Vous êtes sur la page 1sur 5

Attachment # 1: Lesson Planning

Effective teaching and assessment is not haphazard; it is well thought-out and planned in advance. In our
class, there will be multiple opportunities for you to plan, execute, and reflect on lessons in a supportive
atmosphere.
You will plan lessons for a full class period (50 minute period) although you will not execute the full 50
minutes. The lesson will be based on a strategy previously modeled by the instructors and you will receive
sample lesson plans. You will turn in a lesson plan the day you teach, and then you will turn in a revised
lesson plan the class period after you teach

Format:
Cover page: 
A) Write your name, date, and course for which the plan was prepared (EDTEP 586).
B) State the title of your lesson, e.g. “Introducing the topic of osmosis”.
C) State the grade level and course for which the plan will be used, e.g. “9th grade Physical Science.”

Page 2:
A) Write 2 objectives, or “targets” that represent things a student will know or be able to do as a result of
instruction. Label this “Objectives”
B) Include a list of all the resources you and the students will need to do the lesson. Resources include
written materials (handouts), instructional media (i.e. slides, overheads, computer software), and scientific
materials and apparatus. Label this “Resources”
C) Script the opening two minutes of the class. Label this “Opening”
D) Outline a sequence of activities for the 50 minutes. This is NOT SCRIPTED but you must include
KEY QUESTIONS you will ask students that will engage them with your objectives. Include an
instructional “moves” you want to remember during the period. Write as though you were providing
guidance to a substitute teacher. You want her or him to understand the lesson just as you planned it. Label
this “Instructional flow”
E) Write out a task for students to complete or questions for them to address that will give you feedback
on their level of understanding of the topic. This can be informal oral questioning during class, a take
home question, a problem to brainstorm about, asking them to apply what they learned to a new situation,
etc. Label this “Assessment.”
F) Write out a closing for the lesson. SCRIPT the closing so it provides some closure and prepares the
students for what they can look forward to during the next class. Summarize what they have done (or have
students summarize) and connect with next class. Label this “Closure”
G) Write a short paragraph on how this lesson is culturally responsive. What did you purposefully do to
make sure all students would have equal access to the content? Label this “Cultural Responsiveness”

Last page (for revised lesson plan only):


After teaching the lesson, you will write 3 paragraphs as a response to your experience. The first
paragraph is simply a reaction describing how you felt as you actually taught the lesson and how the
experience was different from what you had planned. Also describe what you think your students learned
or did not learn. The second paragraph will describe changes that you think you would make if you were
to teach the lesson again. The third paragraph describes at least two valuable lessons you learned while
watching your peers present their lessons.
The evaluation for microteaching strategy #1

NOTE: You WILL NOT be graded on poise during the teaching experience or how smoothly the
lesson unfolds. The evaluation is based on your written lesson plan.

Rubric for “Eliciting ideas” strategy


Problem/ All students, despite their backgrounds Most students Teacher fishing for a No problem
question could have reasonable expectation to have reasonable “right answer”. or questions
posing engage in discourse about your expectation of Only a few students posed to
question/task, i.e. it relates to their out participating in can participate in the students.
of school experiences. discussion. discussion, due to
Question/task had multiple plausible Questions lack of vocabulary or
answers that encourage student generate some life experience.
discussion, teacher not fishing for a discussion.
“right answer”
Uncovering Focus of lesson on understanding what Some focus on Teacher focuses on Teacher ends
what the students know rather than on instruction instruction rather up with no
students instruction. After lesson, teacher can overshadows than on uncovering idea of what
know name teacher’s efforts students ideas. students
1) What dimensions of the topic student to uncover Teacher has only know, what
do understand student ideas. modest knowledge of their
2) What aspects of topic students are Teacher finds what students know. alternative
interested in out what conceptions
3) What, if any, special vocabulary students “don’t are, what
students use to talk about topic know.” they are
4) What alternative conceptions students interested in.
have about this topic.
Reflection Differences between what was planned Differences Few differences No
paragraph 1 for and what actually happened clearly described, described, not about differences
described. Differences between what modest student responses or cited.
students were expected to learn and reflection teacher responses to
what they actually did or did not learn evident. participant
are also described. Differences are not instructional
restricted to superficial observations (“I situations.
ran out of time”) but to the way “the
students” thought/responded or the way
the teacher responded to situations.
Reflection Changes you would make in lesson Changes you Specific changes No changes
paragraph 2 clearly indicated. Changes based at least would make in mentioned, but hard indicated.
in part on how students responded to the lesson are to connect with
lesson. indicated. lesson as it unfolded.
Reflection Multiple lessons learned from peers Multiple Lessons described, No lessons
paragraph 3 clearly described. lessons but difficult to learned form
described. understand. Little peers
connection with what described.
peers actually did.
Format of All sections of cover page and lesson Most sections A few sections Format
written plan plan are present and clearly labeled. present and present and labeled. missing
labeled. most
sections, or
most
sections mis-
labeled.
The evaluation for microteaching strategy #2

NOTE: You WILL NOT be graded on poise during the teaching experience or how smoothly the
lesson unfolds. The evaluation is based on your written lesson plan.

Rubric for “Guided discovery” strategy


Selecting key Teacher selects non-trivial concept Selected concept Selected concept No identifiable
ideas that students would not be expected has moderate borders on trivial. concept
to understand w/o first hand scientific Teachers’ essential involved. No
experience. Teachers pose essential significance. question is unclear or question
question dealing with focal concept Teacher poses unrelated to posed.
that is puzzling or interesting to relevant question phenomena.
students. to guide student
activity.
Managing Teacher designs activity for students Activity allows Purpose of activity Activity
discourse that allow for their observing patterns for some less than clear. unconnected
in some phenomena. Teacher observations of Limited between- with science
effectively fosters between-student patterns. Some student dialogue. ideas. Teacher
dialogue. Teacher withholds between-student Teacher does not oblivious to
scientific vocabulary until after dialogue. Teacher connect student students’
students have discussed activity. makes some vocabulary with vocabulary or
Teacher poses key questions during connections scientific vocabulary. ideas. No
and after activity that compel between student Teacher lectures to between-
students to make sense of what they vocabulary and “get point across” student
have experienced. scientific terms. without prompting dialogue.
students to engage in Teaching
sense making amounts to
themselves. telling.
Reflection Differences between what was Differences Few differences No differences
para.1 planned for and what actually described, modest described, not about cited.
happened clearly described. reflection evident. student responses or
Differences are not restricted to teacher responses to
superficial observations (“I ran out of participant
time”) but to the way “the students” instructional
thought/responded or the way the situations.
teacher responded to situations.
Reflection Changes you would make in lesson Changes you Specific changes No changes
paragraph 2 clearly indicated. Changes based at would make in mentioned, but hard to indicated.
least in part on how students lesson are connect with lesson as
responded to the lesson. indicated. it unfolded.
Reflection Multiple lessons learned from peers Multiple lessons Lessons described, but No lessons
paragraph 3 clearly described. described. difficult to understand. learned form
Little connection with peers
what peers actually described.
did.
Format of All sections of cover page and lesson Most sections A few sections present Format
written plan plan are present and clearly labeled. present and and labeled. missing most
labeled. sections, or
most sections
mis-labeled.
The evaluation for microteaching strategy #3

NOTE: You WILL NOT be graded on poise during the teaching experience or how smoothly the
lesson unfolds. The evaluation is based on your written lesson plan.

Rubric for “Concept Building through Interactive Direct Instruction” strategy


Using Lesson was focused on using student Most students have Student Instruction
student experiences and language. reasonable perspectives were lacked a
experiences Experiences teachers choose to draw on expectation of not a primary discussion.
& language ensure that all students of diverse connecting to, consideration in the Student
backgrounds can reasonably relate to participating in lesson design. experiences
and participate in the discussions. discussion, but not Lesson was based and language
Language used in sharing student all due to lack of more scientific were not
experiences integrated into lesson. experience, language than considered or
Students have opportunities to adopt opportunity. student language capitalized on.
and shape the ideas and language Student language and was more
presented in the lesson. was somewhat lecture-based.
integrated into the
lesson.
Building Students able to identify and use an Transitioning
bridges to analogy or a shared experience to build between what Bridges between No bridge was
science their own ideas related to a scientific students know and what students made between
concepts concept. what they need to know and what student
Students are charged with new know is they were supposed experiences &
knowledge that they can apply to accomplished to learn were not science
further work on a problem/task. although the entirely clear for concepts.
After lesson teacher can describe: process is students. This Teacher can
1) Emerging student somewhat impeded limits students in not describe
questions/roadblocks about a concept by a lack of moving forward. how students
2) A “trail” of students’ evolving ideas succinct formed ideas
3) How the concept was built- questioning and during the
specifically how it was composed of guiding. lesson.
both student ideas and teacher ideas
Reflection Differences between what was planned Differences Few differences No differences
para.1 for and what actually happened clearly described, modest described, not cited.
described. Differences are not restricted reflection evident. about student
to superficial observations (“I ran out responses or
of time”) but to the way “the students” teacher responses
thought/responded or the way the to participant
teacher responded to situations. instructional
situations.
Reflection Changes you would make in lesson Changes you Specific changes No changes
paragraph 2 clearly indicated. Changes based at would make in mentioned, but indicated.
least in part on how students responded lesson are hard to connect
to the lesson. indicated. with actual lesson.
Reflection Multiple lessons learned from peers Multiple lessons Lessons described, No lessons
paragraph 3 clearly described. described. but difficult to learned form
understand. Little peers
connection with described.
peers’ work.
Format of All sections of cover page and lesson Most sections A few sections Format
written plan plan are present and clearly labeled. present and present and missing in
labeled. labeled. most sections.