TEACHER > Lesson
Planning |
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Lesson Planning
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Overview
While some teachers prepare written
lesson plans to guide their teaching activities, others do
not. Why do teachers need to spend time on documenting their
lesson plans? There are several good reasons. One of reasons
is that it helps them consider very important elements and
questions before the actual instruction, and thus enhance
the probability of successful teaching activities. |
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Many lesson-planning tools have been developed in
order to help teachers increase their productivity. The tools appearances
are all different and the included elements in the lesson planning
tools are similar in some ways and different in other ways. There
is no best lesson-planning tool. It all depends on the situation
and the users.
Objectives
- Given an instructional activity to create a lesson plan, the
learner will be able to use a lesson planning tool.
- Given a set of technology integration experiences (which are
to be retrieved from the KITE case library), the learner will
be able to compare and contrast the experiences by creating brief
lesson plans with important elements to consider.
- Given a scenario, the learner will be able to adapt the information
from the scenario and past technology integration experiences
(both from personal experiences and those retrieved from the KITE
case library) in creating a lesson plan for his/her situation.
Activity 1: Review of Lesson Planning
Tools
Read the following information. Examine the lesson
planning tools and contribute to the discussion activity.
1. Beliefs on Human Learning and Its Effect on Lesson
Planning
People's beliefs on human learning are different
and have changed over time. While behaviorists believe that
knowledge can be transmitted during instruction, constructivists
believe that knowledge is constructed. These different beliefs
on human learning have an impact on lesson planning. These
following two documents briefly discuss this issue. |
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- Methodological Difference Between Directed and Constructivist
Models (Roblyer, 2002)
This document provides a brief summary on how the methodology
of instruction is different because of different perspectives
on human learning.
Methodological Difference Between
Directed and Constructivist Models
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Directed |
Constructivist |
| Teacher roles |
Transmitter of knowledge;
expert source; director of skill/concept development through
structured experiences |
Guide and facilitator as
students generate their own knowledge; collaborative resource
and assistant as students explore topics |
| Student roles |
Receive information; demonstrate
competence; all students learn same material |
Collaborate with other;
develop competence; students may learn different material |
| Curriculum characteristics |
Based on skill and knowledge
hierarchies; skills taught one after the other in set sequence |
Based on projects that
foster both higher level and lower level skills concurrently |
| Learning goals |
Stated in terms of mastery
learning and behavioral competence in a scope and sequence |
Stated in terms of growth
from where student began and increased ability to work independently
and with others |
| Types of activities |
Lecture, demonstration,
discussions, student practice, seatwork, testing |
Group projects, hands-on
exploration, product development |
| Assessment strategies |
Written tests and development
of products matched to objectives ; all tests and products
match set criteria; same measures for all students |
Performance tests and products
such as portfolios; quality measured by rubrics and checklists;
measures may differ among students |
(Source:
Roblyer, M.D. (2002) Integrating Educational Technology into Teaching
(3rd), p. 54)
- Summary of Characteristics of Two Teaching/Learning Modules
(Roblyer, 2002)
This document provides a brief summary on how the focus of instruction
is different due to the different beliefs on how humans learn.
Summary of Characteristics
of Two Teaching/Learning Modules
Directed Instructional
models Tend to:
- Focus on teaching sequences of skills that begin with
lower level skills and build to higher level skills.
- Clearly state skill objectives with test items matched
to them.
- Stress more individualized work than group work.
- Emphasize traditional teaching and assessment methods:
lectures, skill worksheets, activities, and tests with specific
expected responses.
Constructivist Learning Models Tend
to:
- Focus on learning through posing problems, exploring
possible answers, and developing products and presentations.
- Pursue global goals that specify general abilities such
as problem-solving and research skills.
- Stress more group work than individualized work.
- Emphasize alternative learning and assessment methods:
exploration of open-ended questions and scenarios, doing
research and developing products; assessment by student
portfolios, performance checklists, and tests with open-ended
questions; and descriptive narratives written by teachers.
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(Source:
Roblyer, M.D. (2002) Integrating Educational Technology into Teaching
(3rd), p. 56)
2. Lesson Planning Guides
- Lesson planning guide 1: Planning
Your Course: A Decision Guide
This very detailed decision guide was developed by Dr. Dee Fink
of the Instructional Development Program at the University of
Oklahoma.
- Lesson planning guide 2: Ask
ERIC Lesson Planning Guide
This guide is published by the U.S Department of Education and
provides step-by-step directions for writing lesson plans.
3. Lesson Planning Tools
The following lesson planning tools have similar components
such as grade level, subject, objectives, instructional activities,
assessment plan, and so on. However, they are also different in
many ways. Some lesson planning tools divide instructional activities
into sub-components. Other lesson planning tools provide a section
for connectivity to the standards. Others take into consideration
technology integration for learning. In the case of PLANright, it
supports teachers as they share lesson plans and cooperate in building
lesson plans. Most tools support personal storage.
- Example 1: PLANright
(Free and easy registration is required.)
PLANright is a free online lesson-planning tool for teachers in
Florida. It helps the user create lesson plans in personal storage
space and align the lessons to the Florida Sunshine State Standards.
In addition, the user can share the lesson plans with other teachers
and build lesson plans together.
- Example 2: Lesson
Plan Maker
Teach-nology provides a structured lesson-planning tool. The instructional
activities are organized from instruction to closure. There is
no component for curriculum standards or technology standards.
- Example 3: NCRTEC
Lesson Planner
The North Central Regional Technology in Education Consortium
provides a question-based lesson-planning tool.
- Example 4: Discovery
School.com's Lesson Planner
(Free and easy registration is required.)
Discovery School provides an online-based lesson-planning tool
that involves three steps. This lesson-planning tool focuses on
resources such as books, online-resources, etc.
| Discussion Topics
When you participate in the group discussion,
relate your answers to the readings and your own personal
experiences.
- What is the difference between lessons that use technology
and learning that is facilitated by the use of technology?
- Does the use of technology guarantee an increase in learning?
- What are the critical factors that must be addressed when
determining the appropriate media?
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Activity 2: Create Lesson Plans
Based on KITE Cases
Search through the KITE
case library for cases that are of interest to you. Find the
similarities and differences among the cases and demonstrate your
learning by building 2 lesson plans based on KITE cases. Think about
how you can get ideas from different cases. You can combine cases
to get even better ideas. The discussion activity will give you
the opportunity to present your lesson plans. Explain the similarities
and differences among the cases and provide a rationale for your
choice by discussing how useful those cases are for your situation.
The sample below will provide you with the format for this
assignment.
Your posting/presentation should include the following:
- Criteria used when finding cases
- 3 lesson plans based on the cases
- Brief summary which answers the following:
- For each KITE case you used, what components are applicable
to the current problem you are solving in your lesson?
- How does this case facilitate appropriate technology integration?
- What are the case similarities and differences based on
the KITE index terms?
Sample Summary
Overview
You have chosen to build a lesson plan for students
in grade 9. The subject of the class is algebra. You are interested
in using a graphing calculator to help your students visualize the
results. You hope that if your students use a graphing calculator,
it will enhance their understanding of the relationship between
graphing and equations.
Lesson Plan Criteria
- Subject: Math (Algebra)
- Grade: grade 9
- Technology used in Lesson: graphing calculator
- Learning outcome: Students will be able to predict a graphline
after eperience with using a graphing calculator.
- Assessment: Observation and written exam
- Activities: Using a graphing calculator to represent knowledge
and skills for graphing
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Case Review
 KITE
case: 3151-1
| General
Information |
| Author |
N/A |
| Title
of Lesson |
Graphing |
Duration |
43
minutes |
| Place |
Classroom |
| Subject/Unit |
Math (Algebra) |
Grade |
Grade
9-12 |
| Curricular
Standard(s) |
Not
specified but activity directly addresses one or more standards |
| Technology
Standard(s) |
Not
specified but activity directly addresses one or more standards |
| Objectives
and Assessment |
| Objective(s)
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- Given a graphing calculator and an equation, the learner
will be able to construct a graph.
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| Assessment |
- Observational assessment with a checklist
- Written examination without using a graphing calculator
- Written examination given a graphing calculator
- Homework
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| Preparation |
| Materials
/ Resources |
- Slinky, yard stick, film container, M&M's, paper clip
- Graphing calculators
(Reason for using it: To help students survive in any type
of job activity for the future / easy to carry / to visualize
the result quickly)
- Overhead projector
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| Students'
Preparation |
Students
will provide their own calculators.
Note: Provide several extra graphing calculators for students
who forget to bring their calculators or students who cannot
afford them. |
| Teacher
Preparation |
Need
some training on technology use (i.e., conferences, night
workshops, classes, etc.) |
| Activities |
| Learners'
Activities |
- Construct a graph by hand first, and use a graphing calculator
later for double-checking. (The student needs to understand
the relationship and logic between an equation and a graph
and a graphing calculator has certain limitations.)
- Measure a distance for linear regression line.
(Quote from KITE Case: "We have a slinky that is suspended
from a yard stick across the back of the chairs. And on
the bottom of the slinky is a film container, film canister
connected with a paper clip and than what we do is we measure
the distance the film container is from the floor. And then
what happens is, we put in 3 M&M’s, and we measure
the distance and then we put in 3 more M&M’s and
measure the distance, and then we put in 3 more M&M’s
and measure the distance so it can hold up to 30 M&M’s.
And then from that, we put that into our lists. Our list
one is the number of M&M’s we put in the container.
List 2 is the distance from the floor. And from that we
do a linear regression line. Now these are my Algebra IB
students, which are basically freshman students that are
struggling with mathematics, or do not have any, or have
great math anxiety.")
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| Teacher
Activities |
- Scaffold students' activities by preparing an overhead
projector to guide students' activities.
- Give instructions on what to put in the graphing calculator.
- Help students who have questions.
- Ask questions to check students' status.
- How can you put a polynomial equation into the graphing
calculator?
- Do you know how to find the x-intercepts?
- Do you know how to find the y-intercepts?
- Do you know how to find the relative means and maximums?
- Can you predict a graphline given an equation?
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KITE
case: 7111-1
| General
Information |
| Author |
N/A |
| Title
of Lesson |
Graphing |
Duration |
N/A |
| Place |
Classroom |
| Subject/Unit |
Math (Calculus) |
Grade |
Community
College |
| Curricular
Standard(s) |
N/A |
| Technology
Standard(s) |
N/A |
| Objectives
and Assessment |
| Objective(s)
|
- Given a graphing calculator, the learner will be able
to draw a curve with it.
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| Assessment |
In this situation, the teacher was not able to assess the
use of a graphing calculator because not every student could
afford the graphing calculator. Possible assessments would
include formal test, informal observation and homework assignments. |
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Preparation |
| Materials
/ Resources |
- Graphing calculators
(Reason for using it: to visualize the problem)
- Since every student cannot afford the tool, try a virtual
calculator next time.
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| Students'
Preparation |
Students
need to supply graphing calculators on their own. |
| Teacher
Preparation |
N/A |
| Activities |
| Learners'
Activities |
- Let students use graphing calculator as a visualizing
aid.
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| Teacher
Activities |
- Draw the curve and ask the student draw it with a graphing
calculator.
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Reflection
Both cases used a graphing calculator in a math class.
However, both cases are also different. Case 3151-1 provides almost
an exact match of the outlined lesson plan. From the first case,
we can learn what to consider, how to organize the class, and so
on. Also, we can see that we would need to prepare a rubric to assess
the students' performance. Case 7111-1 is missing several elements.
However, we also can gain some ideas from the second case for the
situation. If the students do not all have access to a graphing
calculator, there is a need to plan for this issue by choosing another
option, possibly using a virtual calculator.
Rubric for Activity 2
| "A" range |
Two
lesson plans are posted based on KITE cases. The cases are
summarized with details about the criteria for choosing
the case, the applicability of the case components to the
criteria, and information is provided about how this case
facilitates appropriate technology integration. KITE case
similarities and differences are discussed and a reflection
statement is included. |
| "B" range |
Two lesson plans are posted based
on KITE cases. The cases are summarized with some details
about the criteria for choosing the case, the applicability
of the case components to your criteria, and information
is provided about how this case facilitates appropriate
technology integration. KITE case similarities and differences
are discussed. |
| "C" range |
Two lesson plans are posted based
on KITE cases. The cases are summarized with little details
about the criteria for choosing the case, the applicability
of the case components to your criteria, and information
is provided about how this case facilitates appropriate
technology integration. KITE case similarities and differences
are not discussed. |
| "D" range |
Failure to complete assignment. |
Activity 3: Create a Lesson
Plan
Teacher Scenario
As you walk down the hallway to get to your
class in River Middle School, you are attracted to the newspaper
display on the wall. When you ask who did it, the classroom
teacher says that it is the students' work from her class.
She assigned the students to research the Internet for historical
events. The students worked in small groups to do research
and to create a newspaper. |
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While the students had difficulty in narrowing their
searches, the students really enjoyed researching the historical
events because one group of students got different information and
perspective about the same historical events from other groups.
The Internet enabled the students to find interesting information
and motivated the students to eagerly engage in making the newspaper.
At the end of the class, they were proud of what they did and the
teacher wanted to share their work with other students in the school.
After hearing about this experience, you are thinking that you might
be able to use a similar strategy in your class.
Assignment
Search through the KITE
case library for cases that are of interest to you. Choose any
grade and subject based on your interest. After comparing and contrasting
retrieved cases, design your lesson plan based on your interest
by adopting or revising the intructional strategies, assessment
strategies, or technologies used in the cases. You may use any lesson
planning tools that fit into your situation.
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Before you retrieve the KITE cases, prepare
an index of your criteria such as grade level, subject, goals
(learning outcomes), and assessment plan. Provide a brief,
one or two paragraph of summary of each case that you use.
You should provide a rationale for your choice of cases. |
Describe important elements that are not found in
the case and think about how to fill in those elements with your
ideas or ideas from other cases, if needed. For instance, if the
case does not provide information regarding how a teacher evaluates
the students' learning outcome, think about how you will evaluate
students' learning outcomes. This can be new ideas or ideas generated
from other cases. Remember your ideas should be aligned with the
learning goals and instructional activities. By comparing and contrasting
cases, you will come up with better ideas for your lesson plan.
When you build your lesson plan, you must provide
detailed description for important elements; who the learners are,
what the learning goals are, what the instructional activities are,
what technologies are used, and how the learners are evaluated.
When you present your lesson plan, it should include:
- The criteria (or index) for your search
- Brief summary of the cases you used
- Rationale for your choices of cases
- Lesson plan based on the retrieved cases and the scenario
Rubric for Activity 3
| "A" range |
Lesson
plan includes all of the important elements. The objectives,
assessments, class activities, and use of technology are
well aligned and appropriate to the target audience. Lesson
plan based on retrieved KITE case shows improvement by incorporating
new ideas from other cases. |
| "B" range |
Lesson plan includes almost all of
the important elements. The objectives, assessments, class
activities, the use of technology are aligned and appropriate
to the target audience. Lesson plan based on retrieved KITE
case does show some improvement by incorporating new ideas
from other cases. |
| "C" range |
Lesson plan includes some important
elements. The objectives, assessments, class activities,
the use of technology show little connection and are not
appropriate to the target audience. Lesson plan based on
retrieved KITE case does not show improvement by incorporating
new ideas from other cases. |
| "D" range |
Failure to complete assignment. |
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