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DO NOW

Complete the K-W-L chart about lesson planning

What do I know, What do I want to know, What have I learned

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GOAL & LEARNING TARGETS

Goal: That Teachers will be able to write an effective lesson plan

Learning Targets: That teachers will be able to...

Create an effective lesson plan

Identify the components of a lesson plan

Understand the instructional process

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AGENDA

Agenda

Do now
Review agenda
Activation activity
Research and relevance
Backwards design model
Components of a lesson plan
Differentiation
I do, We do, You do
Assessment/Evaluation
Put it all together

Quote

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ACTIVITY

What did that video reveal about lesson planning?

1. What are the connections to lesson planning?

2. In what ways did the video help to extend your thinking about lesson planning?

3. What challenges do you have around lesson planning?

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WHAT’S IN IT FOR ME?

Benefits of lesson planning

Increases student learning
Minimizes learning gaps
Maximize instructional time
Having a structure gives

Teachers more confidence
Manage the classroom more efficiently

Research says… (jigsaw activity)

In your groups, take 5 minutes to scan several of the research articles
Be prepared to share your findings with the whole group
Lesson Planning 101

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JIGSAW ACTIVITY

Report should include:

The key points of the article
New information the group found helpful
Any questions or challenges that the group discussed

Group roles

Discussion Director (ensures everyone participates & starts discussion by asking questions)
Bridge Builder (helps to make connections)
Quote finder (finds important information
Illustrator/Summarizer (provides a summary of discussion)

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BACKWARDS DESIGN

Step 1:

What should my students know and be able to do?

Step 2:

How will the students and I know when they are successful?

Step 3:

What learning experiences will facilitate their success?

Step 4:

Based on data, how do I refine the learning experience?

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EXAMPLE : COMPLETE THE CHART

Standard	What should Students be able to do?	How will the students know when they are successful?	What learning activities support the objective?	How might you differentiate instruction?
The student will demonstrate an understanding of the scientific method	Students will be able to define the steps in the scientific method Students will be able to use the steps in the scientific method to create an experiment in their daily life			Use the Frayer method to define the steps Use graphic organizer or visual for the steps Offer examples of possible experiements

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LEARNING TARGETS

Answers the questions....

What do you want students to know?
Be able to do?
Understand..

Formatted in Student language

Standard	Student learning objective
The student will demonstrate an understanding of the scientific method	Students will be able to define the steps in the scientific method

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DO NOW

Small task posted on the board for students to do immediately upon entering the classroom
Good activity for review, should be high success,
Short activity not more than 10 minutes

Scientific method;

3. Name at least 3 steps

2. Give 2 reasons why it matters

1. List 1 problem you want to solve using it

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ACTIVATION STRATEGY

Gets students interested, involved, curious
Suggests relevance of concept
Brain POP
Flocabulary

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I DO

Direct instruction by teacher
Include any vocabulary & background information learners may need to know
Use Modeling, visible thinking strategies, engage the students

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WE DO

Guided practice
Scaffolding strategies
Teacher checks responses, guides, and asks questions

Use a graphic organizer to complete the first two steps together

Steps	What do you do at this step? Why do you do it?	Example of this step

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YOU DO

Independent practice
Student Directed activities
No teacher instruction, just support

Have students complete the rest of the table using their notes from the direct instruction

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EVALUATION

Have students discuss their findings with each other
Distribute a correct table and have students check their own work

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Bloom’s Taxonomy

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MODIFICATIONS TO INSTRUCTION

Differentiation

Content

Process

Product

Environment

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ACTIVITY

There are four poster papers around the room, each with one of the four ways to differentiate instruction
In your groups, start at one of the poster charts with your markers
When I start the timer, each group will have two minutes to write examples of how to differentiate that category indicated on the paper.
When the time is up, each group will rotate to the next paper, review what the previous group wrote and add to the examples. Time will be about 2.5 minutes for each subsequent rotation.

Gallery Walk

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EXAMPLES

In the next few slides, we are going to observe teachers doing the parts of the lesson, I do, We do, You do. Please use the following format to record your observations.

What did I see?	What does it make me think about?	What do I still wonder about this skill?

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DO NOW AND ACTIVATION

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WE & YOU DO

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EVALUATION

Formative Assessment

Summative Assessment

Interactive strategy while listening to the video

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EVALUATING LEARNING

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FORMATIVE VS SUMMATIVE

Comparison

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THE POWER OF FEEDBACK

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LET'S PUT IT ALL TOGETHER

Step 1: In your groups, decide on roles

Facilitator
Reporter
Researcher or fact checker

Step 2: Take the envelop and identify the concept you will be teaching

Step 3: Take the lesson plan template components and put them in order

Step 4: Brainstorm ideas for learning targets, anticipatory set, I do, We do, You do and Evaluation activities related to the concept.

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