- How much preparation will be needed to get this lesson ready?
- What supplies will you need that are not accessible at school?
- Will students need supplies at home?
- Are they readily available and where can we (or the students) get them?
- Need to spend personal money on any supplies?
- Is there any form of mass media that you can use in connection with this lesson plan?
- What are your venue possibilities or challenges?
- What time works the best?
- What season?
- Do we do this on-line or in person?
- If online, is there a synchronous component?
- What kind of classroom do we need?
- What might be some of the physical restrictions to the classroom that will have to be modified to make your lesson be most effective? (Are students working in groups? Would it be better for students to be at individual desks or tables?)
- What ways can we mix up the setting of the class to make it more fun and enjoyable?
- Need computer lab?
- Need access to art room?
- Need URLs, login, instructions, and tech support for using online systems (VoiceThread, wiki, etc.)?
- Need permission to download?
- Need permission to watch an “R” rated movie?
- Need transportation?
- Need to line up community resources in advance?
- Do they need to work on this project/lesson at home or just in school? How much homework will be involved?
- How can we get them engaged after school hours?
- Need special permission to bring in speakers/presenters?
- Any local businesses/people allied with your field to take advantage of?
SELECT 2or 3 FROM THIS LIST THAT YOU WILL USE TO PRESENT YOUR LESSON
SELECT 2 or 3 FROM THIS LIST THAT THE STUDENTS WILL USE TO PROCESS THE DATA
- Smart board
- CD player
- DVD player
- Google Earth
- Software–for example, PowerPoint, Sketchpad, Excel, Word
- Reference tables
- Science supplies
- Art supplies
- Online games
- Online quizzes
- Online tutorials
- Guest speakers
- Community experts (librarian, park ranger, etc.)
- Students’ families or friends
- Other students in class
- Younger students
- Other school staff
- newspapers and magazines
- Reflective journals
- Identify your demographic.
- Are there students with special needs or cultural considerations?
- What knowledge of the content/subject/topic do they already have?
- Are there any other lessons that need to be in taught in preparation for this particular lesson?
- How motivated are your students to learn about this topic?
- What connections can you make to the students’ lives to help motivate them about the subject being taught?
- Do they have the technological and other skills required or will they be learning them as we go?
- How are your students going to use the information? For example, are they going to use it in college, to gain a new way of thinking, etc.
- How can they apply this knowledge?
- What is the student life world hook?
- Why does it matter that they understand this material?
- What state standards are met?
- What national standards are met?
|Learner Objectives/Essential Questions
- What are your Learner Objectives? Your objectives must be measurable. Who will learn what and how? How will you assess? How will you KNOW the students met your learner outcomes?
- What are your essential questions?
- Why are these objectives important? Why do they matter?
- How will it help them to understand current or historical controversies, policy debates, etc.?
- How will it help them to become engaged citizens?
- How will students be notified of the above?
- What do students want to learn about the topic? How can they be involved in setting objectives?
- How will your objectives be measured?
- How will you know if students have an understanding of the subject matter?
- Are the learner objectives suitable for diverse students?
- Do you have too many objectives? Too few?
- Have you checked your objectives for value, sequence, clarity and alignment with assessments?
- Are the objectives related to the major points you would like students to take from the class?
- What knowledge do students need going into their next class?
- How will students learn the vocabulary necessary for learning?
- How will you use prior knowledge to foster new understandings?
- What specific skills will students need to have prior to learning?
- What specific skills will this lesson develop?
Practice the use of introductory vocabulary words during in-class exchange
|Anticipatory Set/Snappy Launch
- What will you do to grab the student’s attention and get them excited about the lesson?
- How will you introduce the subject matter to students?
- How will you let them know what is expected of them?
- How will you use student experiences in your launch?
- Use video
- Use photos or illustrations
- Show examples
- Use a science demonstration
- Set up an intellectual or scientific mystery
- Set up a puzzle or challenge
- Use music or song lyrics
- Introduce relevance & purpose…share your objectives and essential questions
- Use controversy
- Show a UTube clip
|Procedure: Instruction, Independent Practice and Formative Assessments
- What will the teacher and students be doing?
- What is the assumed starting point and how will you help those who are not yet there?
- What difficulties do students typically experience in this unit/lesson, and how do you plan to anticipate these difficulties?
- Will you help students to make the connections to prior learning or expect that they can do this on their own?
- What strategies to transfer information and foster learning will be used?
- When will assessments be used? What kind of assessments?
- Can students assess each other?
- How will students be kept on track throughout the lesson?
- What hands-on approaches will you use?
- How will you use approaches other than “covering” the material, or “teaching.” Are students learning?
- Where/how will students exercise choice or judgment?
- How will teachers see students show understanding as opposed to restating?
- How will students apply the information?
- How will the teacher emphasize the importance of this lesson or find a way to get the students to show ownership of it?
- How will the lesson bring students in contact with: the natural world, one another, their families, their local communities, experts in the field, themselves, etc.
- Learning Checks (one-minute essays, exit tickets)
- Multi-part assignments with feedback between parts
- Learning journal
- Auto-graded quizzes
- VoiceThread responses from students
- Clicker responses
- VoiceThread mini-lecture
- guided discovery
- groups with different strategies or assignments based on ability
- group work
- small group, large group
- class discussion
- Online (threaded discussion)
- use reference material
- guest lecturer
|Culminating Projects and Summative Assessments (of Students)
- How will you know that students met your learning objectives?
- How will they know?
- How will you use authentic assessments?
- How will students self-assess or reflect?
- To supplement paper and pencil tests, what other options can you use to assess students?
- What will students produce or create?
- How are your assessments integral to the meaning that you would like them to make from the lesson?
- What are some ways in which students can present their knowledge to others?
- When will the assessments be used?
- How can we ask students for feedback about our teaching?
- self-assessment using rubrics
- lab report
- performance exam
- recorded oral answers
|Feedback to Students
- What type of feedback will you give?
- What will it look like?
- When will it happen?
- How many times will it happen?
- Will students have the opportunity to consider your feedback and revise?
- How will you get feedback from the students?
- have answer keys available
- correct your own
- rough draft
- redo assignments
- When you teach this lesson again, what would you do differently?
- To what extent did students meet lesson outcomes?
- List two things that went well during your lesson.
- Identify any difficulties in the lesson (instructional and/or management).
- How was the difficulty(ies) handled?
- How engaged were the students throughout the lesson?
- What might you do differently to avoid or respond to the difficulty in the future?
- How well did your students understand the material?
- Based on student evidence, what type of lesson planning needs to be addressed if you were to do a follow up lesson?
- Are the students better off with their new understandings?
- To what might the students be able to transfer their new understandings?
- Was there too much information for the student to grasp?