Module 3 – Concept Classification focuses on the nature of knowledge which are descriptive (things) and productive (changes) knowledge.
Working together with your team to study a lesson, training course, or workshop to see if your team can spot any weaknesses or ways to improve the effectiveness of the lesson, and discuss them.
1. Identify what your team think which contributes most to the effectiveness and appeal of the lesson.
There were many factors that made the lesson engaging and effective. Rachel liked that the lesson was relevant to students by incorporating real world situations. Pam liked that the information was displayed in small-chucks. Overall, our group thought that the youtube presentation was organized, clear and easy to follow especially with the graphic organizer provided on google docs.
2. For each tactic you identify, think up a different way that tactic could have been implemented, and discuss it. For example, should Wiki, Blog, Video, or any multimedia instruction be implemented?
Since the lesson was on youtube, it was a good multimedia choice, because most everyone is familiar with it. There was also a Cornell Notes graphic organizer available on google docs that was linked in the description of the video. However, there should be some sort of feedback. Students could post any difficulties that they might have, so that the teacher can assist with any problems.
3. Refer to Figure 3.1. Kinds of Knowledge. How does each tactic apply to the Particulars and Generalities based on the type of knowledge your team identify?
The youtube lesson presented productive generality. Students learned about central tendency and the relationship between mean, median, mode and range. They also applied the concepts in a new situation towards the end of the lesson.
Research on Effective Lessons:
1. Strategies for Effective Lesson Planning - http://www.crlt.umich.edu/gsis/P2_5.php
This article is a great guide to help create an effective lesson. It breakdown the process of making an effective yet engaging lesson. A couple comments from the group is that the lesson we discussed had numerous effective techniques....chucking, real-life situations, higher-order thinking questions, graphic organizers, multimedia aspect (youtube), etc. However, the lesson did not complete the cycle by not having an assessment after the lesson.
References:
Milkova, S. (2011). Strategies for effective lesson planning. Center for research on learning and teaching. Available from http://www.crlt.umich.edu/gsis/P2_5.php
Stephanie, I wish that I had had this resource as a new teacher. I like that the author said a lesson plan does not have to be an “exhaustive document” describing every possible scenario. The three questions they ask teachers to answer are simple and if used when planning should lead to effective lessons. 1. What do I want students to learn? 2. What teaching and learning activities will I use? 3. How will I check for understanding?
ReplyDeleteMilkova, S. (2011). Strategies for effective lesson planning. Retrieved March 19, 2012, from http://www.crlt.umich.edu/gsis/P2_5.php
I have had a different lesson plan template under each principal I've worked for. This year, we are using the 5E Model - Engage, Explore, Explain, Elaborate, Evaluate. This lesson cycle was designed with math and science in mind - incorporating anticipatory sets and discovery activities, with the goal being a more student-centered lesson. As an ESL Reading teacher, a concept does not always hit all 5Es, but the important part is that the lesson starts with engagement and ends with assessment, which is a strategy for effective lesson planning (Milkova, 2011).
ReplyDeleteMilkova, S. (2011). Strategies for effective lesson planning. Retrieved March 19, 2012, from http://www.crlt.umich.edu/gsis/P2_5.php
Our students suffer when we fail to appropriately plan for them and on my campus, lesson plans (among other things) are driven by "data". Data can be collected daily by observations of students and taking note of what they are doing well and where they need support. Data comes from conversations (between or with students), exit slips, quizzes, questions, journals and more. Use it to figure out what your students still need to learn, and therefore, what you need to teach. Planning should be reactive. Lesson planning is pivotal to positively impacting student achievement.
ReplyDeleteA general for lesson planning: always let your students be your guide!
Milkova, S. (2011). Strategies for effective lesson planning. Retrieved March 19, 2012, from http://www.crlt.umich.edu/gsis/P2_5.php
Stephanie, can you elaborate more for Question 3? Thanks!
ReplyDelete