Understanding Educational Terminology

Understanding Educational Terminologyeducational Terminologybrief Expl

Understanding Educational Terminology Educational Terminology Brief Explanation Purpose in the Planning, Instruction and Assessment Process Lesson Plans Classroom and Student Factors/Grouping National/State Learning Standards Learning Objective Alignment Academic Language Anticipatory Set Prior Knowledge Multiple Means of Representation Multiple Means of Engagement Multiple Means of Expression Instructional Methods Instructional Strategies Essential Questions Extension Activity Guided Practice Independent Practice Closure Formal Assessment Informal Assessment Pre-assessment Formative Assessment Summative Assessment Scoring Rubric Cross-curricular Examining Different Lesson Plan Formats © 2018. Grand Canyon University. All Rights Reserved. © 2018 Grand Canyon University. All Rights Reserved. Aligning Standards and Learning Objectives Part 1: Lesson Plan Analysis Review the "COE Lesson Plan Example" located in Topic Materials. On the "Aligning Standards and Learning Objectives" template, write words, responding to the following prompts, as they relate to the lesson plan: · What is the academic standard? · What is the learning objective? · Are the standard and objective aligned? How do you know? Provide a rationale. · What is the lesson about? What does this lesson cover? · Do the assessments effectively measure the academic standard and learning objective? Justify your response. Part 2: Unwrapping the Standards Grade Level: State Learning Standard: KNOW Objective This is what students NEED TO KNOW UNDERSTAND Objective This is what students NEED TO UNDERSTAND DO Objective This is what students NEED TO BE ABLE TO DO Lesson Summary: In a few sentences, summarize this lesson. © 2018 Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand†is not measureable, but “describe†and “identify†are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, electronic quiz games, running records, four corners, or hand raising. Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2019. Grand Canyon University. All Rights Reserved. Writing Objectives and Learning Goals Standard: Refers to state content and specialized professional association (SPA) standards, which help teachers determine the learning goals. Learning Goal (broad and general): Each unit plan will begin with a learning goal that determines the unit’s purpose, aim, and rationale. The learning goals that teacher candidates write must align to the state and/or SPA curriculum standards. In order to develop solid learning goals, consider the following questions: · What are the goals for the unit? · What is expected of the student by the end of the unit? Learning Objectives: (defined measurable outcomes): A statement of a specific desired outcome that is clear and measureable. Learning objectives must contain details about how students will demonstrate their understanding. Focus is solely on student outcomes or what the student should be able to demonstrate by the end of the lesson. Figure 7.2 Alignment of Learning Goals Table 7.3 Bloom’s Taxonomy Remembering Understanding Applying Analyzing Evaluating Creating Define Classify Apply Compare Argue Construct Identify Indicate Examine Contrast Critique Design List Match Generalize Differentiate Defend Formulate State Select Illustrate Discriminate Evaluate Hypothesize Reproduce Summarize Record Examine Judge Plan When writing a learning objective, it is important to utilize the correct verbs for the different categories. Table 7.5 Verbs and Categories Category Common Verbs Verbal Information State, recite, tell, declare, name, list, define Intellectual Skills: Concrete Concepts Identify, label Intellectual Skills: Defined Concepts Classify instances, sort, categorize Intellectual Skills: Rules Solve, show, demonstrate, generate, develop, create, determine, calculate, predict Intellectual Skills: Higher order Rules (Problem Solving) Solve, show, demonstrate, generate, develop, create, determine, calculate, predict, defend, support Motor Skills Execute, perform, swim, walk, run, climb, drill, saw, assemble, build Attitudes Choose, decide, participate Learning objectives should utilize verbs to describe how students will demonstrate their knowledge and understanding of the skills and content outlined in the standards. Below are some guiding questions to help write learning objectives: · What knowledge and skills are students learning during this lesson? · What performances will students complete to demonstrate their new knowledge and skills? · How will students be assessed to determine if they have mastered the objectives? TSWBAT (The Student Will Be Able To) Learning Objective TSWBAT identify the noun, verb, and adjective of the sentence and defines each part of speech. Examples: · When completing a lab experiment, students will be able to describe, analyze, and explain their experiment and the results on the Lab Template using correct grammar and topic-relevant vocabulary. · Estimate lengths using units of inches, feet, centimeters, and meters. · Assess the extent to which the reasoning and evidence in a text support the author's claim. Grand Canyon University. (Ed.). (2016). Teaching with a Purpose: Learning, Leading, Serving (2nd ed.). © 2018. Grand Canyon University. All Rights Reserved. Education Terminology 20.0 Explanation/definition of the educational is comprehensive and demonstrates proficient understanding of the concept. Educational Terms Purpose 20.0 Example of the term's purpose is thought provoking and skillfully connects how the term applies to the lesson planning process. Analysis of Core Lesson Planning Components 10.0 Analysis of the core lesson planning components exceeds standards and demonstrates sophisticated understanding of the concept. Similarities/Differences in the Terminology Formats 10.0 Analysis of the di similarities/differences in the terminology between formats is comprehensive and demonstrates extensive understanding of lesson planning terminology. Similarities/Differences in the Organizational Formats 10.0 Analysis of the similarities/differences in the organization between formats is thorough and demonstrates exceptional understanding of each lesson plan format. Organization 15.0 The content is well organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 15.0 Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Total Percentage 100