Transcript Daily Planning for Today’s Mathematics Classroom

Daily Planning for Today’s
Classroom
MAT 520
Dr. Mitchell
Concepts taken from Daily Planning for
Today’s Classroom by Kay M. Price and
Karna L. Nelson
1
Introduction
• An effective lesson plan begins with a
relevant clearly written objective.
2
Definition and Purpose
• An objective is a description of a learning
outcome.
• Objectives describe where we want students to
go – not how they will get there.
• Well written objectives clarify what teachers
want their students to learn, help provide lesson
focus and direction, and help guide the selection
of appropriate practice.
3
From General to Specific: Going
from State Standards to
Objectives
• While state and national standards provide
general content ideas, teachers are responsible
for writing their own objectives for their lessons,
activities and units.
• A teacher’s job is to translate the standards into
useful objectives that are used to guide
instruction.
• The learning outcomes included in the
objectives will then be linked to the state
standards.
4
How standards, goals, and
objectives differ…
• Specific –Objectives include specific learning
outcomes where standards include general
outcome statements.
• Goals may be general, for example, understand
the concept of fractions.
• Long-Term or Short Term –Objectives are
considered short term, they describe the
learning outcome typically in days, or weeks.
• Goals and standards describe learning
outcomes that may be in weeks, months or
years.
5
How standards, goals, and
objectives differ…
• Uses – Objectives are used in lesson and
activity plans and IEPs.
• Measurable annual goals are included in
IEPs.
• Goals may also be found in units of
instruction. For example, a goal may be to
understand how to add fractions.
• A specific objective may be to be able to
add fractions will common denominators.
6
The Four Components of an
Objective
• Content- What will the students learn
during the next 50 minutes?
• Use CT Standards for content
7
Behavior
• Behavior- the behavior tells what the
students will do to show that they have
learned.
• It is a verb that describes an observable
action. (See Bloom)
8
Condition
• Condition-It is important to describe the
conditions or circumstances under which
the student will perform the behavior.
9
Criterion
• Criterion-The criterion is the level of
acceptance performance, the standard of
mastery of proficiency level expected.
10
Assessment
• How will you know if your students have
mastered the lesson objective or if your
teaching was effective?
11
A Final Thought
• It is very important to begin your lesson or activity with a
clear idea of what you want your students to learn.
• Writing a specific objective with the four components
will cause you to think this through.
• When teachers experience frustration with a particular
lesson, they often have not stated a measurable
objective.
• If you clearly state the objective, you will know if your
activity or lesson and your intended learning outcome
match. You will be able to tell if your teaching was
effective and whether your students learned.
12
Questions to Ask While Writing
Daily Lessons
• Why I am teaching this lesson?
– Required curriculum?
– Students interested in this topic?
– Your interest in the topic?
• What do I hope to accomplish?
– Skill to be developed?
– Concept to be discussed for understanding?
– Product to be produced?
13
Questions to Ask While Writing
Daily Lessons
• Who are my students?
– Range of abilities
– Range of ages
– Ethnic diversity and varying cultures?
• Why I am teaching this lesson?
– Required curriculum?
– Students interested in this topic?
– Your interest in the topic?
14
Questions to Ask While Writing
Daily Lessons
• What is the time frame for teaching this
lesson?
– Part of a unit?
– One period or block scheduled?
• How will I begin the lesson to capture the
students’ attention?
– Story or anecdote?
– Relevance to their lives?
– Props or visual displays?
15
Questions to Ask While Writing
Daily Lessons
• What resources will I need to teach this
lesson?
– Audiovisual or technology?
– Student handouts?
– Manipulatives?
• How will students spend their time during
the lesson?
– Small group discussion?
– Hands-on activities?
16
Questions to Ask While Writing
Daily Lessons
• How will this lesson be assessed in order to design next
lessons?
– Written responses?
– Quiz/test?
– Worksheet?
• How will I close the lesson?
• Will there be homework?
• How will I know whether I succeeded in teaching the
lesson?
• How will the next lesson relate or build on this one?
•
Taken from Strategies for Successful Student Teaching: A Comprehensive Guide
17