USC Aiken School of Education Lesson Plan Template (see detailed guide below)

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1 USC Aiken School of Education Lesson Plan Template (see detailed guide below) Candidate Name: Lesson Title: Subject Area(s): Grade Level(s) Number of Students: Date: Duration: Standards: Theoretical Perspective: Learning Objective: Essential Question(s): Evaluation / Suggested Assessments: Pre-Assessments: Formative Assessments: Summative Assessments: assessment sheet(s) to your lesson plan. Include any rubrics, checklists, rating sheets, scoring guides, etc. that will be used. Diversity for Student Learning Accommodations and/or Modifications for Special Needs Differentiation Grouping Materials/Resources: handouts for your lesson. Educational Technology: USC Aiken Lesson Plan Template and Guide Page 1 of 5

2 Pedagogical Strategies: What are you going to do to achieve your learning objective? Check all that apply. Hands-on Activity Manipulatives Modeling Graphic Organizer Lecture Guided Practice Thinking Map Drawing/Artwork Brainstorming Small Groups Mnemonic Device Movement Think-Pair-Share Game Music Interactive Read Aloud Web Quest Video Reading Workshop Inquiry Stations Roleplay Writers Workshop Project-Based Learning Journal Writing Procedures: Structure the lesson according to your instructor s prescribed instructional model (e.g. Learning Cycle, The E s, Gradual Release, etc.). Include time estimates for each phase of your lesson. Provide a detailed description of the lesson s step-by-step procedures in chronological order. Include: 1) Launching the lesson with a strong opening 2) One or more opportunities for student exploration 3) Direct teaching 4) A meaningful closure Formative assessment/ comprehension checks should be embedded throughout the lesson. Safety Considerations: Follow Up: Reference(s): USC Aiken Lesson Plan Template and Guide Page 2 of 5

3 Candidate Name: Lesson Title: Subject Area(s): USC Aiken School of Education Lesson Plan Guide Name and Signed USC Aiken Honor Code List the title of your lesson. Mathematics, Science, Social Studies, ELA, etc. Grade Level(s) This may be a single grade or a span of consecutive grades (e.g., Grades 2-3). Number of Students: Date: Duration: Standards: Theoretical Perspective: Learning Objective: Essential Question(s): Evaluation / Suggested Assessments: assessment sheet(s) to your lesson plan. Include any rubrics, checklists, rating sheets, scoring guides, etc. that will be used. For how many students is this lesson plan intended? Give the anticipated date and time the lesson will be taught. How long should the lesson take (minutes, hours, days)? Correlate to SC curriculum standards including indicator notations and descriptions. Which theory or theories align best with your beliefs about how children learn? What processes are associated with that theory? How does that determine the activities and groupings you will include in your lesson? For example: Behaviorism: The learner s behavior is shaped by the external environment. Teachers focus on behavioral objectives and reinforcement, as opposed to students inner thoughts and mental processes (Skinner). Social cognitive theory: Learning occurs in a social context through observation, imitation, and modeling (Bandura). Teachers focus on demonstration and repetition. Lifespan development theory: Individuals pass through eight stages/inner psychosocial conflicts to be resolved throughout the lifespan (Erikson). Teachers focus on helping students achieve trust, autonomy, initiative, industry, and identity. Constructivism: Individuals actively construct their own knowledge using schemas; stages unfold as thinking becomes more complex (Piaget). Teachers focus on facilitating active learning. Social constructivism: Learning is constructed in the context of social interaction and language (Vygotsky). Teachers focus on cooperative learning. Information processing: Information is perceived, encoded, stored, and retrieved (Seigler). Teachers focus on memory and metacognition strategies. Ecological systems theory: Development occurs in the context of various systems ranging from family and friends to institutions and cultural values (Bronfenbrenner). Teachers believe that one size does not fit all. The objective should be student-centered with specific, observable outcomes. The lesson should be guided by a few open-ended, big picture questions that focus the topic, connect concepts, stimulate higher-order thinking, and provoke new lines of inquiry. Describe assessments that will be used prior, during, and after the lesson that provide information to guide instructional decisions and opportunities for students to demonstrate mastery of the targeted objectives. These assessments may be informal or formal. List specific questions you will ask students to check their understanding. Attach all assessments to the lesson plan. Include the criteria for mastery, scoring guide(s), and method of computing scores. Describe how the assessments will be conducted, how data will be analyzed, and how students will receive feedback. Address each of the following: Prior to Lesson: Diagnostic Assessments or Pre-Assessments: How will you assess prior learning or diagnose readiness for the planned lesson? During the Lesson: Formative Assessments: How will you assess student progress and provide feedback throughout the lesson? List specific examples of purposeful questions that will be embedded in the lesson to assess comprehension and enhance student learning. After the Lesson: Summative Assessments or Post Assessments: How will you evaluate students post-instruction achievement level in relation to the learning objective? USC Aiken Lesson Plan Template and Guide Page 3 of 5

4 Diversity for Student Learning Accommodations and/or Modifications for Special Needs Differentiation Suggested assessments include: Whole group warm-up review Listen in on small groups Ask open-ended questions Ask objective, closed questions Probe for gaps and misconceptions Hand signals Observation checklist Quick Writes Ask students to recall previous information and relate it to this lesson Self-evaluation Peer evaluation Student sheet Quiz Exit slip Performance task Use a rubric Scoring guide Ask students to summarize the lesson What accommodations will be made for students with special needs such as autism, ADHD, language impairment, intellectual disability, learning disability, visual impairment, hearing difficulty, etc.? List modifications in students' IEPs. How will you differentiate for varying rates of learning (e.g. early finishers), learning modalities (visual, auditory, kinesthetic, tactile), different abilities (gifted and talented, advanced or challenged learners), and other relevant diversities (e.g. ESL) in the class? How will your lesson demonstrate culturally responsive practice? Grouping Materials/Resources: handouts to your lesson plan. Educational Technology: Pedagogical Strategies: How will the students be grouped? (e.g., whole class, small groups of 3-4 students, pairs, and/or cooperative groups with designated roles, etc.) Provide an itemized list of materials with quantities needed for each: 1. What materials/ resources do the students need? (e.g., manipulatives, laboratory equipment, handouts, supplies, books including page numbers, etc.) 2. What materials/ resources does the teacher need? (e.g., websites with titles and URLs, books including page numbers, etc.) List equipment needed and who will use it. How will specific technology be integrated into the lesson? How will students actively interact with the technology? How will its use enhance the teaching and learning process? What are you going to do to achieve your learning objective? Check all that apply. Hands-on Activity Manipulatives Modeling Graphic Organizer Lecture Guided Practice Thinking Map Drawing/Artwork Brainstorming Small Groups Mnemonic Device Movement Think-Pair-Share Game Music Interactive Read Aloud Web Quest Video Reading Workshop Inquiry Stations Roleplay Writers Workshop Project-Based Learning Journal Writing Procedures: Structure the lesson according to your instructor s prescribed instructional model (e.g. Learning Cycle, The E s, Gradual Release, etc.). Provide a detailed description of the lesson procedures written in a logical sequence. This should be a step-by-step procedure for teaching the objective and targeted standard. This is what the teacher will do to TEACH the objective(s) and what the students will do to learn and practice the objective. This procedure will help you to stay on task. Include page numbers, a variety of approaches and activities, accurate content, sample questions the teacher will use, examples for students, etc. Any activities, games, activity sheets, etc. must be identified by title and included or attached to the lesson plan. USC Aiken Lesson Plan Template and Guide Page 4 of 5

5 Include time estimates for each phase of your lesson. Provide a detailed description of the lesson s step-by-step procedures in chronological order. Include: 1) Launching the lesson with a strong opening 2) One or more opportunities for student exploration 3) Direct teaching 4) A meaningful closure Formative assessment/ comprehension checks should be embedded throughout the lesson. Safety Considerations: Follow Up: Reference(s): Consider the following: Develop an opening activity that is motivating, captures students attention, and connects prior knowledge related to the lesson objective. Describe the procedures for student explorations and interactive activities students will be doing to explore key concepts. List big idea conceptual questions the teacher will use to encourage and/or focus exploration. Describe how you will use concrete, hands-on instruction and presentation with an emphasis on real-life applications and problem solving in your procedures. (e.g., What did you include to make this lesson authentic and relevant for your students?) How will you explain key concepts for the lesson objective? What questions or techniques will the teacher use to help students connect their explorations to the concept under examination? What vocabulary will be introduced? How will you connect it to the students explorations? Explanations, examples, and practice should have a logical order (e.g. simple to complex) and address common student misconceptions. Include higher-order thinking questions that you will pose to students. Include critical thinking questions for students to consider Why? and What if? Describe how you will bring closure to the lesson. The closure should clearly provide a summary of the main points of the lesson, involve the students, and set the stage for new learning. Address concerns/issues of physical and psychological safety, where applicable. Suggest safe ways of avoiding potential hazards. If none, state so. What will you do after the summative assessment if all the students fully understand the material? What will you do after the assessment if a student does not meet the intended learner outcomes? What if everyone just does not get it? What new strategies will you use to help them catch on? When will you implement the follow up activities? List all references for materials used in preparing or executing the lesson. Citations should be in APA, 6 th edition format. USC Aiken Lesson Plan Template and Guide Page 5 of 5

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE