teaching a lesson (and researching!)

Teaching a Lesson (and Researching!)Teaching a Lesson (and Researching!)Available online at www.redwood.org/stewartExamples and supplemental information in BLUE.

Available online at www.redwood.org/stewartExamples and supplemental information in BLUE.

http://www.redwood.org/stewart

http://www.redwood.org/stewart

Research First! Research First! The first step in good teaching, is

gaining background knowledge. Research (especially through the

Research Report and Interview) will be the focus for Semester 1 and 3 students.

Then…Semester 2 and 4 students will be more ready for Teaching a Lesson.

The first step in good teaching, is gaining background knowledge.

Research (especially through the Research Report and Interview) will be the focus for Semester 1 and 3 students.

Then…Semester 2 and 4 students will be more ready for Teaching a Lesson.

Format and Information:Format and Information: Your lesson will follow the format below.

A blank worksheet is found on your assignment sheet (and online at teacher website). You are strongly encouraged to start by reviewing your Research Report and Interview for ideas and information. Further information is available through class and online.

Your lesson will follow the format below. A blank worksheet is found on your assignment sheet (and online at teacher website). You are strongly encouraged to start by reviewing your Research Report and Interview for ideas and information. Further information is available through class and online.

Stage 1—Desired Results (Teacher Background)


Established Goal: Students will understand issues and background relevant to your service work.

-What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?

Established Goal: Students will understand issues and background relevant to your service work.

-What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this lesson address?



Essential Questions: Why are you teaching this lesson? How does it apply to the “real world”? What are the questions it will answer?

-What is it important for students remember after your lesson?

Essential Questions: Why are you teaching this lesson? How does it apply to the “real world”? What are the questions it will answer?

-What is it important for students remember after your lesson?



Knowledge: By the end of the lesson, students will know…

-What key knowledge and skills will students acquire as a result of this unit?

-What should they eventually be able to do as a result of such knowledge and skills?

Knowledge: By the end of the lesson, students will know…

-What key knowledge and skills will students acquire as a result of this unit?

-What should they eventually be able to do as a result of such knowledge and skills?



Understandings: By the end of the lesson, students will understand…

- What are the big ideas? - What specific understandings about

them are desired? - What misunderstandings are

predictable?

Understandings: By the end of the lesson, students will understand…

- What are the big ideas? - What specific understandings about

them are desired? - What misunderstandings are

predictable?

EXAMPLE Stage 1—Desired Results

(Teacher Background)

EXAMPLE Stage 1—Desired Results

(Teacher Background)

Consider an EXAMPLE lesson… Consider an EXAMPLE lesson…

EXAMPLE Stage 1—Desired Results (Teacher

Background)


Background) Established Goal: Students will experience

and consider how socio-economic differences lead to global inequity.

Established Goal: Students will experience

and consider how socio-economic differences lead to global inequity.


Background)


Background) Essential Questions: How is food distributed throughout

the world? What factors are important in

determining food distribution? Is food distribution on our planet

fair?

Essential Questions: How is food distributed throughout

the world? What factors are important in

determining food distribution? Is food distribution on our planet

fair?


Background)


Background) Knowledge: Very few people (under 20%) on earth

eat most (about 50%) of the food. On average, people in less developed

countries have much less of basic essentials than people in more developed countries.

Knowledge: Very few people (under 20%) on earth

eat most (about 50%) of the food. On average, people in less developed

countries have much less of basic essentials than people in more developed countries.


Background)


Background) Understandings: Food distribution on earth is not

equitable.

Understandings: Food distribution on earth is not

equitable.

Stage 2—The LessonStage 2—The Lesson

Anticipatory set: Introduce the lesson. Grab student attention.

- How will you get everyone interested from the beginning so they are ready to learn?

Anticipatory set: Introduce the lesson. Grab student attention.

- How will you get everyone interested from the beginning so they are ready to learn?

Stage 2—The LessonStage 2—The Lesson Instructions/Information: What

background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.

Learning Activities…

Instructions/Information: What background information do students need to know in order to complete the lesson? What will students be doing? Use visuals and/or a model to assist in your explanation.

Learning Activities…

Stage 2—The LessonStage 2—The Lesson Learning Activities: -What learning experiences and instruction will enable students to

achieve the desired results? How will the design: W = help the students know Where the unit is going and What is expected?

Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)

H = Hook all students and Hold their interest? (Anticipatory Set) E = Equip students, help them Experience the key ideas and Explore the

issues? (Instructions, Check for Understanding) R = provide opportunities to Rethink and Revise their understandings and

work? (Instructions, Wrap up) E = allow students to Evaluate their work and its implications? (Wrap up) T = be Tailored (personalized) to the different needs, interests, and abilities

of learners?O = be Organized to maximize initial and sustained engagement as well as effective learning?

Learning Activities: -What learning experiences and instruction will enable students to

achieve the desired results? How will the design: W = help the students know Where the unit is going and What is expected?

Help the teacher know Where the students are coming from (prior knowledge, interests)? (Goals, Questions, Knowledge, Understandings)

H = Hook all students and Hold their interest? (Anticipatory Set) E = Equip students, help them Experience the key ideas and Explore the

issues? (Instructions, Check for Understanding) R = provide opportunities to Rethink and Revise their understandings and

work? (Instructions, Wrap up) E = allow students to Evaluate their work and its implications? (Wrap up) T = be Tailored (personalized) to the different needs, interests, and abilities

of learners?O = be Organized to maximize initial and sustained engagement as well as effective learning?

Stage 2—The LessonStage 2—The Lesson Learning Activities: Do something fun and interesting!

-I hear, I forget. I see, I remember. I DO, I understand!

PowerPoint can be a good for visual support when presenting information but be careful when using it:

Don’t just read Use it to support what you are saying not guide your presentation Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.

Learning Activities: Do something fun and interesting!

-I hear, I forget. I see, I remember. I DO, I understand!

PowerPoint can be a good for visual support when presenting information but be careful when using it:

Don’t just read Use it to support what you are saying not guide your presentation Make it interactive--FOR EXAMPLE, allow students to predict what is coming next.

Stage 2—The LessonStage 2—The Lesson Learning Activities--Resources: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g

uidebk/teachtip/teachtip.htm#techniques http://www.hellofriend.org/teaching/good_classroom.html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteach

ing.html http://www.teachervision.fen.com/teaching-methods/resource/

5810.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://wvde.state.wv

.us/mentorship/Teacher%20Doc/Classroom%20Management%201/Common%20sense%20teaching%20tips%20conti.pdf

http://www.ces.purdue.edu/extmedia/4H/4-H-687-W.pdf

Learning Activities--Resources: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/g

uidebk/teachtip/teachtip.htm#techniques http://www.hellofriend.org/teaching/good_classroom.html http://www.iml.uts.edu.au/learnteach/resources/tm/goodteach

ing.html http://www.teachervision.fen.com/teaching-methods/resource/

5810.html http://www.fbinstitute.com/Weems/TTECHNIQUES.html http://wvde.state.wv

.us/mentorship/Teacher%20Doc/Classroom%20Management%201/Common%20sense%20teaching%20tips%20conti.pdf


http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm#techniques


http://www.hellofriend.org/teaching/good_classroom.html

http://www.iml.uts.edu.au/learnteach/resources/tm/goodteaching.html


http://www.teachervision.fen.com/teaching-methods/resource/5810.html


http://www.fbinstitute.com/Weems/TTECHNIQUES.html

http://wvde.state.wv.us/mentorship/Teacher%20Doc/Classroom%20Management%201/Common%20sense%20teaching%20tips%20conti.pdf









http://www.hellofriend.org/teaching/good_classroom.html





http://www.fbinstitute.com/Weems/TTECHNIQUES.html









Check for Understanding: Check that students know the instructions/information.

-Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.

Check for Understanding: Check that students know the instructions/information.

-Make a clear, short list of doable tasks and be sure students know what they are before they begin the activity.


Activity/Performance: Allow the necessary time for students to complete the activity.

-Allow for students to do something and get involved with their learning.

Consider…

Activity/Performance: Allow the necessary time for students to complete the activity.

-Allow for students to do something and get involved with their learning.

Consider…

Stage 2—The LessonStage 2—The Lesson Materials needed: -What will you need to have prepared before the

lesson?

Set-up Procedures: -Once the materials are there, what is required to set

up your activity?

Activity Procedures: -Be clear about what you and your students will do

and how long it will take.

Materials needed: -What will you need to have prepared before the

lesson?

Set-up Procedures: -Once the materials are there, what is required to set

up your activity?

Activity Procedures: -Be clear about what you and your students will do

and how long it will take.

EXAMPLEStage 2—The Lesson

EXAMPLEStage 2—The Lesson

Do the EXAMPLE lesson! Do the EXAMPLE lesson!

EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson Anticipatory Set: We are going to share some food!

Anticipatory Set: We are going to share some food!

Instructions: 1. When you get cups, share equally. 2. Eat. 3. Return cups to teacher.

Instructions: 1. When you get cups, share equally. 2. Eat. 3. Return cups to teacher.

EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson

EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson

Check for Understanding:

Have students repeat out loud instructional steps 1-3.

Check for Understanding:

Have students repeat out loud instructional steps 1-3.

EXAMPLE Stage 2--LessonEXAMPLE Stage 2--Lesson Activity: Materials: 3 cups, 50 M&M’s, Wrap-up data

Set-up: Distribute M&M’s in cups (10, 15, 25)

Procedures: 1. Anticipatory set (30 sec) 2. Give Instructions, Check for Understanding (2 min) 2. Pass out cups, students eat M&M’s (3 min) 4. Discuss and Wrap-up (10 min)

Activity: Materials: 3 cups, 50 M&M’s, Wrap-up data

Set-up: Distribute M&M’s in cups (10, 15, 25)

Procedures: 1. Anticipatory set (30 sec) 2. Give Instructions, Check for Understanding (2 min) 2. Pass out cups, students eat M&M’s (3 min) 4. Discuss and Wrap-up (10 min)

Stage 2—The LessonStage 2—The Lesson Wrap up: Review the lesson. - Through what authentic performance tasks will

students demonstrate the desired understandings? - By what criteria will performances of

understanding be judged? - Through what other evidence (e.g., quizzes, tests,

academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

- How will students reflect upon and self-assess their learning?

Wrap up: Review the lesson. - Through what authentic performance tasks will

students demonstrate the desired understandings? - By what criteria will performances of

understanding be judged? - Through what other evidence (e.g., quizzes, tests,

academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?

- How will students reflect upon and self-assess their learning?

Wrap up:1. Show, discuss food distribution chart-->

2. Discuss Essential Questions.

Country % of world/classroom

% of food/ # of M and M’s

Less Developed Countries

57 % of world (6/10 students)

20 % of world’s food (10 M and M’s)

Somewhat Developed Countries



Developed Countries



EXAMPLE Stage 2—The Lesson

EXAMPLE Stage 2—The Lesson

Essential Questions: -How is food distributed throughout the world?-What factors are important in determining food distribution?-Is food distribution on our planet fair?

Essential Questions: -How is food distributed throughout the world?-What factors are important in determining food distribution?-Is food distribution on our planet fair?

The richest 20% of people in the world consume nearly half the meat and fish in the world, but the poorest 20% consume just 5% (FAO, 2000).

Do it!Do it! Lessons will be presented during

class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.

Due Dates: Topic:Worksheet/1st Draft (-->):Teaching:

Lessons will be presented during class. In addition, you are strongly encouraged to incorporate the lesson into your SAP and/or our CAP. Note that though your full lesson may be longer, you will only be allotted 15-20 minutes of time to present your lesson during class.

Due Dates: Topic:Worksheet/1st Draft (-->):Teaching:

teaching a lesson (and researching!)

Documents

teacher website

example lessonexample

lesson address

food distribution

background information

background knowledge

research report

supplemental information