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Levels of Planning
Top-down design, like building a houseCurriculum/Course of Study/Scope and
Sequence -- timeframe: year/quarterUnit Plans or Modules -- timeframe:
week(s)Lesson Plans -- timeframe: daily
Course of Study
A document that prescribes the curriculum, by grade level, for a state, county or individual school district, for example -- New York State Mathematics Learning
Standards New York State Core Curriculum Local District Curriculum or Scope/Sequence Textbook
A Unit
A unit is a carefully planned set of learning experiences that are designed to address one or several goals and objectives over time (Brahier, 2000).
May take several class periods or even several weeks to complete.
May correspond to a chapter in the textbook.
Planning a Unit Plan
Start with a rough sketch of topics and the expected time to complete.
Final plan contains a set of daily lesson plans, carefully sequenced to develop the goals and objectives of the topic.
Example - Rough Sketch Unit Plan (Linear Functions)
Introduction: explore real life functions (1 day)
Expressing linear functions as tables and graphs (2 days)
Exploring linear functions on the graphing calculator (1 day)
Equations that describe linear functions (2 days)
Example continued - Linear Functions Unit Plan
What is the slope of a line? (1 day)Discovering slope-intercept form (1 day)Linear vs. non-linear functions (1 day)Putting it all together - Four represent-
ations of a linear function (2 days)Note: Adjust time to student learning pace.
Unit Planning Questions
What do I expect students to know and be able to do by the end of the unit? (goals/ objectives)
What types of experiences have they already had with this topic? (pre-requisite knowledge)
What are the key concepts/skills that students will encounter and need to understand in the unit? (goals/objectives)
More Unit Planning Questions
In what order should the key concepts be introduced? (sequencing)
What experiences should students have to help them learn these concepts? (lessons, activities)
How many lessons will it take to accomplish the unit goals? (sequencing/ timing)
More Unit Planning Questions
What materials/resources will I need to support the lessons? (tools, technology)
How will I know if the students really understand what I want them to after completing the unit? (assessment)
Once the unit is complete, what is the next logical step for student learning? (sequence)
Unit Plan
Using NY State Mathematics Learning Standards, identify specific Performance Indicators
Identify new knowledge and skillsDescribe class/student activitiesDescribe assessment methods
Lesson Plan
A document that details the objectives and activities for a class day.
Fits into the larger-range unit plan, flows logically from the previous day and prepares student for future lessons.
Components of a lesson plan:
Goals and objectivesMaterialsOpening/motivation/bell-ringer/anticipatory setProcedures for instructionClosure/extensionsEvaluation/assessmentReflection (after lesson taught)See examples in the book
Lesson Plan Overview
What do you want your students to know, do, appreciate, discover … as a result of this lesson? (Goals and Objectives)
How are you going to accomplish this? (Procedures for Instruction)
How will you know if you have accomplished your goals? (Evaluation/Assessment)
Developing the Plan
Choose a topic (in the context of the Unit Plan)
Research the topicList your goals/objectivesList your materials/resourcesDesign your procedures for instructionDesign your evaluation/assessment
Choose a Topic
In consultation with your sponsor teacherIn consultation with your teamUsing your curriculum guide
Researching the Topic
Find relevant textbooks, internet lesson plans, teacher resource guides, journals
Discover a variety of appropriate techniques to introduce the topic
Select teaching aids & materials, including computer/calculator and visual aids as appropriate
Identify a variety of teaching strategies to aid in engaging all students
Goals
Goals are general outcomes about what a student should be able to accomplish as a result of participating in a lesson, a series of lessons, a course, or even an entire curriculum (Brahier, 2000)
Big-picture statement of student learning outcomes -- Serves a the basis for unit/lesson planning Activities and assessments should flow from the
goals
Examples of Goals -
The student will use algebra in solving real-world problems.
The students will develop an understanding of the application of functions.
The student will develop a positive disposition toward the study of math.
Objectives
An objective is a very specific statement of what a student should know, be able to do, appreciate or feel
Examples - Given the original cost of an item and its sale price,
the student will calculate the percent sale discount. Given a compass and straightedge, the student will
draw an angle and construct its angle bisector.
Cognitive Objectives
Mental: Knowledge (conceptual understanding) Skills (procedural knowledge) Concepts (conceptual understanding) Applications (problem solving)
Bloom’s Taxonomy - 6 Levels
1. Knowledge - basic recall
2. Comprehension - understanding
3. Application - use concept in new situation
4. Analysis - take concept apart
5. Synthesis - integrate several ideas
6. Evaluation - judge the value of ideas
Which is it?
Given a quadratic equation, the student will solve it using the quadratic formula.
Given a set of data, the student will determine whether the mode, median or mean is the most appropriate measure of central tendency for that set and justify their answer.
Which is it?
The student can define the term locus.Given a cereal box, the student will find
the surface area and volume.
Affective Objectives
Emotional - feel or appreciateExamples -
The student will appreciate the relationship between exponential and logarithmic functions.
The students will display interest and curiosity when solving mathematical problems.
List Your Learning Objectives
Write them in terms of student behavior/ performance
Be specificHow will you know if the objective is being
met?
Levels of Specificity
Instructional Objective: The student will
identify shapes.
Performance Objective (assessment): Given a set of 10
shapes (circles, triangles and squares) the student will correctly classify them.
Sample Objective
The student will find areas of rectangles.
Given five rectangles, the student will compute the area of each by measuring their base length and height with a ruler and computing the product using a calculator or paper and pencil.
List Materials/Resources
Equipment/supplies?Overheads?Handouts? Worksheets?Note amountsPlan ahead!! (takes time)
reserve lab, equipment Collect/organize supplies photocopying
Write your procedures for instruction
Introduction to the lessonInstructional procedures for the lesson
(teaching moves)TransitionsSummary/closurePossible extensions -- optional
activity/teaching idea
Introduction (Bell Ringer)
How can you grab the students’ attention and spark their interest?
Choose a motivating or focus activity -- could be a story, game, interesting question, news item, real-world application, or relation to previous lesson
Tell class the goals + objectives for the dayActivate prior knowledge or review pre-
requisite skills
Instructional Procedures
Note: instructions to the teacherThe heart of the lessonStep-by-step description of that teacher
and students will doDetailed enough so that a substitute
teacher could follow it
Hints on procedures
Make instructions specificList important terms & definitionsList key questions to askDraw diagramsList examples you want to useDescribe student or group activities,
including detailed instructions
Transitions
Recognize the connection between parts of the lesson
Assist students in moving from one activity to another
Example -- “Let’s see how the game we just played relates to number theory” instead of “Now open your book to page 367”
Summary (Closure)
Important feature of a strong lessonServes as a logical wrap-up activityProvides closure to lessonOpportunity for assessment, asking questions,
journal entry, one final problemReview what you’ve done today and what you
expect students to do for the next class, instead of “Your homework is page 237, 1-21 odd, see you next class.”
Assessment vs. Evaluation: What’s the difference?
Assessment = formative Useful feedback to
determine progress Are students getting
it? Ask questions,
observe, board work, journals
Evaluation = summative Evaluation of
performance Used to determine a
grade Exams and quizzes
Design your assessment/ evaluation
Imbedded in instruction, teacher observation, and checklists
In class productsReporting out to class/board workQuizzes, tests and homeworkLonger-term projects
Assessment
Plan for assessment - tied to goals/ objectives
Share expectations with students -- rubrics, checklists, peer review
Share assessment results with appropriate stakeholders -- students, parents, grade-level team, administrators
Use results: to evaluate students as well as to improve instruction and programs
Reflection
After teaching the lesson, reflect on: Did I accomplish my goals/objectives? What worked well? What didn’t work so well? What have I learned about myself as a teacher or
about my students?If ideas for changes come to mind, write them
down now (modify lesson plan)This is a learning process - expect to have to
make adjustments
Post-reflection
Discuss with colleaguesShare lesson plansShare great ideas, motivators, activities,
etc.Collect/save ideas in a resource file
Caution
Another person’s lesson plan may not be appropriate for you (your style, personality, etc.) or your students (their background, ability, motivation, etc.)
You only “own” a lesson after planning it, teaching it, reflecting on it, and then re-teaching it.
A well-planned set of lessons is the cornerstone of coherent, meaningful units.