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LEARNING 

MAP
SCAVENGER
HUNT

ITL 608 - MARY MORGAN - MAY 13, 2018 - PROFESSOR KULIKOVA


Learning Map Model
PLANNING STAGE

6 ELEMENTS :

LEARNER
APPLYING STAGE TEACHER TEACHING STAGE
TARGET
ASSESSMENT
INSTRUCTION
MANAGEMENT

ANALYZING/REFLECTING
 STAGE
Planning Stage 
START WITH WHAT YOU KNOW 

USES THE GUIDING QUESTIONS AND/OR WHAT IS


ALREADY KNOWN ABOUT THE LEARNER, TEACHER,
TARGET, ASSESSMENT, INSTRUCTION AND MANAGEMENT
AND ANY ADDITIONAL RESOURCES TO DEVELOP AN
INSTRUCTIONAL MAP DESIGNED TO ENSURE FOR ALL
LEARNERS:
1) MEANINGFUL ACADEMIC ACHIEVEMENT
2) SOCIAL - EMOTIONAL THRIVING
3) EQUITABLE AND INCLUSIVE COMMUNITY OF LEARNERS
6 Elements
 1)TK 12 LEARNERS: ACADEMIC LEVELS, LIFE EXPERIENCE, GENDER
CONSIDERATIONS, LANGUAGE CONSIDERATIONS, SOCIAL-EMOTIONAL, ASPIRATION,
INTERESTS, PREFERENCES, STRENGTHS, SEL FACTORS, COGNITIVE ABILITIES,
PSYCHOMOTOR ABILITIES, ATTITUDINAL FACTORS, EXCEPTIONALITIES

2) TEACHER: KNOWLEDGE, BELIEFS, PRACTICES


SELF AS TEACHER AND LEARNER, DISPOSITIONS, SOCIAL-EMOTIONAL LEARNING,
EXCEPTIONS OF STUDENTS, SCHOOL/COMMUNITY, CURRICULAR APPROACHES,
GUIDING TENETS

3) TARGET: ACADEMIC STANDARDS, GOALS/OUTCOMES, KEY AND SUPPORTING


SUBJECT MATTER KNOWLEDGE

4) ASSESSMENT: FORMAL/INFORMAL TYPES, STUDENT-SELF ASSESSMENT, SUBJECT


MATTER EMBEDDED ASSESSMENT, BEHAVIORAL/SOCIAL SKILLS

5) INSTRUCTION: BEHAVIORAL, INFORMATION-PROCCESSING, SOCIAL,


INQUIRY/COGNITIVE, STUDENT-CENTERED, TEACHER-DIRECTED, CULTURALLY
RELEVANT PEDAGOGY, TECHNOLOGY MEDIATED

6) MANAGEMENT: DISCIPLINE MODELS, CLASSROOM MANAGEMENT MODELS,


COMMUNITY BUILDING/SOCIAL, ORGANIZATIONAL STRATEGIES WITHIN CLASSROOM
SETTING
Planning Stage: Identify
Elements in The Lesson
Plans
LESSON PLAN 1: GIST
LMM ELEMENTS:

LEARNER YES- ALLOWING STUDENTS TO PROCESS,


SUMMARIZE, ENGAGE AND SHARE. 
TEACHER YES- SHARING KNOWLEDGE WITH
STUDENTS, PROVIDING RESOURCES.
TARGET YES- OBJECTIVES ARE CLEAR,
APPLICATION OF CONTENT IN CLASSROOM
AIM YES- ASSESSMENT/REFLECTION SCALES
Planning Stage: Identify
Elements in The Lesson
Plans
LESSON PLAN 2: PEARL HARBOR
LMM ELEMENTS:

LEARNER YES- ALLOWING STUDENTS TO OBSERVE,


DESCRIBE, PRODUCE AND ANALYZE. 
TEACHER YES- VARYING APPROACHES TO
INSTRUCTION AND EXPECTATIONS 
TARGET YES- OBJECTIVES ARE CLEAR, GROUP AND
INDIVIDUAL UNDERSTANDING
AIM YES- EYEWITNESS ACCOUNT- RESPONSE
Planning Stage: Identify
Elements in The Lesson
Plans
LESSON PLAN 3: LITERACY
LMM ELEMENTS:

LEARNER YES- STUDENTS TO OBSERVE, PRACTICE


AND PERFORM CONTEXT KNOWLEDGE
TEACHER YES- OBSERVES ACADEMIC NEEDS, TEAM
BUILDING AND FOCUSED GOALS
TARGET YES- MEET ACADEMIC STANDARDS AND
CLARIFY MEANING
AIM YES- ADJUST STUDENT PERFORMANCE 
Learning Map and UDL:
Analyze Lesson Plans 
LESSON PLAN 1: GIST

LMM: UDL:
This lesson plan is intended Although this lesson plan does
to allow comprehension and allow differentiation in
critical thinking constructed resources, assessment and
through the interaction active learning strategies, this
between reader and text. lesson plan does not allow for
Also, the information to be multiple learning styles, needs
attained and knowledge to be and preferences. Applying more
expanded is acquired of a well-rounded UDL
thorough various sources.  environment would include
multiple means of
representation. 
Learning Map and UDL:
Analyze Lesson Plans
LESSON PLAN 2: PEARL HARBOR

LMM: UDL:
This lesson plan is intended This lesson plan challenges
to enhance learners learners to present information
understandings of varying in various ways, differentiate
viewpoints through research, the way learners express their
development and production. knowledge and simulate interest
Also, learners are able to and motivation for learning by
cycle through the stages and including activities and
interactions of this model.  questions. 
Learning Map and UDL:
Analyze Lesson Plans
LESSON PLAN 3: LITERACY

LMM: UDL:
This lesson plan allows This lesson plan maximizes
learners to use context as a learning opportunities for
meaning, consult reference learning through tools and
materials, understand and resources. Also, this lesson plan
comprehend while thoroughly allows for learners to present
understanding and information, engage with each
implementing the stage other, and hold accountability
definitions.  through assessments and
evaluations. 
Comparing Lesson
Plans
THE LESSON PLANS DISPLAY BOTH THE LEARNING MAP
MODEL (LMM) AND UNIVERSAL DESIGN LEARNING (UDL).
ALTHOUGH LESSON PLAN 3 (LITERACY) IS MORE IN DEPTH
WITH BOTH LMM AND UDL, EACH LESSON PLAN PROVIDES
CLEAR STUDENT OBJECTIVES AS WELL AS OFFERING
DIFFERENTIATION THROUGH REFLECTION AND
ASSESSMENT. EACH LESSON ALLOWS LEARNERS TO
SUCCESSFULLY ACHIEVE THEIR LEARNING GOALS
THROUGH EVIDENCE-BASED LEARNING IN STAGES
AND/OR EDUCATIONAL FRAMEWORK THROUGH
PRINCIPLES. 
Achieving Outcomes
Through Lesson Plans 
EACH LESSON PLAN HAS CLEARLY STATED OUTCOMES
THROUGH OBJECTIVES AND STANDARDS. TO ACHIEVE THE
OUTCOMES, MOST IMPORTANTLY, THE EDUCATOR MUST
IMPLEMENT THE PROPER TEACHING METHODS, ADJUST
MODIFICATIONS IF NEEDED, SUPPORT LEARNERS,
PROVIDE ADEQUATE RESOURCES, ENFORCE GROUP AND
INDIVIDUAL WORK, GUIDE LEARNERS THROUGH
INSTRUCTION, UNDERSTAND ACADEMIC AND LEARNER
OBLIGATION AND STANDARDS AND ALLOW LEARNERS
SUCCESS. 
Suggestions for
Improvement:
EVERY LEARNER IS DIFFERENT, NOT EVERY LESSON PLAN CAN WORK IN THE EDUCATORS
FAVOR. MANY TIMES EDUCATORS NEED TO MAKE ADJUSTMENTS OR MODIFICATIONS FOR THEIR
STUDENTS. A SUGGESTION FOR IMPLEMENTING THE LITERACY LESSON PLAN, IS TO OBSERVE
THE LESSON PLAN, WRITE DOWN WHAT WORKED/WHAT DID NOT WORK, WHERE DID LEARNERS
HAVE DIFFICULTIES, WAS THERE A POINT WHERE STUDENTS SEEMED TO BE ENGAGED WITH THE
MATERIAL, WHERE THERE SPECIFIC PEDAGOGICAL STRATEGIES THAT WORKED WORKED WELL.
THIS WILL ALLOW THE EDUCATOR TO REFLECT AND DEVELOP A FOUNDATION THAT WILL BE
EFFECTIVE FOR THE CLASSROOM. 
INCLUDING DIFFERENTIATION IN LESSON OR ASSESSMENT TO ENGAGE STUDENTS IS CRUCIAL
IN THE LEARNING PROCESS. LESSON PLAN 2- PEARL HARBOR COULD BENEFIT FROM
IMPLEMENTING DIFFERENTIATION IN THE ASSESSMENT/COMPREHENSION ACTIVITY. IT SEEMS
THAT SOME STUDENTS MAY BECOME LESS INTERESTED IN THIS LESSON PLAN BY THE DRYNESS
OF THE LESSON.
LEARNERS STRIVE IN CLASSROOM  ENVIRONMENTS THAT ALLOW THEM TO FEEL COMFORTABLE,
SUPPORTED AND RESPECTED. ALLOWING STUDENTS TO WORK CLOSELY TOGETHER TO ACHIEVE
TEDIOUS TASKS WILL ENGAGE LEARNERS AND ENCOURAGE LEARNERS TO LEARN FROM
CLASSMATES AND ENJOY SHARING AND LEARNING. 
Resources
ATTACK ON PEARL HARBOR- LEARNING TO USE PRIMARY-SOURCE MATERIAL
GRADE 3-5. (N.D.).

GREY, C. (2018). GET THE GIST: A SUMMARIZING STRATEGY FOR ANY


CONTENT AREA. RETRIEVED FROM
HTTP://WWW.READWRITETHINK.ORG/CLASSROOM-RESOURCES/LESSON-
PLANS/GIST-SUMMARIZING-STRATEGY-CONTENT-290.HTML?TAB=5#TABS

BURDEN, R., PAUL & BYRD, M., DAVID. (2015). METHODS FOR EFFECTIVE
TEACHING. 

MEYER, A., ROSE, D.H., & GORDON, D. (2014). UNIVERSAL DESIGN FOR
LEARNING: THEORY AND PRACTICE. WAKEFIELD, MA: CAST PROFESSIONAL
PUBLISHING.

STAGE 1:PLANNING YOUT INSTRUCTION- 5TH GRADE LITERACY. (N.D).