week2

=Week 2: Lesson Planning=

__Gaining Students' Attention__
Show this video (or select another from this site: http://www.smartteaching.org/blog/2008/08/100-awesome-classroom-videos-to-learn-new-teaching-techniques/): media type="custom" key="2946167" Talk to them about how active, engaged learning doesn't just happen by accident; planning is an absolute necessity. Many schools require teachers to turn in lesson plans for the principal to review prior to the lessons being taught. This has become even more necessary with No Child Left Behind's focus on assessment of learning. You may also want to talk to them about how in Oklahoma, this year's 9th graders will be required to pass 4 out of 7 of the End of Instruction tests (Algebra, Geometry, Biology, etc.) in order to receive an actual diploma. Those who don't, will receive a certificate of attendance. Most expect that law suits will begin to fly, and it will be even more important for teachers to be able to show in their lesson plans that specific material was covered in class.

You may also need to specifically note that even though some of them will not be teaching formal lessons (athletic trainers, aviation education majors, non-certification majors), they still need to understand how to plan lessons for the informal learning they will be responsible for.

__Objectives and NETS-T Standards Addressed__
NETS-T 2. Design and Develop Digital-Age Learning Experiences and Assessment Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

__Recall of Prior Learning__
1) Ask a few students to share the most memorable lessons or units from their K12 days. (Most will probably describe active learning, so you may want to bring to their attention which types of lessons seem to have stayed with them longer.) 2) Ask students to recall the definition of educational technology learned last week.

__Presentation of Material__
Creating an effective lesson plan is the key to effective teaching and a critical factor in achieving positive student outcomes. Here are some points to make sure and bring out in lecture:

1) Know who your students are. One size does not fit all! A lesson that works great with one set of students this year may crash and burn next year with a different group. a.Have students complete the Learning Styles Assessment at: http://www.learning-styles-online.com/ . (Make sure when talking about learning styles that you emphasize that the point of knowing students' styles is not to make sure you're addressing every style, but rather to help each student develop multiple learning styles. This seems to be often-misunderstood.) b. Have students browse through the different personality types (Myers-Briggs) featured at this site: http://www.paladinexec.com/personality_comparison/. Can they find where they best fit even if they have taken the MBTI? Have them consider a classroom with all of these types of students. This is so important to know -- think of setting up groups and one group has all ENTJs (Douglas Macarthur)! Here's a link you may want to share with them on teaching students in accordance with MBTI: [|http://www2.gsu.edu/~dschjb/wwwmbti.html]. I'm (Susan) an INTP. What are the rest of you? c. Have students take the Multiple Intelligences Assessment at http://www.acceleratedlearning.com/method/test_your_style.html (they'll have to click through the introductory reading to get to the test).

2) Know your content. Have each student locate and print out the PASS (Priority Academic Student Skills) for their content area and expected grade level from this website: http://sde.state.ok.us/Curriculum/PASS/default.html. Make sure and point out the "Integrated Curriculum" standards (Health/PE, Information Literacy, Instructional Technology, and Technology Education). Also point out the book icon in each content area as well as the section listing tested items in each content area at each grade level. Next, go through the National Educational Technology Standards for Students (NETS-S). Show the students explicitly that the lessons in this class are based on the NETS-T. For those of you who have athletic training students in your courses, you may want to use the Athletic Training Education Matrix that the accrediting committee uses to determine if we are meeting the educational standards for athletic training education programs. I have a copy of the 4th edition; I believe there is a more current copy that is being used but I do not currently have access to it. The 4th edition should be sufficient for use in this course though. [|AT Matrix] (If the link doesn't work, email me and I can send it to you, amanda.glasgow@okstate.edu)

3) Know your resources. This course is all about introducing you to resources to enhance learning and how to use them. Here are some resources to keep in mind as you learn yourself or teach others: technology, software, audio/visuals, teacher mentors, community resources, equipment, manipulatives, library resources, local guest speakers, etc.

4) Know whether your students have learned the material. Start with objectives and end with assessments! Go through each of these sites with students: a. Objectives http://www.teachers.ash.org.au/researchskills/dalton.htm b. http://rubistar.4teachers.org/index.php

5) Know how to structure a lesson. Show the following video to introduce Gagne's Nine Events of Instruction: http://www.slideshare.net/armovil/gagne-nine-events-of-instruction/

6) Present the Six Common Mistakes in Writing Lesson Plans (http://www.adprima.com/mistakes.htm) to prepare students for their assignments.

Additional Readings: Blog Post, The Appropriate Use of Technology in K-12 Classrooms (Gungoll)

Discovery Learning and Performance
Divide students into groups of nine. Assign each student in a group one of the nine events of instruction. Have them choose a simple task like learning to tie a shoe. Working together, they must describe the nine events of instruction for that task. Having them work together on this with just one event to be responsible for introducing will be a good first step to creating their own first lesson. Have each group present at the front of the room after they have had 5-10 minutes to prepare.

Assignments and Assessment
Write a complete lesson plan on how to make a grilled cheese sandwich. You are encouraged to use the following resources:
 * Assignment 1:**
 * [|Sample Lesson Plan]
 * [[file:Lesson Plan Template.docx]]
 * [[file:Lesson Plan Rubric Working 2009-08-06.xlsx]]
 * [|Gagne's 9 Events of Instruction]
 * [|Bloom's taxonomy and objectives]
 * [|Rubistar - rubric development tool]

For this assignment, you will complete one of the MyLabSchool skillsbuilders, Creating a Rubric. You may modify the content of the activity to make it more meaningful to your particular subject of study, but all of the functions covered in the skillsbuilder must be completed.
 * Assignment 2:**

To access this activity:
 * 1) Go to [|http://www.mylabschool.com],
 * 2) Under "Returning Users" (on the bottom left), select "MyLabSchool",
 * 3) Select "E-book Version",
 * 4) Select "Teaching and Learning with Technology, 3/e"
 * 5) Select "Skills Builders",
 * 6) Click the word "here",
 * 7) Select "Software Skills Builders",
 * 8) Select "Word" on the left,
 * 9) The brainstorming activity is the 3d activity listed,
 * 10) Select the skillsbuilder based on the version of your Office (2003 or 2007) and platform (PC or Mac),
 * 11) Follow the Skills Builder instructions.
 * 12) Save the final rubric file and post it to the dropbox by the deadline.


 * Assignment 3:** Chapter 2 Quiz


 * Reading Assignment for Next Week:** Chapter 3

__Retention/Transference__
This week you've created a lesson plan on a basic process -- making a grilled cheese sandwich. Begin thinking of themes and big ideas of your content area. As we continue to build lessons throughout this course, you may want to focus on one concept that all lessons can feed into, creating a full unit. We'll be using this same lesson design process, but you will get to bring in the content that you know well and want to share.

__Additional Items For Online Sections__
Discussion Question: Before I ask these questions, let me make it clear that I believe that both teacher and student-centered methods have a purpose in instruction. As an educator, it's important to be able to select from a variety of strategies to accomplish the specific goal of the instruction. If you consider Bloom's Taxonomy listed on pg. 54 in the text, we obviously need to be tageting the higher levels of thinking in our students. What levels do you feel were mostly targeted during your K12 years? Can higher levels of thining in students be achieved through primarily teacher-centered instruction (lecture, teacher demonstration, teacher-led discussion)? Technology can be used to enhance teacher OR student-centered instruction. What role do you see technology having for fostering higher levels of thinking in your students?

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