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Great Lesson Design

Fredonia Mentoring Training #3

Kristin Longhouse

on 5 August 2015

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Transcript of Great Lesson Design

Great Lesson Design
Learning Goals
Goals Worksheet
Think of a lesson you're teaching this week...
Share with grade level groups
Which area(s) do you feel you need more knowledge about?
Bloom's Taxonomy
Common Core Learning Standards
Anticipatory Set
At your table, share one that's worked for you...a hook or a bridge.
This is NOT the entire length of you lesson.
Rather, the length between changing activities in ONE lesson.
How does this effect what you teach, and how you teach it?
Check for Understanding
Keep in mind:
Writing it down doesn't necessarily mean you've got it.
Checking for Understanding Possibilities:
Visual responses
Sampling of responses
Choral Responses
How will you know if each student knows what you want them to know?
summarizes learning
actively involves students
congruent to the objective
Learning Goals
Anticipatory Set
Check for Understanding
King's M&Ms Lesson

Kristin Longhouse
The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step. Otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell!

After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.
Simultaneous Round Table
1. Everyone takes an index card.
2. Teacher poses a question.
3. Write one response on the card, pass it to the person on your left.
4. Continue process until you have your original card back.
5. Read and discuss your cards with your group.
What do you do to check for understanding in your classroom?
Full transcript