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Lesson Planning

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by

Tedi Gordon

on 15 March 2016

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Transcript of Lesson Planning

Lesson Planning
for
Pre-service Teachers



Planning Prepares You
Academic Language
Learning Central Focus
Assessment
Principles and Best Practices
Implementation
Clear Purpose, Goals, & Activities
Meet the Needs of the Students
Classroom Management
Content Standards Alabama Course of Study
Student Learning Objectives
What skills do you want your students to know when they walk out of your class each day?
Essential Question
Written Products
Visual Products
Performing Products
Function
Vocabularry
Theoretical Principles
Best-Practices
Before (ENGAGE)
During
After (EVALUATE)
Based on Jim Harvey's speech structures
1. Talk to the person beside you about your favorite content in school and why you liked it?



2. What is one vital concept that should be learned in that content?
(EXPLAIN & EXPLORE)
Created by Tedi T. Gordon, 2016
Athens State University

Engage
the students in the concepts

Gather Facts about the Learner
Record Review
Family & Cultural Responsive Fact Gathering
Interest Inventories
Learning Preferences
Multiple Intelligences
Data-based Observations
Monitoring Cooperative Learning Groups
Curriculum-based Assessments


What will you teach?
ACOS: Language Arts - 9.) Begin to use pictures and text to gain meaning from written material.
Students will be able to label parts of a microscope and apply functions of each part of the microscope to an investigation of muscle tissue slides.
Activate prior knowledge
Build background knowledge
Generate questions
Make predictions
Discuss vocabulary
Establish a purpose for reading
Strategies
Video clip
Experiment
Quick Write
ABC Brainstorm
Tea Party
Purpose
engage with text
verify & formulate predictions
summarize text
self-monitor comprehension
construct graphic organizers
use mental imagery
integrate new information with prior knowledge
Strategies
Discussion Web
Construct a graphic organizer
Cooperative Learning
Literature Circles
Reciprocal Teaching
Coding the Text
Cornell Note-taking
Margin Notes (annotating text)
(EXTEND)
Purpose
reflect on content of the lesson
evaluate predictions
examine questions that guided reading
respond to text through discussion and/or writing
retell or summarize
Strategies
3-2-1
Exit Slip
Magnet Summary
One Pager
Circle of Reflection
SWBS
Scales
Formative (Informal)

checking for understanding throughout the lesson
Summative (Formal)

Evidence of understanding and proficiency

Bloom's Taxonomy
Demands
Look up a standard related to your content :
http://alex.state.al.us/ccrs
Cognitive Skills
Differentiation and Planned Support
Why Differentiate?
Needs of diverse learners
Legal mandates
Ethical & democratic
Dispel myths
Effectiveness
Ways to Differentiate
Content
"what is taught"
What students need to know, learn, and do.
Product
Students demonstrate "what is learned"
Not just what is assessed but "how the products are assessed"
Process
How students go about making sense of what they are learning
The teacher should plan for multiple means of engagement
during
the process of learning
Extension
At the end of class it is crucial for student to continue learning outside of the classroom.

Extension activities can be in the form of homework or providing information and resources to continue learning about a concept.
Examples:
• assign viewing of multi-media related to the
concept
• refer students to places in the community
where they can practice the skills

See Appendix I
See Appendix II
See Appendix III
See Appendix IV
See Appendix V
See Appendix VI
See Appendix VII
Student Interaction
See Appendix VIII
Full transcript