teaching a lesson (and researching!) available online at examples and supplemental information...
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Teaching a Lesson (and Researching!)Teaching a Lesson (and Researching!)Available online at www.redwood.org/stewartExamples and supplemental information in BLUE.
Available online at www.redwood.org/stewartExamples and supplemental information in BLUE.
Research First! Research First! The first step in good teaching, is
gaining background knowledge. Research (especially through the
Research Report and Interview) will be the focus for Semester 1 and 3 students.
Then…Semester 2 and 4 students will be more ready for Teaching a Lesson.
The first step in good teaching, is gaining background knowledge.
Research (especially through the Research Report and Interview) will be the focus for Semester 1 and 3 students.
Then…Semester 2 and 4 students will be more ready for Teaching a Lesson.
Format and Information:Format and Information: Your lesson will follow the format below.
A blank worksheet is found on your assignment sheet (and online at teacher website). You are strongly encouraged to start by reviewing your Research Report and Interview for ideas and information. Further information is available through class and online.
Your lesson will follow the format below. A blank worksheet is found on your assignment sheet (and online at teacher website). You are strongly encouraged to start by reviewing your Research Report and Interview for ideas and information. Further information is available through class and online.
Stage 1—Desired Results (Teacher Background)
Stage 1—Desired Results (Teacher Background)
Established Goal: Students will understand issues and background relevant to your service work.
-What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?
Established Goal: Students will understand issues and background relevant to your service work.
-What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?
Stage 1—Desired Results (Teacher Background)
Stage 1—Desired Results (Teacher Background)
Essential Questions: Why are you teaching this lesson? How does it apply to the “real world”? What are the questions it will answer?
-What is it important for students remember after your lesson?
Essential Questions: Why are you teaching this lesson? How does it apply to the “real world”? What are the questions it will answer?
-What is it important for students remember after your lesson?
Stage 1—Desired Results (Teacher Background)
Stage 1—Desired Results (Teacher Background)
Knowledge: By the end of the lesson, students will know…
-What key knowledge and skills will students acquire as a result of this unit?
-What should they eventually be able to do as a result of such knowledge and skills?
Knowledge: By the end of the lesson, students will know…
-What key knowledge and skills will students acquire as a result of this unit?
-What should they eventually be able to do as a result of such knowledge and skills?
Stage 1—Desired Results (Teacher Background)
Stage 1—Desired Results (Teacher Background)
Understandings: By the end of the lesson, students will understand…
- What are the big ideas? - What specific understandings about
them are desired? - What misunderstandings are
predictable?
Understandings: By the end of the lesson, students will understand…
- What are the big ideas? - What specific understandings about
them are desired? - What misunderstandings are
predictable?
EXAMPLE Stage 1—Desired Results
(Teacher Background)
EXAMPLE Stage 1—Desired Results
(Teacher Background)
Consider an EXAMPLE lesson… Consider an EXAMPLE lesson…
EXAMPLE Stage 1—Desired Results (Teacher
Background)
EXAMPLE Stage 1—Desired Results (Teacher
Background) Established Goal: Students will experience
and consider how socio-economic differences lead to global inequity.
Established Goal: Students will experience
and consider how socio-economic differences lead to global inequity.
EXAMPLE Stage 1—Desired Results (Teacher
Background)
EXAMPLE Stage 1—Desired Results (Teacher
Background) Essential Questions: How is food distributed throughout
the world? What factors are important in
determining food distribution? Is food distribution on our planet
fair?
Essential Questions: How is food distributed throughout
the world? What factors are important in
determining food distribution? Is food distribution on our planet
fair?
EXAMPLE Stage 1—Desired Results (Teacher
Background)
EXAMPLE Stage 1—Desired Results (Teacher
Background) Knowledge: Very few people (under 20%) on earth
eat most (about 50%) of the food. On average, people in less developed
countries have much less of basic essentials than people in more developed countries.
Knowledge: Very few people (under 20%) on earth
eat most (about 50%) of the food. On average, people in less developed
countries have much less of basic essentials than people in more developed countries.
EXAMPLE Stage 1—Desired Results (Teacher
Background)
EXAMPLE Stage 1—Desired Results (Teacher
Background) Understandings: Food distribution on earth is not
equitable.
Understandings: Food distribution on earth is not
equitable.
Stage 2—The LessonStage 2—The Lesson
Anticipatory set: Introduce the lesson. Grab student attention.
- How will you get everyone interested from the beginning so they are ready to learn?
Anticipatory set: Introduce the lesson. Grab student attention.
- How will you get everyone interested from the beginning so they are ready to learn?
Stage 2—The LessonStage 2—The Lesson Instructions/Information: What
background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.
Learning Activities…
Instructions/Information: What background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.
Learning Activities…
Stage 2—The LessonStage 2—The Lesson Learning Activities: -What learning experiences and instruction will enable students to
achieve the desired results? How will the design: W = help the students know Where the unit is going and What is expected?
Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)
H = Hook all students and Hold their interest? (Anticipatory Set) E = Equip students, help them Experience the key ideas and Explore the
issues? (Instructions, Check for Understanding) R = provide opportunities to Rethink and Revise their understandings and
work? (Instructions, Wrap up) E = allow students to Evaluate their work and its implications? (Wrap up) T = be Tailored (personalized) to the different needs, interests, and abilities
of learners?O = be Organized to maximize initial and sustained engagement as well as effective learning?
Learning Activities: -What learning experiences and instruction will enable students to
achieve the desired results? How will the design: W = help the students know Where the unit is going and What is expected?
Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)
H = Hook all students and Hold their interest? (Anticipatory Set) E = Equip students, help them Experience the key ideas and Explore the
issues? (Instructions, Check for Understanding) R = provide opportunities to Rethink and Revise their understandings and
work? (Instructions, Wrap up) E = allow students to Evaluate their work and its implications? (Wrap up) T = be Tailored (personalized) to the different needs, interests, and abilities
of learners?O = be Organized to maximize initial and sustained engagement as well as effective learning?
Stage 2—The LessonStage 2—The Lesson Learning Activities: Do something fun and interesting!
-I hear, I forget. I see, I remember. I DO, I understand!
PowerPoint can be a good for visual support when presenting information but be careful when using it:
Don’t just read Use it to support what you are saying not guide your presentation Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.
Learning Activities: Do something fun and interesting!
-I hear, I forget. I see, I remember. I DO, I understand!
PowerPoint can be a good for visual support when presenting information but be careful when using it:
Don’t just read Use it to support what you are saying not guide your presentation Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.
Stage 2—The LessonStage 2—The Lesson Learning Activities--Resources: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g
uidebk/teachtip/teachtip.htm#techniques http://www.hellofriend.org/teaching/good_classroom.html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteach
ing.html http://www.teachervision.fen.com/teaching-methods/resource/
5810.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://wvde.state.wv
.us/mentorship/Teacher%20Doc/Classroom%20Management%201/Common%20sense%20teaching%20tips%20conti.pdf
http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf
Learning Activities--Resources: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g
uidebk/teachtip/teachtip.htm#techniques http://www.hellofriend.org/teaching/good_classroom.html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteach
ing.html http://www.teachervision.fen.com/teaching-methods/resource/
5810.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://wvde.state.wv
.us/mentorship/Teacher%20Doc/Classroom%20Management%201/Common%20sense%20teaching%20tips%20conti.pdf
http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf
Stage 2—The LessonStage 2—The Lesson
Check for Understanding: Check that students know the instructions/information.
-Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.
Check for Understanding: Check that students know the instructions/information.
-Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.
Stage 2—The LessonStage 2—The Lesson
Activity/Performance: Allow the necessary time for students to complete the activity.
-Allow for students to do something and get involved with their learning.
Consider…
Activity/Performance: Allow the necessary time for students to complete the activity.
-Allow for students to do something and get involved with their learning.
Consider…
Stage 2—The LessonStage 2—The Lesson Materials needed: -What will you need to have prepared before the
lesson?
Set-up Procedures: -Once the materials are there, what is required to set
up your activity?
Activity Procedures: -Be clear about what you and your students will do
and how long it will take.
Materials needed: -What will you need to have prepared before the
lesson?
Set-up Procedures: -Once the materials are there, what is required to set
up your activity?
Activity Procedures: -Be clear about what you and your students will do
and how long it will take.
EXAMPLEStage 2—The Lesson
EXAMPLEStage 2—The Lesson
Do the EXAMPLE lesson! Do the EXAMPLE lesson!
EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson Anticipatory Set: We are going to share some food!
Anticipatory Set: We are going to share some food!
Instructions: 1. When you get cups, share equally. 2. Eat. 3. Return cups to teacher.
Instructions: 1. When you get cups, share equally. 2. Eat. 3. Return cups to teacher.
EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson
EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson
Check for Understanding:
Have students repeat out loud instructional steps 1-3.
Check for Understanding:
Have students repeat out loud instructional steps 1-3.
EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson Activity: Materials: 3 cups, 50 M&M’s, Wrap-up data
Set-up: Distribute M&M’s in cups (10, 15, 25)
Procedures: 1. Anticipatory set (30 sec) 2. Give Instructions, Check for Understanding (2 min) 2. Pass out cups, students eat M&M’s (3 min) 4. Discuss and Wrap-up (10 min)
Activity: Materials: 3 cups, 50 M&M’s, Wrap-up data
Set-up: Distribute M&M’s in cups (10, 15, 25)
Procedures: 1. Anticipatory set (30 sec) 2. Give Instructions, Check for Understanding (2 min) 2. Pass out cups, students eat M&M’s (3 min) 4. Discuss and Wrap-up (10 min)
Stage 2—The LessonStage 2—The Lesson Wrap up: Review the lesson. - Through what authentic performance tasks will
students demonstrate the desired understandings? - By what criteria will performances of
understanding be judged? - Through what other evidence (e.g., quizzes, tests,
academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
- How will students reflect upon and self-assess their learning?
Wrap up: Review the lesson. - Through what authentic performance tasks will
students demonstrate the desired understandings? - By what criteria will performances of
understanding be judged? - Through what other evidence (e.g., quizzes, tests,
academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
- How will students reflect upon and self-assess their learning?
Wrap up:1. Show, discuss food distribution chart-->
2. Discuss Essential Questions.
Country % of world/classroom
% of food/ # of M and M’s
Less Developed Countries
57 % of world (6/10 students)
20 % of world’s food (10 M and M’s)
Somewhat Developed Countries
26 % of world (3/10 students)
30 % of world’s food (15 M and M’s)
Developed Countries
17 % of world (2/10 students)
50 % of world’s food (25 M and M’s)
EXAMPLE Stage 2—The Lesson
EXAMPLE Stage 2—The Lesson
Essential Questions: -How is food distributed throughout the world?-What factors are important in determining food distribution?-Is food distribution on our planet fair?
Essential Questions: -How is food distributed throughout the world?-What factors are important in determining food distribution?-Is food distribution on our planet fair?
The richest 20% of people in the world consume nearly half the meat and fish in the world, but the poorest 20% consume just 5% (FAO, 2000).
Do it!Do it! Lessons will be presented during
class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.
Due Dates: Topic:Worksheet/1st Draft (-->):Teaching:
Lessons will be presented during class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.
Due Dates: Topic:Worksheet/1st Draft (-->):Teaching:
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