|
Course
Outline: Lesson Planning
| 1.) | announcements:
|
| 2.) | quick small group discussion: Look at the lesson plan format provided. What parts do you understand, what don't you? How do you think this lesson plan would work, if you had to use it for every activity/lesson, every day? How might you make the use of this form every day workable? |
| 3.) | Quick Write: Do you think that it is really all that important for a teacher to have written lesson plans, including all the kinds of details like in the form passed out in class? Why or why not? |
| 4.) | Interactive presentation: lesson planning (objectives, modifying for different learner needs, assessment, and why lesson planing is important) |
| 5.) | 30+ minutes to connect with your partner on the materials hunt and to decide on your lesson plan subject and topic |
| 6.) | minute paper |
Handouts:
lesson
plan format (WS Word file)
* To view PDF documents you must have Adobe Acrobat
Reader. Click here to download
a free copy of Adobe Acrobat Reader
Reading
Questions:
Author: Tomlinson,
chapter 8
| 1.) | The authors describe differentiated instruction as “similar to using the equalizer buttons on a stereo or CD player.” Describe your understanding of that statement. |
| 2.) | Eight different “buttons” are described in the chapter. Describe where you would generally set each button for the students in your class or on your caseload. Provide the rationale for your “settings.” |
| 3.) | Now that you've read this chapter:
|
| 1.) | According to the authors, what are the primary components of an instructional objective? Provide an example of an instructional objective, which includes all three components, for one of your students. |
| 2.) | Describe your pre-reading understanding of learning styles. Then describe how your understanding changed as a result of reading the information in the chapter. |
| 3.) | Now that you've read this chapter:
|
|
| Return to top | Julia Scherba de Valenzuela, Ph.D. |
Last
updated: Februrary 19, 2004
|