...Abstract Teachers are expected to create their own lesson plan. It is a guideline for teachers learn pedagogical concepts in students’ education. It is also a conceptual methodological tool that helps teachers in making a lesson plan on a desire topic so that they can implement the lesson plan and assess its results. An objective is very important part of the lesson plan due that it describe the purposes and aims of the learning outcomes. Learning outcomes outline the significant learning results that the students are expected to achieve and demonstrate at the end of the class. In this process students can identify the skills and knowledge they have learned after the subject is taken place. The ABCD method is also a big part in creating a lesson plan that helps in writing instructional objectives that could integrate Bloom’s taxonomy of learning theory and two dimensional frame works. These methods are essential tools in guiding the teacher in preparing and implementing his or her lesson plan properly and orderly. Key words: instructional objectives, learning theory, learning outcomes The ABCD method of writing objective is widely uses in every structure instructional objectives. The ABCD methods can be used in Grade 7 Math class with multicultural classroom. In today’s classroom population are increasingly diverse. With these type of population teachers should and must strive to meet the standards set by government and school district in reaching these students...
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...understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis ...
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...Task A-2 Lesson Plan Format Name: Date: 02/0714 Age/Grade Level: 3rd grade # of Students: Program: Physical Education Major Content: 5 components of fitness Lesson Length: 30 minutes Unit Title: The 5 Components of Fitness Lesson Title: Cardio/Body Composition Context • Explain how this lesson relates to the unit of study or your broad goals for teaching about the topic. - This lesson focuses on cardiorespiratory endurance and body composition, which are two of the 5 components of fitness. This lesson will allow students to understand what both components of fitness. • Describe the students’ prior knowledge or the focus of the previous lesson. - Students have briefly been taught the 5 components of fitness in second grade, but have little prior knowledge on the topic. • Describe generally any critical student characteristics or attributes that will affect student learning (other than what you described in the Teaching and Learning Context). - N/a End In Mind - Students will understand what cardiorespiratory endurance and body compostion is, and how it relates to their overall health. - Students will be able to correctly pass and shoot the gator skin ball. Connections Connect your goals and objectives to appropriate Kentucky Core Content, Kentucky Occupational Skill Standards...
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...THE EDUCATOR AS ASSESSOR EDAHOD5 ASSIGNMENT 2 BY STUDENT NUMBER: 33686735 TABLE OF CONTENT QUESTION 1 1. ASSESSMENT TASK 1.1 ASSESSMENT CHECKLIST 1.2 ASSESSMENT GRID 1.3 ASSESSMENT RUBRIC QUESTION 2 2.1 ASSESSMENT PLANNING 2.2 ASSESSMENT ACTIVITIES 2.2.1 ASSESSMENT ACTIVITY FOR LESSON TOPIC: CARTOON 2.2.2 ASSESSMENT ACTIVITY FOR LESSON TOPIC: PERSUASIVE ESSAY 2.2.3 ASSESSMENT ACTIVITY FOR LESSON TOPIC: MOVIE POSTER BIBLIOGRAPHY QUESTION 1 1. ASSESSMENT TASK Design a personal planner that covers the week from Monday to Sunday. Clearly mark the times starting from 6am to 10pm. Use a table format for your planner. Give your planner an appropriate title. Fill in a minimum of four activities that occupy your day. Colour code your priorities clearly and indicate what each colour means e.g. Red = important. 1.1 ASSESSMENT CHECKLIST Checklist for personal planner | Yes/no | 1. Title provided | | 2. Correct format used | | 3. Days clearly indicated | | 4. Times correctly indicated | | 5. Activities filled in on planner | | 6. Priorities clearly shown | | 7. Planner colour coded | | 8. Meaning of colour indicated | | Minimum standard: 8 | 1.2 ASSESSMENT GRID Learner’s name: Grade: Assessor: Date: Criteria | Maximum | Student’s mark | 1. Title provided | 1 | | 2. Correct format used | 2 | | 3. Days clearly indicated | 7 | | 4. Times correctly indicated | 3 | | 5. Activities filled in on planner | 4 | ...
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...EMM310 Assessment Item 2 Due: 15th October Length: 10 – 12 pages (Assessment marking criteria & Appendix 1 not included in page count) Measurement and Geometry A student: - makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG | Working mathematically A student: - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM - checks the accuracy of a statement and explains the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side...
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...identify how the skills and knowledge that I have gained as a mentor will enable me to lead learning in my area of practice. I will be using the What model of reflection (Driscoll 2000) throughout this essay. What? - As part of the mentorship module I was required to complete a Learning Development Plan (LDP). Part of the LDP involved writing a lesson plan which was then taught to a student under the supervision of my mentor. A copy of the lesson plan can be found within the LDP. An assessment plan was then used to evaluate the learning that had taken place and to assess the competency of the student. I am employed as a Paramedic Practitioner by a National Health Service (NHS) Ambulance Trust and I decided to teach the skill of Intubation to a student Paramedic. The lesson plan included assessing the level of knowledge of my student at the start in order to pitch the lesson at the right level. Gopee (2008:47) cites Ausubel et al (1978) on the view that most meaningful cognitive learning takes place as a result of interaction between the knowledge the individual already processes, and the new information that the individual encounters. Thus the most important factor influencing the learner is what the learner already knows. In order to assess my student, I used the Airway Management assessment sheet currently in use by my Ambulance Trust (NHS Ambulance Trust (name withheld) 2010), a copy of which can be found in Appendix 1. Following the assessment, I provided the student with...
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...for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit Ineffective (1) Teacher rarely or never uses prior assessment data when planning. 1.2...
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...[Listening30%, Reading 70%] | Overall Listening 15%, Speaking 15%, Reading 35%, Writing 35%] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Other support services that my ELLs receive: | Lesson Standards and Objectives | Common Core State Standards (discipline, standard number, and description): | Content Objective(s): | Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving the content objective.Language Objectives Differentiation for Proficiency Levels: | Mentor Text or Source: | Targeted Tiered Vocabulary from Mentor Text or SourceTier 2 & Tier 3 words should be integrated into student product/assessment. | Tier 1 wordsBasic words most children know in their primary language: may include connectors or compounds | Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication polysemy, transitional terms, idioms, clusters, cognates… | Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book | Student Prerequisite Skills or Background Knowledge: What content or language knowledge or skills do my ELLs need to successfully complete the...
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...first day?s lesson the teacher will model for the students by comparing...
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...they will be able to… * Use prior knowledge to comprehend * Identify factual details from the text * Analyze poems using various comprehension strategies * Use creative writing tools to draft their class poem * Explore and evaluate the different railway systems across the world * Use technology to research about new topics and enhance learning * Use connections from real life to add and subtract numbers * Appreciate rhythm in poems by exploring the nuances of the same * Co-create tune for the class poem * Interview and learn from peers, family, relatives and community members * Design an independent project and co-create the same based on interviews, readings and research. Integration of Other Functional/Academic Skills: Problem Solving, Critical thinking/ Analysis are required throughout all the lessons. Each one of these fundamental academic skills can be integrated with the other to produce a project-based outcome. With respect to integration of subjects, it would be Mathematics, History and Geography along with Reading fluency, Comprehension, Speaking and listening, and Writing. There will be use of technology, music and dance throughout the project. Estimated time and brief outline of the project: The estimated time of the project would be around 12-15 days. This completely depends on how students master each skill and how ready are they to learn at a particular pace. Each lesson would be around 45 mins and there would...
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...1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required? The content being taught is division and long division. For this lesson, it is expected that students have an understanding of multiplication, division, and 2-digit division. 4a. What student work will be collected to assess the effectiveness of your lesson? How will it be collected? The teacher will collect workbooks pages and reteach pages passed out during the lesson to evaluate the effectiveness of the lesson. The teacher will collect the pages by asking students to place their completed work into the math basics to be checked. 1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify...
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...the depth of the mind Question 2 Cognitively Guided Instruction (CGI) - Can be used to show the importance of language and listening in teaching as a social construct eg learners are able to solve problems without direct instruction by drawing upon informal knowledge of everyday situations and through dialogue. CGI may be used as an approach to for eg teach Maths with the main focus on the practice of listening to learners mathematical thinking and using it as a basis for instruction Scaffolding - Builds learning bridges Requires the teacher to provide learners with the opportunity to extend their current skils and knowledge The teacher must engage the learners interest, simplify task so that they are manageable and motivate learners to follow the instructional goal The teacher must also look for discrepancies between learners efforts and the solution Scaffolding is a teaching strategy that can be used to help the teacher understand the learners way of thinking. Knowing how a learner thinks gives the teacher an advantage in predicting ho the learner will react to questions in the assessment process. Scaffolding provides a temporary, supportive and adjustable framework for a learner which enables him to participate in a task that is beyond his reach. Learnin happens when scaffolding is used as a process of support and guidance to help learners construct new meaning & knowledge on the basis of existing knowledge. The ultimate aim of scaffolding...
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...strength. We can now design multimodal or multicultural lessons, which incorporate instructional differentiation and technology and engages the 21st century learner as well (Tomlinson, 2001). This week, we are to create a three-day unit plan outline. The outline will address students’ multiple intelligences and diverse learning styles, acknowledges language and cultural differences, and integrate technology and digital tools in learning. a) Introduction It is essential that the teacher helps all students to access all their learning needs and hence be able to learn and succeed in all their academic needs to the...
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...& Jennifer Hendrick EDU 4041; HIS 4030 Unit Plan Format Assignment: Develop a unit plan using the template below. Using this form, complete every category, 1 through 7. 1. Subject Area: Grade 4 Social Studies Length of Unit: 14 Days 2. Unit Title: Three Worlds Meet Goals: 1. TLW understand the impact of exploration on European and native societies. 2. TWL know the roles of key individuals and their impact during exploration. 3. TLW understand the location of European settlements in the New World. 4. TLW apply reading comprehension strategies to social studies. Skills: 1. TLW demonstrate map skills. 2. TLW demonstrate collaboration skills. 3. TLW demonstrate reading skills. 4. TLW demonstrate comprehension skills. 5. TLW demonstrate writing skills. 3. Applicable Tennessee Standards: * Explain the cultures of the Western Hemisphere’s native peoples prior to European contact. * Pre-Colonial Native American groups. * Determine how various groups resolve conflict. * Identify Native American groups in Tennessee and the Western Hemisphere before European expansion. * Reasons for European exploration and settlement. * Understand how to use maps, globes, and other geographic representations, tools, and techniques to acquire, process, and report information from a spatial perspective. * Identify routes of explorers of the Americas. * Identify cultural groups who inhabited...
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... Planning | Lesson summary and focus: | The skills I will be teaching is lesson, is for the students how to recognize words that rhyme as well as letter recognition. Children learn rhyming skills from direct instruction with rhyming book, as well as a felt activity from the same book. Rhyming helps develop phonological awareness. | Classroom and student factors: | This lesson will be a whole class activity. In this classroom, there are all typical learners. The reading activity will be read on the carpet surrounding the teacher. A felt activity to go along with the book will follow the reading. | National / State Learning Standards: | CC.K.R.F.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)CC.K.R.F.2a Recognize and produce rhyming wordsCC.K.R.F.2b Count, pronounce, blend and segment syllables in spoken wordsCC.K.R.F.2c Blend and segment onsets and rhymes of single-syllable spoken wordsCC.K.R.F.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant)CC.K.R.F.2e Add or substitute individual sounds in simple, one-syllable words to make new words. | Specific learning target(s) / objectives:The objective of this lesson is for the students to identify, recognize and say words that rhyme, have the same ending sound, and practice letter recognition. | Teaching notes:This unit falls within the phonological awareness unit. | Agenda:The opening of the lesson is, I will read...
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