Lesson+Plans

Basics of effective direct instruction |||||| ** Subject: ** Instruction in Special Ed || ** Date: ** 3/9/10 || L. Mason-Williams |||||| ** Grade Level: ** UG/Grad |||||| ** Unit: ** Lesson Planning || ** # of Students: ** 29 || Hybrid course designed to introduce students to lesson planning, unit design, and effective instructional strategies for students with disabilities. || WI Educator Standard 4: Know how to teach WI Educator Standard 7: Able to plan different kinds of lessons |||||||| ** Connections: ** CEC Standard IV: Instructional strategies CEC Standard VII: Instructional planning COEHS: Pedagogy, Skillful practicioner, Curriculum, Content, Pedagogy, Learnning || TSWBAT: -identify 2 key components of a lesson planned following principles of EDI. -write an objective for a lesson that includes the learner, behavior, conditions, & criteria. || informal assessment- student feedback, example of objectives, beginning of a lesson plan || Students will bring to class a WIDE variety of experiences and preparation. This class is meant to be introductory in nature, however, some students will already be used to the terminology & techniques. For these students, the emphasis will be on refining their techniques. || Students will be called on randomly to increase participation. || PowerPoint will be used to represent the information. Slides will be posted to D2L. A class wiki will be modeled. |||||||| ** Individual Students: ** Some students will utilize individual laptop computers. || Powerpoint slides, popsicle sticks, whiteboards || Reflect on a really good lesson you taught/ observed |||||| What stands out in your mind about this lesson? How did the students act? What made it good/ |||||| Think-Pair-Share provides an opportunity to gather thoughts prior to whole group discussion; it also provides a way for more students to be involved in the discussion || 2. T. will review the list of EDI lesson components. Each component will briefly be discussed.
 * ** I. Lesson Content (Topic/Key Concept): **
 * ** Teacher: **
 * ** Classroom Description: **
 * ** National/State Standards and/or Local Benchmarks: **
 * ** Objective of the Lesson: **
 * ** Assessment Targets & Methods: **
 * ** II. Pedagogical Considerations: Prior Knowledge, Differentiation, & Management ** ||
 * ** Prior Knowledge: **
 * ** Classroom Management: **
 * ** III. Technology Components/Considerations ** ||
 * ** Whole class: **
 * ** IV. Lesson Description ** ||
 * **Advanced Preparation:**
 * |||| ** Lesson ** |||| **Check for Understanding** |||| ** Rationale Statements ** ||
 * ** Activating Prior Knowledge ** |||| Think-Pair-Share:
 * ** Core Instruction ** |||| 1. The definition of EDI will be discussed as a group. Students will be called on to describe how it differs from an instructional strategy.

3. Describe the lesson plan format for class. Using the class wiki, T. will demonstrate the introductory components, & the development of the lesson.

4. T. will describe how a teacher uses CFUs to informally assess student learning. Students will review the acronym TAPPLE as a way to guide CFUs during a lesson. Students will also brainstorm ways to use everyone responds CFUs during instruction.

5. Next, providing effective feedback will be described. Students will take turns practicing in pairs as they complete a simple worksheet.

6. Writing objectives & the componets of good objectives will be reviewed. Students will evaluate multiple objectives on the PPT- use whiteboards to identify good v. bad objectives.

7. In pairs, students will write objectives related to their standards & evaluate each other.

8. Going back to the lesson plan, students will discuss ways to activate prior knowledge. Students will evaluate my prior knowledge activity.

9. Next, we will brainstorm ways I could have differentiated within this lesson for a variety of learners. If there is time, we will discuss UDL and go to an online module |||||| What is EDI? What does EDI combine? What is the major concept for today? How is EDI different from an instructional strategy? Do the components of an EDI lesson differ greatly from lessons you've taught/observed?

How does the format for class differ from what a teacher does day-to-day? Where do I find info? What do I put "here"?

How often should a teacher ask questions? Why is it a good idea to prepare questions ahead of time?

When should you use echoing to provide feedback? Why is it important to echo a students response? How about elaborate/explain?

What are the 4 components? Is this a well-written objective? What is this objective missing?

Check answers!

Can anyone describe a good activating prior knowledge activity? Why might it be a good idea to show a video at the beginning of a unit?

In what ways could I differentiate within this lesson? How could I plan for diverse learning needs? |||||| -use popsicles to randomly call on volunteers and non-volunteers to promote engagement -PPT provides visual representation of information -Handouts of lesson plan for student note-taking; students can begin to "draft" lessons throughout the lesson -Lesson plan on wiki for students to see

-provide feedback as students "demonstrate"

-check student responses & provide feedback || During objective writing, check student responses to ensure accuracy. Ask students before leaving: What are 3 components of EDI? Students can write answers on whiteboard. ||||||  ||||||   ||
 * ** Closure ** |||| Informal assessment:
 * ** Adjustments ** |||| If running short on time, save UDL activities for next week. Suggest students review during the week. May also need to postpone discussing activating prior knowledge. ||||||  ||||||   ||