process or show I ng a product tha tell c I ts from the studen t s, - PDF document

seslo~. PRESENTATION OF A LESSON ELEMENTS OF A LESSON* For each Instructional the teacher must consider the following seven steps separa l !Iy to determine whether or not Jt Is approprIate for a part ;ular obJective. for these students. and whether it should be included. excluded. or combined with a subsequent 9tep. If the step Is Included. how to effectively Integrate It Into an artistic "flow" of Instruction Is the essence of the planning for presentation task. "Elements to consider In the presentatIon of a lesson: LEARNING RE~DINES 1.AntlcIpatory Set (Intent to perfocm) Anticipatory set Is the result of an actIvIty which occurs during the tIme that students are physIcally arriving or mentally ·shifting gears· ' from the activity Just finished. AntIcipatory set elicits attending behavior (delIberate focus) and a me~tal readiness or ·set" for the content of the ensuIng Instruction. II.Tbe ObjectIve and Its Pyrpose (Aim) This step involves teacher communIcatIon which Informs the student what (s)he wII I be able to do by the end of instruction and why that accomplIshment Is Important, useful and relevant to present and future lIfe situatlon.Tell the students the obJective(s)/purpose so they see the reason to learn. Students can discover the obJective, but by Intent (Guided dIscovery lesson). PROVIDING INFORMATION I I I. r net Cy c t 1 on a 1 ropy t The teacher must determine what information (new or already processed) 1s needed by the student In order to accomplish the present obJective. Once the necessary InformatIon has been IdentIfied, the teacher must select the means for presentation. Selection of means wIll be made depending upon subject, obJectlve(s), and students. I y. Mode 1 1 DC ·Give me an example" Is a common request when we are not sure we understand what Is meant. A model Is one kind of an example whIch the student can perceive directly In the classroom rather than havIng to rely on memory of some previous learning experience. It Is facIlItatIng for students' to not only know about, but to ~ examples of an

demo~stratlng b~ acceptable finished product (story, pcem, model, dJagram,graph, problem) or a process (how to IdentIfy the maIn Idea, artIculate thinking whIle proceeding In the assignment, kick a ball). Model)ng is a process or show I ng a product tha tell c I ts from the studen t s, -I see what you mean! A model may concrete, such as a model of thl human heart or a model of a miniature clly. A model may be a replicatIon such as a pIcture, or symbolIc such as a diagram or map. Or a model may be verbal, written, or spoken, such as a paragraph, sonnet or al I IteratIon, or math example. ASSESSMENT y. Checking for Understandln9- The teacher needs to check for students' possession of essential Information and also needs to observe students' performance to make sure they exhibit the skll Is necessary to achieve the Instructional objective. PRACTICE VI. Gylded Practice Guiding Initial practlce.The beginning stages of learnIng are crItical In the determination of future successful performance. Consequently, the student's Initial attempts In new learning should be carefully guided so they are accurate and successful. VII. Independent PractIce Students work independently. Once the student can perform without major errors, discomfort or confusion. (s)he is ready to develop fluency by practicing without the avaIlability of the teacher. Only then student~ can be given a written or verbal aSSignment to practice the new skill with little or no teacher direction. Students can be assigned seatwork or homework can be started in this part. The Input, Hodellng. Checking for Understanding, and when approprIate, Guided Practice parts of the lesson are cyclical and repeated several times during the lesson. Input and ModelIng) are always followed by Checking for Understanding (assessment). GuIded Practice may be appropriate In the cycle. Do not teach much without assessing extent of learnIng. ReteachIng wll I fol low. If necessary. A summary or closure 1 e a re··sta temen t of what has been learned and is considered to be either a part of Checking for UnderstandIng or Input. It mai occur at the end or during the lesson (medial), as appropriate. *Materlal extracted from Mastery TeachIng by MadelIne Hunter and ·Plannlng for Effective Instruction Lesson Degign" by Doug Russell and Madel ine Hunter

, l , CXlJRSE CXDE ELED SPRIN:i 2002 PAGE 511 SlMt1ARY FOR ENTIRE DEPARTMENT/PREFIX PERCENT RESPQII)If\.G INDIVIDUAL ITEMS 123 4 5 MEAN 1 SUBVECT MASTERY (CJJTSTANDIf\.G) 73 18 . 7 1 1 (BELOW AVERAGE) 1.4 2 PRESENTATIOII (ALWAYS CLEAR) 61 23 13 3 1 (ALWAYS lJIK:LEAR) 1.6 o (NEVER) 3 SlU)ENT PARTICIPATICJ\I (ALWAYS) 81 12 6 1 1.3 o (NEVER) 4 WESTICJ\I El'mJRAGEMENr (ALWAYS) 73 17 8 1 1.4 5 RESPCJIISE TO WESTICJ\IS (CLEAR) 65 21 1 ( CCJ\IFUSIf\.G) 10 2 1.6 6 CLEAR GRADII'IG (ALWAYS) 58 22 13 5 2 (NEVER) 1.7 7 FAIR GRADII'IG (ALWAYS) 63 21 11 4 1 (NEVER) 1.6 8 FEEDBACK WALITV (CJJTSTANDIf\.G) 57 25 11 5 2 (lJIK:LEAR) 1.7 9 PACE OF COURSE (TOO FAST) 4 16 74 3 2 (TOO SL.OW) 2.8 (ALWAYS) 1 (NEVER) 10 OFFICE I-DJRS 75 15 9 1 1.4 11 INSTRUCTOR REca.t.1ENDATICJ\I (CJJTST AfollIf\.G) 59 22 12 5 2 (BELOW AVERAGE) 1.7 (ESSENTIAL) 3 (lNIIECESSARY) 12 CLASS ATTEN:>ANCE 59 22 13 3 1.7 (EXTREMELY DIFFIQJLT) 13 DIFFIQJLTV 4 26 56 10 4 (EXTREMELY EASY) 2.9 (INCREASED.GREATLY) 4 (REMAINED 1l£ SAME) 14 I<NlWLEDGE 55 24 13 4 1.8 (DIFFIQJLT) 15 READING MATERIAL 3 21 66 7 4 (EASY) 2.9 (ALWAYS) 16 EXAMS BASED CJ\I COVERED MATERIAL 54 18 24 2 2 (NEVER) 1.8 17 DEVELOPMENT OF WRITING SKILLS (A GREAT DEAL) 36 31 24 5 4 (NDT AT ALL) 2.1 (A GREAT DEAL) 2 (tIDT AT ALL) 18 LEARN FID'I GRADED PAPERS/EXAMS 5026184 1.8 (TOO DIFFIQJLT) 1 (TOO EASY) 19 EXAM!PAPER DEMAND 3 21 71 4 2.8 (CJJTSTANDIf\.G) 2 (BELOW AVERAGE) 20 <DJRSE REca.t.1ENDATICJ\I 49 27 17 4 1.8 (CJJTSTANDII'IG ) 58 21 3 (BELOW AVERAGE) 21 <DJRSE/INSTRUC'T!lR RECDtt@IDATICJ\I 13 5 1.7 SCALE SCORES 1) OVERALL EVALUATICJ\I OF INSTRUCTOR AND caJRSE(ITEMS " 2, 5, ii, 14, 18, 20, 21) 1.7 2) ~/DIFIQJLTV (ITEMS 9, 13, 15, 19) 2.9 3) GRADI~FEtBACX QJALITV (ITEMS 6, 7, 8, 16) 1.7 4) INTERACTIIl'I/El'mJRAGEMENr (ITEMS 3, 4) 1.4 NOTE: FOR SCALES " 3, AND 4, LOWER SCORES REFLECT BETTER RA TIf\.GS, w-fEREAS FOR SCALE 2, THE OPTIMAL RESPQIISE IS A 3. BACXGRa.NJ INFORMATIOII (PERCENT RESPtHIIf\.G) 22 I!HV TAKIf\.G COURSE INTEREST: 5 REWIRED: 92 RECDII: 2 FITS sa-i: 0 OTHER: 0 ... l.MOR: SENIOR: GRADUATE: 23 CLASS STANDIf\.G FRESH: 2 SOPH: 3 23 20 52 24 TRANSFER SlU)ENT YES: 21 ND: 79 85: 25 OOERGRAOUATE DEGREE BA: 73 3 BS IN ED: 23 BBA: 0 BFA: 0 26 GRADJA PO: TE DEGREE MASTERS: 100 CERTIFICATE: 0 0 DOCTORATE: 0 <= 2: 27 t-DFSTRA GPA 3.51-4.0: 62 3.01-3.5: 29 2.51-3.0: 8 2.01-2.5: 0 0 RARELY: 28 CLASS ATTENDMCE ALWAYS: 81 MJSTLY: 18 StNETIMES: 0 0 NEVER: 0 2 TO < 5: 5 TO < 9: 9 TO < 12: => 12: 29 to1E'ItORK TIME < 2: 22 46 22 6 5 C+ TO c-: A TO A-: B+ TO B-: D+ TO D-: F: 30 DESERVED GRADE 91 9 0 0 0 31 EXPECTED GRADE A TO A-: B+ TO B-: C+ TO C-: D+ TO D-: F: 85 14 0 0 0