LESSON PLANNING IS LIKE BAKING A CAKE BECAUSE . . .

Bellwork:

LESSON PLANNING IS LIKE BAKING A CAKEBECAUSE . . .

Baking a Cake

Oven temperature

Ingredients

Combining the ingredients

Baking time

Checking on cake

Cooling time

Lesson Planning

Climate of your classroom

Components of lesson

Presentation of components

Time spent practicing

Checking for understanding

Time to think and reflect

Number #1:

You wouldn’t bake a cake

without following a recipe . . .

. . . and the same holds true for teaching.

You can’t teach a lesson without an

effective lesson plan!

LESSON DESIGN: A RECIPE FOR SUCCESS AT&L November 10, 2015

AT&L OBJECTIVE FOR TODAY

To identify and understand the components of effective lesson design.

To understand the relationship between the objective, checking for understanding, and closure.

BELLWORK

Bellwork is an activity that separates the social atmosphere in the hallways outside the classroom with the work environment that you create inside your classroom. ~Fred Jones

Examples:Review from the day beforePractice problemsJournalingBrainstorming

Bellwork should require little, if any help from the teacher.

WHAT LESSON PLANNING NEEDS TO BE:

Purposeful, Intentional, Rigorous

Focused on:

Learning Standards, Targets, and Goals

Built on a continuum which fits with the lessons that preceded and proceed it

WHAT LESSON PLANNING SHOULD NOT BE:

Something you happened to write on a post-it note.

“I have this great activity that we can do and I’ll just

make it work.”

“I’ll just do the same thing as the person next door to me. No

need to question it.”

Keeping pace with the pacing guide regardless of student

readiness.

Something I thought of on the way to school.

WHERE DO I BEGIN? BEGIN WITH THE END IN MIND

WHEN YOU BEGIN WITH THE END IN MIND, FOLLOW THESE STEPS OF THE RECIPE:

1.Identify the objective

2.Determine the assessment

3.Select activities that will help students achieve mastery of the objective.

Teach Like a Champion by Doug Lemov

STEP #1: IDENTIFY THE OBJECTIVE

Use your

Olathe Public School

curriculum

to identify objectives.

WHAT IS AN OBJECTIVE?

The objective is a statement that specifies in behavioral terms what a learner will be able to do as a result of instruction.

Needs to be written in student-friendly terms

Is not written as the skill alone Ex: Fractions or Story Elements

Needs to be stated to the students

Is not an activity or assignment

WHAT IS AN ACTIVITY?

Students complete an activity to better understand

the content.

Activities often include the following verbs: write, bake

illustrate, act out, build, solve, construct, solve, observe,

produce, etc.

WHICH IS AN OBJECTIVE? ACTIVITY?

Students will measure flour accurately using a measuring cup.

Students will understand basic measuring methods of dry ingredients.

OBJECTIVE VS. ACTIVITY

Let’s test your knowledge after that review on whether you can now identify these terms correctly.

You all need to stand up

For each of the statements that you see, you need to determine if it’s an

objective or an activity.

Objective votes come toward the front of the room.

Activity votes go toward the back of the room.

OBJECTIVE VS. ACTIVITY #1

Students will understand the differences and the similarities between metamorphic, igneous, and sedimentary rock.

OBJECTIVE VS. ACTIVITY #2

Students will draw examples and list characteristics of the following rocks: metamorphic, igneous, and sedimentary rocks.

OBJECTIVE VS. ACTIVITY #4

Students will write a short story with a “good versus evil” theme and at least two opposing characters.

OBJECTIVE VS. ACTIVITY #3

Students will be able to recognize the antagonist, protagonist, and theme of a piece of literature.

“OBJECTIVES THAT STUDENTS UNDERSTAND” GIST:

Read silently the article “Objectives That Students Understand”

by Robert Marzano. When you finish reading, think about the

main idea of the article.

Pair up with someone to list 10 words or concepts that

are the most important to understanding the passage.

Write 1-2 summary statements using as many of the listed words

as possible.

Take the next 8 minutes to complete this task.

Be prepared to share your statements.

WHEN OBJECTIVES BECOME QUESTIONS: ESSENTIAL QUESTIONS

Essential Questions are lesson objectives reworded in a question format.

Again…this is still not an activity, but a question.

Student responses to the essential question will help the teacher to know whether the student has mastered the objective.

https://www.teachingchannel.org/videos/structure-learning-essential-questions

LET’S PRACTICE: WRITE AN ESSENTIAL QUESTION

Objective:

Students will understand basic measuring methods of dry ingredients.

Essential Question:

“Good cooks check and stir icing as it is heating every few seconds so that it doesn’t

stick to the pan.”

Good teachers regularly check for understanding during a lesson to determine if their students are “stuck.”

Don’t simply ask students if they have any questions.

Use a variety of strategies throughout the lesson to informally assess what students have learned and what to reteach.

Step #2: Determine the Assessment ?

While planning a lesson, write 1-3 questions that relate directly back to the objective. Responses to the questions should require more than “Yes” or “No,” or “True” or “False.”

These can be used as the essential question(s).

These questions can be strategically placed throughout the lesson or used at the end of the lesson to formatively assess the students’ mastery of the objective.

Planning Questioning:

A Way to Formatively Assess Learning

EXAMPLES OF QUESTIONING FOR OUR OBJECTIVE

1. Which of these cups would you select to have your

favorite drink served in? Why?

2. Estimate how much flour each of these cups would

hold.

3. Answer this question: Is a cup always a cup?

Explain your response.

4. Which of these cups would you use to measure 1

cup of flour when baking a cake? Why?

STEP #3 SELECT ACTIVITIES

Select activities that will help students achieve mastery of the objective.

CONSIDER THE FOLLOWING BRAIN RESEARCH:

Primacy-Recency Effect:

Retention is greatest at the beginning of class.

2nd greatest at the end of a class period.

Least in the middle of a class period.

Implications:

Engaging strategies should be used in the middle

of class to keep the attention of students.

Provide meaningful closure at the end of class.

Beginning

Of

Class

Middle

Of

Class

End

Of

Class

BRAIN FACTS

Attention Spans:

*Adult attention span = 18-20 minutes

*Attention span for 5-13 year-olds = 5-10 minutes

*Attention span for 14+ = 10-20 minutes

Implication:

Chunk instruction and incorporate active participations

strategies.

BRAIN-COMPATIBLE INSTRUCTION:

includes strategies that incorporate multiple modalities to

meet different learning styles.

• Marcia Tate lists 20 research-based instructional

strategies that actively engage students in learning

• Using these strategies provides opportunities for students

to learn information through the use of visual, auditory,

kinesthetic, and tactile strategies/activities.

BRAIN-BASED INSTRUCTIONAL STRATEGIES

▫Brainstorming/Discussion ▫Drawing Artwork ▫Field Trips ▫Games ▫Humor

▫Graphic Organizers/Semantic Maps/Word Webs ▫Manipulatives/Experiments/Labs/Models

▫Metaphor/Analogy/Simile ▫Mnemonic Devices ▫Movement ▫Music/Rhythm/Rhyme/Rap

▫Project/Problem-Base Instruction ▫Reciprocal Teaching/Cooperative Learning

▫Role-play/Drama/Pantomime/Charades ▫Technology ▫Visualization/Guided Imagery ▫Visuals

▫Work Study/Apprenticeships ▫Writing/Journals ▫Storytelling

~ Marcia Tate

THINK-PAIR-SHARERead the descriptions of Marcia Tate’s “Instructional Strategies for Brain-

based Instruction.” After reading about the 20 brain-compatible strategies, do the following:

•THINK about the brain-compatible strategies that you use and strategies that you would like to try. Code the table using the following:

Put a check beside the strategies that you have used.

Put a star beside strategies that you would like to try.

•PAIR up with a shoulder partner to discuss a strategy that you have used successfully and one that you would like to try. (5 minutes for Think & Pair)

•Be prepared to SHARE your partner’s response.

EXPLICIT INSTRUCTION FOR NEW SKILLS

I do it.

We do it.

You do it alone.

https://www.teachingchannel.org/videos/improving-teacher-practice

INPUT/MODELING: I DO IT

Input-Implements a brain-researched activity that provides the information needed for students to gain the knowledge or skill.

Modeling - Demonstrates the process to be learned and shows examples of the end product

EXAMPLE OF EXPLICIT INSTRUCTION: INPUT AND MODELING

GUIDED PRACTICE: WE DO IT

Guided Practice is an activity that provides students the opportunity to practice concepts or skills with the teacher monitoring student progress.

What could this look like for flour measurement ?

INDEPENDENT PRACTICE: YOU DO IT

Independent Practice is when students are released to practice on their own. After input, modeling, and guided practice, the student should be able to complete independent practice with little or no help from an adult.

Independent practice is . . .

assigned with a purpose

beneficial to student learning

aligned with curricular standards

used to provide a method for the teacher to gain insight into individual student learning.

work that should receive feedback from the teacher.

INDEPENDENT PRACTICE: STUDENT DEMO

REMINDER“CLEAN UP AS YOU GO ALONG”

MANAGING THE LESSON:

Withitness-correcting misbehavior before it intensifies or spreads and also targets the correct student.

Overlapping-handling two or more simultaneous events.

Momentum-keeping a lesson moving without dwelling too long on individual parts of a lesson, direction, or skill and by breaking an activity into too many parts.

Smoothness-a lesson with continuity rather than jerkiness. This avoids distracting or incomplete information.

CLOSURE: THE ICING ON THE CAKE

Those daily actions or statements by a teacher that are designed to bring a lesson to an appropriate conclusion. The

objective should be restated at the beginning of closure.

Examples:

Exit Slips

Think Pair Share

Think Write Pair Share

3 Whats-What did we learn? So what? Now what?

Today, we did this…..tomorrow we will continue by doing that….

https://www.teachingchannel.org/videos/celebrating-student-achievement

The defining element of the closure activity is that which your students will soon come to realize: class isn’t over

until it has taken place.

Rod Lucero

Professor of Teacher Education and Principal Preparation

Colorado State University

Is it done?

“CHECK YOUR PANTRY”MAKE SURE THAT YOU HAVE THE LAST INGREDIENT . . .

. . . MATERIALS

books

copies

supplies

technology

IN A LESSON PLAN, HOW ARE THE OBJECTIVE, FORMATIVE ASSESSMENT, AND

CLOSURE CONNECTED? Closure: