understanding by design stage 3: learning plan. session objectives identify and describe the...
TRANSCRIPT
Session Objectives• Identify and describe the
components of a good lesson plan/learning ladders.
• Map out a sequence of objectives to be taught in your first unit.
• Evaluate previous lesson plans/learning ladders in order to begin creating and/or revising future plans.
What is the purpose of Stage 3?
• To consider the instructional strategies and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2). – The activities are planned to develop
the targeted understandings and the knowledge and skills identified in Stage 1 and to equip students for the performances of learning specified in Stage 2.
Task #1• Review your standards, key
knowledge, and key skills from Stage 1 of your first unit. – Check to ensure that your key skills
meet the objective guidelines AND can be translated into daily lesson objectives.
Task #2
• Review your unit assessment from Stage 2. – Verify that these assessment items
are aligned to your standards identified in Stage 1 AND can be correlated to your key knowledge and key skills.
Task #3• Begin thinking about your daily
lesson topics and objectives. • Use the daily calendar to identify
each daily objective. – See sample objective calendar.
Task #4
• Select one lesson objective from your calendar.
• Identify a sample assessment for your lesson objective. –Remember to begin with the end in mind!
Now Ask Yourself…• Given the desired results and the
identified assessments, what kind of instructional approaches, resources, and experiences are required to achieve these goals?
• What do we do to help students reach the understandings at the heart of our unit?
• Which learning activities promote understanding, knowledge, skill, student interest, and excellence?
Characteristics of Learning Activities
• Engaging– A design that diverse learners find
thought-provoking, fascinating, and energizing
• Effective– A design that helps learners become
more competent and productive at worthy work resulting in performance to high standards and surpassing usual expectations
Discuss• Group A: When are students most fully
engaged in and out of school? What makes them so engaged, and keeps them so engaged, and what are the transferable elements from these exemplary cases?
• Group B: When is student learning most effective? Under what conditions are learners most productive? Under what conditions is the highest-quality work produced? What makes for the most effective learning, and what are the transferable elements from these exemplary cases?
Structure of a Quality Lesson Plan
• Objective• Assessment• Do Now/Hook• Introduction to New Material (I do)• Guided Practice (We do)• Independent Practice (You Do)
Objectives
Refer to frameworks:
• Student-Centered• Measureable• Rigorous, yet feasible• Criteria for Success (when
appropriate)
Objectives
Examples• Successfully respond to a short answer question
by using the RAGE method.• Find the probability of opposite, mutually
exclusive, and overlapping events.• Conjugate the verb ir in the present tense and
use it to describe where one is going.• Describe the motion of the planets in the solar
system.• Perform at least 3 different types of jumps (on a
jump rope) for at least 15 consecutive seconds.• Mix and create new colors through pointillism.
Objectives
Non-Examples- What’s wrong with the following:
• Work on ISTEP-type questions.• Understand probability.• Demonstrate comprehension of both authentic and
non-authentic written and spoken language through developmentally appropriate tasks.
• Understand the motion of the planets in the solar system.
• Participate in a volleyball game.• Learn to use the principle of design - movement -
in an art series.
Assessment
Refer to frameworks:• Independently Completed• Aligned• Contains multiple “at-bats”Exemplar• 7th Grade Pre-Algebra
– How does it qualify as a quality lesson assessment?
Types of Lesson Assessments: Refer to handout
Discuss
• What are reasons you may not include a lesson assessment?
• What is a potential problem with omitting an assessment?
I do – Direct Instruction
Refer to frameworks:• Relevant and explicit• Includes modeling with examples• Brief and aligned
*Note on content vs. skill*Exemplar• 7th Grade Humanities
– Find the “I do” and discuss how it fits the criteria.
We do – Guided Practice
Refer to frameworks:• Aligned and uses scaffolding• Delivery includes directions, CFUs,
and differentiation• Ratio can move between 75/25 -
50/50 - 25/75Exemplar• 7th Grade Humanities
– Find the “We do” and discuss what is observable and what’s not. What implications does this have for reviewing lesson plans?
You do – Independent Practice
Refer to frameworks:• Aligned and includes multiple
opportunities• Delivery includes directions, CFUs,
and differentiation• Ratio must start at 0/100• Extension workExemplar• 7th Grade Humanities
– Find the “You do” and discuss how it fits the criteria.
Discussion
• What is one circumstance where you might not plan a clear I do, we do, and you do?– Are any of these instances acceptable?
Do Now – Brief Overview
Refer to frameworks:• Brief• Hooks• Review• Brain Boosters
What’s at stake if you plan a poor Do Now?
Application Part 1
• Review the sample learning ladders from a Humanities and Pre-Algebra course.–Using a scale of 0-2, rate each component of the plan• 0 = not present• 1 = developing; ineffective• 2 = effective if delivered well
Priority Pyramid
Factors to Consider:• Time• Quantity• Differentiation
Instructional Strategies
Activity Alignmen
tObjectives
and Assessment
Task #5
• Select an essential question and objective from your calendar.
• Identify an assessment for the objective.
Task #6
• Build a lesson that aligns with the identified essential question and objective.– Use the frameworks to support your
decisions.
Evaluation
– Rate each component of your lesson plan/learning ladder.
–Using a scale of 0-2, rate each component of the plan• 0 = not present• 1 = developing; ineffective• 2 = effective if delivered well