Designing a Researched Based

LessonTPCK lesson guide

Lesson Plan TemplateThe purpose behind this lesson plan template is

for you (the teacher) to design a lesson plan that is supported by research.

This lesson will be focusing on CDE standards (Jeffco CAP documents), learning theories, Marzano’s 9 strategies, Universal Learning Design, technology standards,

Print a copy of the blank lesson plan template to fill in your plan as you work though this guide

Blank lesson plan template

Lets begin with your content objectives?

At the end of the lesson, what is it that your students need to know, understand and do (KUDO)

This may also be known as the essential question.

Write your content objectives (paraphrased after your name. Colorado state standards or Jeffco CAP documents.

Know

Understand

Do

What type of learning (instruction) are you

planning?You may use one or more different types of

learning in your instruction. Is your instruction going to be teacher directed, teacher/student learning, or student centered learning.

Let’s review the three types of learning theories.

Learning TheoriesSelect the learning theory or theories that best represent the lesson you want to teach. If you need more information about the theories, click on the theory.

What instructional strategies are you going to use

for your lesson?

Decide on a mode of instruction to accomplish your objectives. Use your own strategy or choose one of Marzano’s 9 Instructional strategies that work.

I have a feeling your strategy will probably fit into one of Marzano’s 9 strategies.

Go to the next slide to view Marzano’s strategies

Marzano’s 9 StrategiesClick on a strategy to learn more about it, what makes it work, and to view examples. Choose a strategy to use in your lesson.

How are you going to reach all learners?

This question is an important issue when designing lessons. Are you reaching 80% or more of your students with your lesson.

Universal Design for all learners (ULD) is a method in which your lesson can reach all learners.

Look at the ULD chart and select a method or methods of how you can reach your students. Follow the links for on-line resources.

Universal Design for Learning Guidelines

© 2009 by CAST. All rights reserved.APA Citation: CAST (2008). Universal design for learning guidelines version 1.0. Wakefield, MA: Author.

Technology StandardsAs a teacher it is your responsibility to do your

part in teaching technology standards. You probably use technology, have your students use technology, or could have your students use technology when learning the content.

Review the following technology standards and see if you are doing your part in teaching the technology standards.

Technology StandardsThere are four different organizations that have similar technology standards.Click on the ISTE standards to find standards that you are teaching.

For your lesson, use standards for students, standards for teachers, or both.You may also click on the other organizations or the link that compares the standards to choose your standards.

Reflection

What type of reflection are you going to use for feedback on your lesson?

Reflection Part A

Are you going to use Mid reflection or a Post reflection to analyze the lesson

Reflection Part B

When you reflect are you going to have a reflection-on-action (what one has accomplished and reviewing the actions, thoughts, and product), reflection-in-action (during lesson to make changes), or reflection-for-action (students reflect on lesson)

Is your reflection going to be formal or informal and what is your mode

(exit card, survey, chart, verbal, thumbs up/down, blog)

End of LessonYou now have completed a TPCK lesson that is

researched based. Good luck with the lesson. Use the information from this guide to continue to create your future lessons.

End slide show Exit now

Learning theoriesBehaviorism

The source of the behavior is environmental or external stimulus and focuses on positive reinforcement (a stimulus response relationship)

1. Learner acquires skills by applying explanations

2. Instruction utilizes consequence and reinforcement of learned behaviors

3. Learners acquires skills of discrimination by recalling facts

4. Learner acquire skills of generalization (defining and illustrating concepts

5. Learners acquires skill of changing (automatically performing a specified procedure)

Return to learning theory chart

Learning theoriesCognitivism

Developed to document and analyze how humans store and internally process information by connecting symbols in a memorable way of new knowledge to past knowledge

1. Learner transfers information through sensory input to long term memory

2. Learner demonstrate knowledge in diverse contexts

3. Children become more sophisticated thinkers

4. Encode information

5. Incorporate teacher feedback to improve performance

6. Construct cognitive strategy to address content/problem

Return to learning theory chart

Learning theoriesConstructivism

Cultural relevance is important and the teacher encourages students to constantly assess how to gain knowledge (Inquiry)

1. The learner is able to converse, question, explain, and negotiate meaning

2. The process of assimilation and accommodation becomes self organizing behaviors of the part of the learner

3. The learner creates own meanings by being challenged into processes of accommodations in order to construct understandings of new ideas

4. The learner has opportunities for social interactions in learning contexts, so as to benefit from common cultural knowledge

5. The learner has opportunities to verify and sustain their current cognitive understandings through activities which allow them to use their existing knowledge in useful and beneficial ways

Return to learning theory chart

Similarities and differences

Strategies that use restructuring to understand content at a deeper level

1. Students need explicit instruction on how to identify same and different.

2. Students should have the opportunity to independently practice in comparing and contrasting.

3. Nonlinguistic representation (graphs and symbols) are especially powerful.

Go to Examples of similarities and differences

Return to Marzano’s 9 instructional strategies

Summarizing and note taking

Summarizing and note taking requires the ability to synthesize information by analyzing and organizing information..

1. For students to effectively take notes and summarize, they must be able to discriminate between essence and detail, terms and meaning, and claims and evidence.

2. Summarizing: students must understand information in order to delete, substitute and keep information.

3. Note taking: students must process information and record information in the most concise manner in own words

Go to Examples of Summarizing and note taking

Return to Marzano’s 9 instructional strategies

Reinforcing effort and Providing recognition

Strategies that address students' attitudes and beliefs by focusing on effort that relates to achievement.

1. Students need recognition through praise or symbols to focus on what is being done well

2. Rewards and praise that are abstract and related to standards will have the largest impact. Rewards are good

Go to Examples of providing recognition

Return to Marzano’s 9 instructional strategies

Homework and practiceHomework and practice provide

opportunities for students practice, review, and apply knowledge.

1. Assign purposeful homework that can completed independently that can deepen knowledge.

2. Homework needs to be able to be done with appropriate level in mind so students can be successful

3. Monitor amount of homework assigned and include parent involvement in appropriate ways (not to police or teach)Go to Examples of

homework and practiceReturn to Marzano’s 9 instructional strategies

Nonlinguistic representationThis strategy uses mental images to elaborate a

students knowledge. This allows them to understand it in greater depth and be more successful at recalling it. When students use imagery, the effects on achievement can be significant.

1. Learners acquire and store knowledge in two primary ways: linguistic and nonlinguistic when students use both systems the better they can recall the knowledge.

2. Visual representations connect related topics.

3.Students can improve their reading by organizing their thoughts using maps.

4.Students who create physical models or kinesthetically work with information take ownership in learning.

Go to Examples of similarities and differences

Return to Marzano’s 9 instructional strategies

Cooperative Learning Effective cooperative learning occurs when

students work together to accomplish shared goals and when positive structures are in place to support that process

1. Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning

2. There may be no other instructional strategy that simultaneously achieves such diverse outcomes as cooperative grouping

3. Students help each other learn and encourage individual team members' success through group processingGo to Examples of

cooperative learningReturn to Marzano’s 9 instructional strategies

Setting objectives and providing positive feedback

Setting objectives and providing feedback give students directions and help them think about their own learning. 

1. Student learning contracts are effective in developing student ownership and completion of goals

2. Teachers need to define concrete, measurable objectives and encourage students to personalize them.

3. Feedback must be constructive and timely

4.Students giving themselves feedback will result with effective learning.

Go to Examples of setting objectives and positive feedback

Return to Marzano’s 9 instructional strategies

Generating & testing hypotheses

When students generate and test hypotheses they are applying knowledge.

1. Understanding increases when explaining scientific processes using hypothesis

2. Problem solving and decision making enhances student learning

3. Inquiry methods help students gain better understanding of fundamental concepts

Go to Examples of generating and testing hypotheses

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Questions, Cues, andAdvance organizers

Helping students retrieve what they already know about a topic using questions that elicit inferences, cues, or hints about what is to come enhances their learning about new content.

1. Teacher focuses their questions on content that is most important

2. cues and questions should focus on what is important and should focus on higher-level questions. 

3. Advance organizers take the surprise out of what is to come, help students retrieve what they already know about a topic, and focus them on the new information

Go to Examples of cues, questions and advance org.

Return to Marzano’s 9 instructional strategies

Similarities and Differences examplesCompare & contrast- Classifying objects

Pattern & attributes Creating metaphors, similes and analogies

Attribute blocks represent objects with two or more attributes such as color, size, shape, etc. They can be physical manipulatives or software representations. Students are required to identify the common attribute and select additional objects with the same set of attributes.

Go to similarities and differences strategy

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Summarizing and note taking examplesSummary frames Cubing

Combination note takingNote taking format

Go to summarizing and note taking strategyReturn to Marzano’s 9 instructional strategies

Reinforcing effort and Providing recognition examples

Effort and Achievement chart

Award

Positive letter, postcard or e-mail home to

parents

Display student work in class, on board or on

websiteGo to effort and recognition strategy

Return to Marzano’s 9 instructional strategies

Homework and practice examplesCreate class website

Homework calendar

Go to homework and practice strategy

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Nonlinguistic representation examples

Using graphic representations (organizers)

Generating mental pictures

Drawing pictures and pictographs

Kinesthetic activities and making physical models

Have students push a tennis ball through 28 feet of sock tubing representing the digestive system

Go to nonlinguistic

strategy

Return to Marzano’s 9 instructional strategies

Cooperative Learning examples

Webquests Online Projects

In class projectsGroup Games

Google DocsWebspirationWikiBlogging

Labs in groupsWriters workshopsWeb page design

Go to cooperative learning strategy

Return to Marzano’s 9 instructional strategies

Setting objectives and providing positive

feedback examplesGoal setting Positive feedback

Go to setting objectives and positive feedback

strategy

Return to Marzano’s 9 instructional strategies

Generating & testing hypotheses examples

HypothesisProblem Solving

If….Then…

Go to generating hypotheses strategy

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Questions, Cues, andadvance organizers examples

Questions and cues Advance organizers

Go to questions, cues, and advance org.

strategyReturn to Marzano’s 9 instructional strategies

Provide options for perception

Options that customize the display of information

Options that provide alternatives for auditory information

Options that provide alternatives for visual information

Return to UDL Guidelines Matrix

Provide options for language and symbols

.Options that define vocabulary and symbols

Options that clarify syntax and structure

Options for decoding text or mathematical notation

Options that promote cross-linguistic understanding

Options that illustrate key concepts non-linguistically

Return to UDL Guidelines Matrix

Provide options for comprehension

Options that provide or activate background knowledge

Options that highlight critical features, big ideas, and relationships

Options that guide information processing

Options that support memory and transfer

Return to UDL Guidelines Matrix

Provide options for physical action

Options in the mode of physical response

Options in the means of navigation

Options for accessing tools and assistive technologies

Return to UDL Guidelines Matrix

Provide options for expressive skills and

fluencyOptions in the media for communication

Options in the tools for composition and problem solving

Options in the scaffolds for practice and performance

Return to UDL Guidelines Matrix

Provide options for executive functions

Options that guide effective goal-setting

Options that support planning and strategy development

Options that facilitate managing information and resources

Options that enhance capacity for monitoring progress

Return to UDL Guidelines Matrix

Provide options for recruiting interest

Options that increase individual choice and autonomy

Options that enhance relevance, value, and authenticity

Options that reduce threats and distractions

Return to UDL Guidelines Matrix

Provide options for sustaining effort and persistence

Options that heighten salience of goals and objectives

Options that vary levels of challenge and support

Options that foster collaboration and communication

Options that increase mastery-oriented feedback

Return to UDL Guidelines Matrix

Provide options for self-regulation

Options that guide personal goal-setting and expectations

Options that scaffold coping skills and strategies

Options that develop self-assessment and reflection

Return to UDL Guidelines Matrix

NETS for StudentsReturn to NETS Matrix

NETS for teachersReturn to NETS Matrix