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UsingSTARTALKPrinciplestoDesignEffectiveLessons

LearningTargets

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Icanexplain therolethelearningplanplaysincreatingeffectivelessonsthatareconnectedtothecurriculum.

Icandesign acheckforlearningforeachlessonCan-DoStatement.

Icanplan asequenceoflearningexperiencesthatareintentionallysequencedtoallowlearnerstomovefrominputtooutput.

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https://startalk.umd.edu

A LEARNINGEPISODEisapproximatelyequivalenttotheageofalearner,butnevermorethan30MINUTES.De

greeofR

etentio

n

TimeinMinutes

ApplyingCheckforLearning

GainingAttention/ActivatingPriorKnowledge

ProvidingInput

Guiding/SharingPractice

AdaptedfromHowtheBrainLearns,Sousa

Teaching iswhatoccursoutsideof

thehead.

image:cs.cmu.edu

RubyPayne8

RubyPayne

Learningiswhatoccursinsidethehead.

Teaching vs. LearningTIGER

BudBlake

http://teachinglearninghse.blogspot.com/2016/11/i-taught-my-dog-to-whistle.html

Whatisworthremembering?Whatquestionsdoyouhave?

TWO APPROACHES TO LESSON DESIGN

Think Like an Activity Designer

What would be interesting and engaging activities on this topic? What would be

fun to do?

Thinking Like an Assessor

What tasks would show me that students truly

understand and can apply new learning?

Adapted from Understanding by Design Wiggins & McTighe

ThinkingLikeanAssessor

1. Whatwerelearnersabletodoasaresultofthelessonthattheycouldn’tdoatthestartofthelesson?

2. WhatevidencedoIhavethattheycandoit?

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ICANLANGUAGEFUNCTIONCONTEXTLESSONCAN-DO

AdaptedfromThomasSauer

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SampleCanDo:Icandescribeaclassroom.

18https://www.youtube.com/watch?v=KZzC4PpTquA

SampleCanDo:IcansayhowIandothersgotoschool.

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SampleCan-Do:• Icandescribeafamily.

• Icansaywhatfamiliesdotogether.

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1. Icandescribeusingsimplesentences.2. Icanaskandanswerquestionstomakeplans.3. Icanusethepasttensewithactivities.4. Icanrecognizethefoodbeingdescribed.5. Icancreateanauthenticredenvelope.6. Icanexchangeinformationissimpleconversations.7. Icancreatearapsongorpoem.

Are the following effective lesson can-do statements?

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Jotdownalessoncan-dostatement

thatyouknowwillbepartofyourprogramoronethatislikelyto

bepartofyourprogram.

LessonCanDoStatement

Checkforlearning

Interpretive ModeLearnersunderstand,interpret,andanalyzewhatis

heard,readorviewedonavarietyoftopics.

PossibleChecksforLearning:• Showifasentenceistrueorfalse.• Holdyourthumbup,down,orsideways:upforyes/agree,downforno/disagree,sidewaysfordon’tknow.

• Pointtothepictureofa_______________.• Holdupapictureofa________________.• Showmewithyourfacehowthischaracterfelt.• Readandlocatethemainidea.• Readanddecidetheappropriatetitle.• Listenandactout.• Drawastarnexttothemostimportantiteminyournotes.

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Presentational ModeLearnerspresentinformation,concepts,andideastoinform,explain,persuade,andnarrateonavarietyoftopicsusingappropriatemediaandadaptingtovariousaudiencesof

listeners,readers,orviewers.

PossibleChecksforLearning:• CreateanAtoZwordlistonatopic.• Brainstormasmanywordsasyoucanforthisimage/concept.

•Writeafive-worddescriptionofthestory.• Completethissentence:•Writeatwo-sentencedescriptionoftheimage/infographic.

• Completeanadmitorexitslip.•Writeatweetthatsummarizes… 25

Interpersonal ModeLearnersinteractandnegotiatemeaninginspoken,signed,orwrittenconversationstoshareinformation,reactions,feelings,

andopinions.

PossibleChecksforLearning:• Exchangeinformationinaline-uporinner-outercircle.

• Askyourpartneraquestion.Askafollow-upquestion.

• Stateyouropinionandfindoutyourpartner’s.• Drawwhatyourpartnerdescribes.Askclarifyingquestions.

•WriteaquestionIcouldasktofindout…• Callonasampleoflearnersrandomlytoask/answeraquestion.

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Tellstudentswhattodo:

• Tellyourself...• Thinkof...• Taketurnsdescribing...• Askyourpartneraquestionabout….• List…• Completethis

sentence:______________• Writeatwo-sentencedescriptionofthe

image.

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Whatlessoncan-doandcheckforlearningwillanchoryourlearningepisode?

LessonCanDo/LearningTarget

CheckforLearning

Ido

Wedo

Youdotogether

Youdoalone

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Jotdownacheckforlearningthat

addressesthelessoncan-doyoucreated.

IcannamefoodsthatIlikeanddon’t

like.30

IcansaywhyIlike/don’tlikecertainfoods.

Icanaskquestionstofindoutwhatisin

adish.

Icanaskquestionstofindoutwhatfoodsotherslikeanddon’tlike.

Icannamekeyingredientsinregionalfood

dishes.

From PROGRAM CAN-DO to LESSON CAN-DOs

Icanrecognizedifferentfooditems.

Icanaskandrespondtosomesimplequestionsaboutlikesanddislikesrelatedtofoodandcangivereasonsformypreferences.

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IcansaywhyIlike/don’tlikecertain

foods.

Icanaskquestionstofindoutwhatfoodsotherslikeanddon’t

like.

Icannamekeyingredientsinregional

fooddishes.

IcannamefoodsthatIlikeanddon’tlike.

LessonCan-Do➔➔

Viewimagesoffoodandclarifylike/dislikewith

reason.

Participateininner-outercirclewithimagesaskingandansweringquestions.

Listenasdishisdescribed,circleingredients.Then,name

ingredientstopartner.

Viewimagesoffoodandwillalternatenamingfoodsthey

likeanddon’tlike.

➔➔ CheckforLearning

➔➔

➔➔

➔➔

➔➔

➔➔

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I can ask and answer questions about food preferences and give simple reasons.

Pair with a partner to discuss food preferences based on images.

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I can ask and answer questions about food preferences and give simple reasons.

Pair with a partner to discuss food preferences based on images.

• Areyouhungry?Yes…No...• Doyoulike...Ilike/don’tlike• Doyouprefer....Iprefer...• because• Paneer– cashews,garlic,tomatoes,freshcream,cardamom,onions• Sambar– lentils,masaal,vegetables

Paneer

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Do you like …..?

• cashews• garlic• tomatoes• onions

Yes,IlikepaneerbecauseIlovegarlic.No,Idon’tlikepaneerbecauseIdon’tlikeonions.

Paneer

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EffectivePairandGroupWork

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Individual AccountabilityGroupsarenotsuccessfuluntileverymemberhaslearnedthematerialorhashelpedwithandunderstoodthetask.Itisimportanttofrequentlystressandassessindividuallearningsothatgroupmemberscanappropriatelysupportandhelpeachother.

SomeWaystoEnsureIndividualAccountability• Studentsdotheworkfirsttobringtothegroup• Pickonestudentatrandomtoorallyanswerquestionsstudiedbythe

group• Everyonewrites,thencertifiescorrectnessofallpapers;youpickoneto

grade.• Listenandwatchasstudentstaketurnsorallyrehearsinginformation• Assignjobsorrolestoeachstudent

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Create systems for calling on non-volunteers.

• Circulate,observe,listenasstudentsworkinpairsorgroups(guidedpractice)• Callonstudentsrandomly,notvolunteers(checkingforunderstanding)

Focus:ElevatingEssentialstoRadicallyImproveLearningSchmoker

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LearnIttheFirstTime

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5

6

7

89

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LanguageFunctions/Can-do’s

I can YesWithsomehelp

Notyet

askandanswerquestionsabouthowIandothersfeelaboutschool.

saywhatIdotolearn

stateasimpleopinionaboutdifferentschoolsubjects

askandanswerquestionstocompareschoolschedules

describemyschoolbuildingandclassroomtootherssaywhatIhave/don’thaveintermsofschoolsuppliesandaskothersSeeunittemplateforremaining functions.

Why Learning Plans?

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Tobeginwiththeendinmindmeanstostartwithaclearunderstandingofyourdestination.Itmeanstoknowwhereyouaregoingsothatyoubetterunderstandwhereyouarenowsothatthestepsyoutakearealwaysintherightdirection.

—StephenCovey

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A LESSON is a series of LEARNING EPISODES.

LESSONLearningEpisode LearningEpisode LearningEpisode

LearningEpisode LearningEpisode LearningEpisode

LearningEpisode LearningEpisode LearningEpisode

A LEARNING PLAN connects to the CURRICULUMand creates context for the LESSON.

ALearningEpisodelastsnomorethan30minutes.

If you lead with culture,

language will follow.

48DonnaClementi

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HowdoIcapturetheinterestofthelearner?

CREATE

LESSONCANDO:IcansaywhatIwanttovisitinacity.

CREATE

LessonCanDo— IcansaywhatIwanttovisit/doinAngers.

DiscovertheFrenchCityofAngers(NH)

CheckforLearningStudentswillselectanimageofinteresttothemwithoutshowingtoothers.Studentswillaskandanswerquestionstofindoutwhatotherswanttovisit.

InputandProcessing1.StudentswillwatchatimelapsevideoofAngers.Theywillbrainstormwordsandphrasestheyknow.2.Theteacherwillpausethevideopointingoutkeyspots…........

Sharing,Guiding,andApplying1. Studentswillindicateviathumbsup,

thumbsdowniftheywanttogotoeachplace.

2. Given4images,eachstudentwillrankordertheimagesaccordingtothewaytheyarecalled.Thiswillberepeatedmoreandmorequicklyinadifferentorder…......

SHAR

E

Publish your lesson in CREATE and it will be available for other educators to find, use, adapt.

DISCO

VER

Search CREATE and discover lessons you can use and adapt.

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1. Studentsbrainstormwordsandphrasesthattheyassociatewiththevideo.

2. Studentscompleteagraphicorganizerastheywatchthevideoasecondtime.

UnejournéeàAngers IcansaywhatIwanttovisit/doinacity.

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Brainstorming

Procedure:• 1minutetogenerateanindividuallist• 1minutetosharelistwithapartner.Eachpersonaddsnewwordstothelist.• Groupstudentsintogroupof4,shareandadd.• Goaroundtheroomcallingoutonewordpergroupuntilallgroupsareoutofwords.Teacherrecordsallwordsonsomethingthatcanbedisplayed.

IcansaywhatIwanttovisit/doinacity.

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Acitywheretherearealotofactivities

Acitywhereyoueatwell

Amoderncity Anoldcity


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Do you want to visit the cathedral?— Yes, I want to see the cathedral. — No, I don’t want to see the cathedral.

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Gettingthemostoutofatext

Readand/or listen

Talk aboutit

Writeaboutit

•Howcanyoubestusethistextintheinterpretivemode?

•Whatinterpersonal conversationwouldstudentsbelikelytohaveonthistopic?

•Whatmightstudentsdointhepresentationalmodeasawayofmakinglearningmoreconcrete?

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What do you see? What do you think?

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Inferencing1. Whatisgoingoninthis

picture

2. Whatdoyouseethatmakesyousaythat?

3. Whatmorecanwefind?

visualthinkingstrategies.org

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What do you wonder?

• Yes/No•Which…?• Either/or•What?When?Where?Who?• How?Why?• Canyoudescribe…?• Canyoutellmeabout….?•Whatif….?

HIERARCHYOFQUESTIONS

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Interpretive Mode

DanielCabreraa9 ans.IlvitauxPhilippines,unpaysd'AsieduSud-Est,situéàplusde11 000 kilomètresdelaFrance.LesPhilippinessontconstituéesdeplusde7 000îles.DanielvitàCebu,uneîlesituéeaucentredel'archipelphilippin.Studentswritequestionsintargetlanguage

thatareansweredinthetext.Then,theypairandaskeachother.

http://1jour1actu.com/monde/enfant-photo-philippines-84059/

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Interpretive ModeDanielfaitsesdevoirsdanslarue,àlalumièred'unmagasin.

Quenousmontrecettephoto?Danielestassisdanslarue,lanuitesttombée ;ilaposésoncahiersuruntabouretetilfaitsesdevoirsàlalumièred'unfast-food,prèsdechezlui.Lepetitgarçonesttrèsdéterminé,ilveutdevenirpolicier…etmédecin.Ilsaitquepourréussirilluifautalleràl'école.Danielestd'autantplusmotivé qu'ilvitdansunpaystrèspauvre :1Philippinsur4vitdansunbidonville,etn'apastoujoursdequoimanger.BeaucoupdepetitsPhilippinstravaillentoumendient aulieud'alleràl'école.

Studentsselectoraregiven3-4importantwordsandexplainwhytheyareimportantinthecontextof

thetext.

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Presentational Mode

• Danielisyoung.• Heisastudent.• Helikesschool.• Hestudies.• Hestudiesatnight.

Danielisayoungstudentwhostudiesatnightbecausehe

likesschool.

Give4or5simplesentences.Havestudentsworkinpairsorsmallgroupstowriteabetter

sentencewiththesameideas.

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Interpersonal ModeImaginetheconversationbetweenthetwochildren.

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Jotdownideasfor2-3activitiesthatwouldleadtothe

checkforlearningforthisepisode.KeepIdo,

wedo,youdotogether,youdoalone

inmind.

ChatStations

Howwillyouworkwithanauthentictextinall3modes?

Howdoyouuselessoncan-dostatementsto

improvelearning?

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Whatareyourideasformakingpairandgroupworkeffective?

Howwouldyoudescribean

effectivelearningcycle?

Whathaveyouheardthatyouwanttoshare

withacolleague?

1

4

2

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We do not learn from experience; we learn from reflecting on experience.

—John Dewey

LearningTargets

72

Icanexplain therolethelearningplanplaysincreatingeffectivelessonsthatareconnectedtothecurriculum.

Icandesign acheckforlearningforeachlessonCan-DoStatement.

Icanplan asequenceoflearningexperiencesthatareintentionallysequencedtoallowlearnerstomovefrominputtooutput.

startalk.umd.edu/public/resources/learningplandevelopment

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