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There is one document with instuctions… basicallly a bunch of rambleing…but the 2nd part is important
Also, I attached a perfect example from my teacher. Look at this.
A little info about me to personalize it. I am girl 24. I work at a biligual(spanish/english) school as a english teacher. It’s an all girls school. Make the lesson to fit 3rd or 6 graders.
INSTCUTIONS:
Start working with your mentor NOW and design a lesson which will support his/her already existing curriculum. What are the students going to LEARN, and How are you going to measure they LEARNED it!
Suggestions
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work on a clever, interest building, PERSONALLY RELEVANT, approach for an introduction = Snappy Launch
– think about how you will know that your audience has MET YOUR LEARNER OBJECTIVE (assessment)
– flesh out the details of how you will make, reinforce and assess your lesson’s point
READ THE FOLLOWING! TIPS FOR SUCCESS!!
LESSON PLAN 1. LEARNER OBJECTIVE The purpose of this learner objective is for you to create MOVE BEYOND THE DATA you MUST move beyond data collection and incorporate analysis. What does the data mean? How does it oppress the marginalized? Activity Ideas: Gathering data is fine but…. so what? You need to go to the next step. How will this bring the topic of marginalization in THIS country to their attention. Oftentimes, the research supports previously held biases! BRINGING IN AN AMERICAN INDIAN SPEAKER TO TALK ABOUT THE “OLD WAYS” IS OFTEN MORTIFYING FOR THE iNDIAN STUDENTS. You need to add critical analysis and individual assessment. How will your lesson reduce persecution of this marginalized group? You need to MAKE SURE THE STUDENTS THINK ABOUT ACTION THAY CAN TAKE TO IMPROVE THE MARGINALIZATION OF THE GROUP THEY ARE STUDYING!!
2. INDIVIDUAL ASSESSMENT As my students know…I am kind of a bear about “assessing” group work by watching the discussions. Unless you have a hit count sheet with you- that will not meet the criteria for independent assessment. I watched a student teacher lead a very lively discussion in his class and he used that discussion as the assessment for the activity. I did a hit count of participants as I watched. ..only 6 out of 28 participated. PLEASE INDICATE INDIVIDUAL ASSESSMENT STRATEGIES.
3. SNAPPY LAUNCH is NOT a little flash and dazzle. You need
Personal Relvance by Jason Waltz
Developing Measurable Objectives as Assessment Tools
EXAMPLE STUDENT SUBMISSION:
Learner Objectives…The students will use the elements of line, shape, color and texture to create a unique Fantastic Fish (or other ocean-dwelling creature). Students will use adjectives to create a written poetry element that correlates with their fish. Student artwork will include three different kinds of lines, a variety of shapes, thoughtful use of color, added texture or pattern, and juicy (descriptive) word choice in the poem. Students will use media in an appropriate manner (as modeled in demo) and are expected to participate in supply management and cleanup.
SIMPLIFY
The students will be able to represent adjectives visually by creating a Fantastic Fish using three elements of design and completing a poem which uses three adjectives.
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Measurable objectives are used as assessment tools. Once the objective is defined, this then becomes the foundation for your grading or assessment tool. The measurable objective should mention your expectations for performance on the assessment.
In developing your objectives be sure to include:
· conditions (how or where the student will perform the task)
· behavioral verb (describe student behavior)
· criteria (how well the student performs the behavior)
Guidelines for Writing Measurable Objectives Rubric
The hardliners in the field of writing behavioral objectives state that the behavioral objectives must be written according to the following template:
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The skill that the learner demonstrates. |
Conditions under which the learner demonstrates the skill. |
Criteria for measuring success. |
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The student will be able to identify measurable objectives |
from a list which includes broad goals and measurable objectives. |
The student will complete the task with no errors. |
The Sure-Fire, No-Fail Lesson Plan Format to Ensure the Development of Student Centered, Content Laden, and Critical and Creative Thinking 21st Century Curriculum.
Who is the Audience? Identify your demographic. Are there students with special needs or cultural considerations?
Interpersonal dynamics already observed in the classroom? Student Life World Hook
What are your Learner Objectives?
Your objectives must be measureable. Who will learn what and how will you know they learned it! Include the assessment here!!
Snappy launch.
Standards –Based? Record Here
Procedure
Grab students’ attention. Snappy launch.
Show examples
Introduce relevance & purpose…share your objectives
Connection to student life world
Describe what teacher/students will be doing
Key Vocabulary Key Essential Questions
Venue?
What are your venue possibilities or challenges?
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?) Need computer lab? Need access to art room?
Instructional Menu What materials will you need as teacher?
Hard materials (must use two)
Soft materials (must use two)
If using technology, list URL’s, 2.0 tutorials. Bookmark uTube tutorials etc.
Human Resources(must use one)
What will the students need to complete the lesson?
Hard materials (must use two)
Soft materials (must use two) If using technology, list URL’s, 2.0 tutorials. Bookmark uTube tutorials etc.
Human Resources(must use one)
Assessment Student Assessment: (Must be aligned with learning outcomes) How will you know they met your objectives? See following for details.
Self Assessment (Evaluation): 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?
What might you do differently to avoid or respond to the difficulty in the future?
Collect and review student work. Ask yourself:
How well did your students understand the material?
To what extent did students meet lesson outcomes?
Based on student evidence, what type of lesson planning needs to be addressed if you were to do a follow up lesson? _______________________________________________________________________________________________________
Developing Measurable Objectives as Assessment Tools
Measurable objectives are used as assessment tools. Once the objective is defined, this then becomes the foundation for your grading or assessment tool. The measurable objective should mention your expectations for performance on the assessment.
In developing your objectives be sure to include:
· conditions (how or where the student will perform the task)
· behavioral verb (describe student behavior)
· criteria (how well the student performs the behavior)
Guidelines for Writing Measurable Objectives Rubric
The hardliners in the field of writing behavioral objectives state that the behavioral objectives must be written according to the following template:
The skill that the learner demonstrates.
Conditions under which the learner demonstrates the skill.
Criteria for measuring success.
The student will be able to identify measurable objectives
from a list which includes broad goals and measurable objectives.
The student will complete the task with no errors.
Observation form which will be used to observe your lesson in Student Teaching
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Domain 1: Planning and Preparation |
Unsatisfactory |
Basic |
Competent |
Proficient |
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A. Demonstrating Knowledge of Content and Pedagogy – Knowledge of content, prerequisite relationships, content-related pedagogy |
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B. Demonstrating Knowledge of Students – Knowledge of characteristics of age group, students’ varied approaches to learning, students’ skills and knowledge, students’ interests and cultural heritage |
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C. Selecting Instructional Goals – Value, clarity, suitability for diverse students, balance |
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D. Demonstrating Knowledge of Resources – Resources for teaching and students |
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E. Designing Coherent Instruction – Learning activities, instructional materials and resources, instructional groups, lesson and unit structure |
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F. Assessing Student Learning – Congruence with instructional goals, criteria and standards, use for planning |
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Comments on Domain 1: Planning and Preparation |
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Domain 3: Instruction |
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A. Communicating clearly and accurately – Directions and procedures; Oral and written language |
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B. Using Questioning and Discussion Techniques – Quality of questions, discussion techniques, student participations |
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C. Engaging Students in Learning – Representation of content, activities and assignments, grouping of students, instructional materials and resources, structure and pacing |
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D. Providing Feedback to Students – Quality, accuracy, substantive, constructive, specific, timeliness |
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E. Demonstrating Flexibility and Responsiveness – Lesson adjustment, response to students, persistence |
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Comments on Domain 3: Instruction |
Josh Alessio
Problem solving using the “work backward” method.
Prepared for 6th grade math
Objectives of Lesson/Learner Objective
The students will be able to demonstrate their problem solving ability by working backward through word problems both in small groups and by themselves. The students will be able to show their work and complete the word problems using the work backward method as a group with no errors. The students will complete word problems individually using the backward method with 90% accuracy.
Anticipatory Set/Motivation/Snappy Launch
With your head full of brains and your shoes full of feet, you’re to smart to go down any not so good street. (“Oh the Places You’ll Go”, by Dr. Seuss)
Everybody needs to be able to solve real-life problems, and going forward doesn’t always take you down the right street. Today we are going to discuss a problem solving method that requires you to work backward.
Materials Needed/Preparation
I will provide the students with worksheets containing word problems.
Students need pencils, have some on-hand in case students don’t bring a pencil.
Procedure
1. I will go through two word problems using the “work backward” method.
2. After going through the first problem, I will define the work backward term.
3. Split into small groups and have the students come up with a word problem that requires using the work backward technique to solve. Solve the problem on a separate piece of paper, but keep the answer a secret. Trade problems with another group, and solve their problem. Compare answers.
4. Provide a worksheet with a couple word problems that will require using the work backward method of problem solving.
Vocabulary
1. Work Backward: When given the result of a sequence of operations, you can work backward to find the amount with which the sequence began. Discuss this definition in terms that are meaningful for all the students.
Examples
Example #1 (work backward)
The cat in the hat went to the flea market and spent $9.75. He bought some green eggs and ham, thing # one, and thing # two. The green eggs cost $1, the ham cost $1.25, and thing #1 cost $3. How much did thing #2 cost.
(9.75 – 1 – 1.25 – 3) = 4.50
Work Forward: Check your work by adding up all the components to get the result.
Example #2 (work backward)
On Monday there are 50 star bellied sneatches on the beach. That day, 8 star bellied sneatches had their stars removed. On Tuesday, 13 more star bellied sneatches had their stars removed. On Thursday, there were only 19 star bellied sneatches left on the beach. How many star bellied sneatches had their stars removed on Wednesday?
(50 – 8 – 13 – 19) = 10
Work Forward: Check your work by adding up all the components to get the result.
Check for Understanding
While the students work in groups, I will be an observer, walking around, making sure all the students are engaged and working with the smaller groups or individuals to gage and ensure understanding of the concept.
Clean Up Straighten up desks, hand in group projects, individual worksheets and any borrowed pencils.
Student Assessment
Students will be asked to solve word problems on a worksheet by themselves using the work backward method of problem solving. I will ask students to show their work, and give partial credit for work that shows they are using the work backward method of problem solving, along with giving credit for having the correct answer.
Lesson Evaluation – I presented my lesson to my mentor. Too much information was presented in the original lesson plan. I simplified the objective from solving with patterns, equations, and working backward to just solving problems with the work backward method. It was recommended that I include SMART goals in my objective, so I changed from no individual errors to expecting no group errors, and added a new goal for individuals to work at 90% accuracy. It was also suggested that I include a lead into other work or ideas. I added a section for checking your work by working forward through the word problem to check work. He really liked the idea of splitting into small groups. My mentor suggested giving partial credit for students who show their work.
