning • Student self-monitoring • Teacher draws conceptual connections
Lesson Plan Writing Exercise • With your lesson planning group, complete as much of a four-column lesson as possible with the time we have remaining. • Prioritize creation of the pre-assessment and post-assessment. • If you get to the four-column lesson itself, prioritize the creation of columns 1 & 2. • Base the lesson upon something you learned during the two-day workshop. This will help you fill in the column on potential student learning difficulties.
Reporting out • Share your pre-assessment and post-assessment tasks with the rest of the group. Let us know which level of cognitive demand they seem to fit. • Share the sequence of steps in the lesson plan along with anticipated student responses. • Elicit feedback on both bullet points above from the rest of the group.
Questions? • If questions arise about creating lessons or carrying out the lesson study process itself, contact Dr. Groth: regroth@salisbury.edu • For questions about reimbursement for grant activities, contact Nancy Robbins: nrobbins@wcboe.org.