lesson design: preparing for a class period€¦ · lesson design: preparing for a class period...
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![Page 1: Lesson Design: Preparing for a Class Period€¦ · Lesson Design: Preparing for a Class Period Cynthia Hall and Josh Galster With material from Rachel Beane, Heather Macdonald, &](https://reader033.vdocuments.net/reader033/viewer/2022042317/5f06da227e708231d41a0e93/html5/thumbnails/1.jpg)
LessonDesign:PreparingforaClassPeriodCynthiaHallandJoshGalster
WithmaterialfromRachelBeane,HeatherMacdonald,&DavidMcConnell
• Elementsoflessondesign• Lessonplanningac-vity• Frameworkforreview
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Whatdidyourfavoriteteachersincludeintheirlessonsthathelpedyoulearn?
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OneApproachtoLessonDesign
Framethelesson• Importance
• Priorknowledge• Goals
StudentAc2vity• Promoteslearning
• PeerinteracIon
• Timeneeded?
Assessment• Learninggoalsmet?
StudentReflec2on• Opportunitytothinkabouttheirlearning
OrganizeLesson• Outline&reviewlesson• Prepareslides&materials• PracIce
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1.Startyourplanning
• Importance:Whyshouldstudentscare?• Priorknowledge:Whatknowledgedostudentsbringtothislesson(fromthiscourseandfromotherexperiences)?
• Goals:Whatshouldstudentsknow/beabletodobytheendofthelesson?
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ExampleverbsforwriInglessongoals(Studentswillbeableto…)
Cogni2veDimension(versionofBloom’sTaxonomy)
KnowledgeDimension Remember Understand Apply Analyze Evaluate Create
Facts list paraphrase classify outline rank categorize
Concepts recall explain demon-strate contrast cri2cize modify
Processes outline es2mate produce diagram defend design
Procedures reproduce giveanexample relate iden2fy cri2que plan
Principles state convert solve differen2ate conclude revise
Metacogni2ve use interpret discover infer predict actualize
Table from http://www.nwlink.com/~donclark/hrd/bloom.html using Clark & Chopeta (2004) and Clark & Mayer (2007).
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2.Con2nueyourplanning
• Whatac2vi2eswillbeinyourlesson?
• Howwillyouassessstudentlearning?
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ExamplesofInteracIveAcIviIes• Project• GalleryWalk• Think-pair-share• LectureTutorial• Debate• Jigsaw• ConceptMap• Discussion• ConcepTest(group)• …
hUp://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/toolkit.html
GalleryWalkintroducingREEin30person,non-majorscourse.PhotobyKevinTravers,BowdoinCollege.
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3.Outlineyourlesson
• Beginning–“Hook”
• Middle–interacIveacIvity
• End–studentsdiscuss/synthesize/reflect
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Willstudents/learners…– seeaclearframework?– use&beassessedonpriorknowledge?– invesIgate/exploresciencethroughanac2vity?– interactwitheachother?– reflectontheirlearning?– belistenedtoandrespondedto?
4.Reviewyourlessonplan
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Reviewyourlessonplan• Istheframeworkcleartostudents?
(Ques-onofday,outline,learningoutcomes,conceptmap…)
• Doesthelessonuse/assesspriorknowledge? (brainstorm,everydayexperiences,ConcepTest,previouslessons…)• Isthereanac2vitythatallowsstudentstoexploreorinvesIgate? (predict,hypothesize,assess,represent/interpretdata…)• WillstudentsInteractwitheachotheraboutcoursecontent? (Think-pair-share,gallerywalk,jigsaw…)• Arestudentsaskedtoreflectontheirlearning? (minutepaper,conceptmap,howdoyouknow?…)• Willyouhaveanopportunitytolisten&respond? (ques-on-response,listeningtodiscussions,ConceptTests…)
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ClassPrepastheBlob
• ClassprepwillexpandtofillwhateverImeyouallowit:onemoreimage,onemoreexample…– LimitpreptoasetIme.
• Trynottoover-prepare:haveconfidence!– AllowsforcreaIveclassdiscussionsandunexpecteddirecIons
– IncludinginteracIveexerciseseasierthanlecturing• Powerpointisnotalwaysyourfriend
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Samplelecturenotesonsurfacerunoff• Runoffvs.infiltraIonoverImecurves:whendoes
runoffhappen?• InfiltraIonratesconstant?
• Runoff• InfiltraIon• Throughflow• Baseflow
• FactorsaffecIngpermeability• AMC• Timesincelastrainfall,Frozenground,Clays,
VegetaIon,Fires,Slope,Hydrophilicsubstances(fire,clays)
• Sheetwash/overlandflow• Rills• Channelizedflow
• Erosion:movementofmaterial• BedShearstressdependsondepthandslope• τ=ρghS
• PosiIvefeedbackcycleofchanneldevelopment
• Discharge:volumeperIme• Differentwaystomeasuredischarge• AxV=Q• Velocityprofile(0.6*d)
• Smallerandsmallerboxes
• Hydrograph:depthordischargeoverIme• Basichydrographandrain• LagIme,Precip• Baseflow• Risinglimb• Fallinglimb• Groundwaterrecession(linearporIonof
hydrograph)
• Effectoflandusechange
• Baseflowandpeakflow
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5’Paper:Reflec-ngonLessonDesign
• Whatisthemostimportantconceptthatyoulearned?
• Whataspectofthissessionwasmosthelpfulforyourlearning?
• Howwillyouapproachplanningforyournextclass?