...TRANSPORTATION UNIT LESSON PLAN XXXXXX National University In partial fulfillment for the requirements for TED 635 William Pine May 3, 2012 Abstract This unit plan incorporates educational standards from the history/social science, physical education, and visual and performing arts content areas. The lesson surrounds a theme on transportation in which Kindergarten students will learn about the different forms of transportation in the present and in the past. The plan spans over a week and involves the children’s imaginations, physical abilities, community awareness, and requires them to work and share with their peers in order to accomplish a task. It also accesses prior knowledge of names of vehicles which the students have been learning about in the prior week. Although the content areas are distinct from each other many of the lessons are connected as they share the same concept. Student will learn how to express and explain a concept in different ways. Performance, physical fitness, posters, and using new vocabulary are all tools that students will gain from their participation in the week’s lessons. There are other academic areas briefly visited in the plan. Math and Literacy are involved; the ideas provide a great base to creating lesson plans that addresses time and the letters T for traffic and M for map. The plan is a great tool to providing students with depth of the topic. ...
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...understand first lesson before moving on)EEI * Designed to help an existing lesson plan * Current knowledge and research based | | | | | | Amelia WhiteEDU-230 | | | | Advantages and Disadvantages of SIOP and EEI Lesson Plans | Helping students find their balance! | | | | | Define SIOP! * Sheltered * Instructional * Observation * ProtocolSIOP is an instructional model that teaches in English only. SIOP is not additional or replacement instructional but a complete curriculum for non-native speakers in a content area. The instructional form is meant to extent the time ELLs students receive in language support for academic content area that is required to graduate. | | | | Define EEI! * Education * Environment * InitiativeThis is an environment-based curriculum. This curriculum features 85 individual units. Each unit is aligned to up to 100 selected Science and History-Social Science content standards. This vision encourages an active and hands on experiments. This positively impacts the leaders of tomorrow and their families, schools, and communities. | | | | | | SIOP Key Points * Concrete the structure * Useful for teachers through peer review/self-reflectionEEI Key Points * Teaches Science, History and Social Science standards to mastery * Supports English Language standards | | | | | | Amelia White January 23, 2014 EDU-230 Professor Jeff Martin Multicultural Lesson Plan Analysis ...
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...EMM310 Assessment Item 2 Due: 15th October Length: 10 – 12 pages (Assessment marking criteria & Appendix 1 not included in page count) Measurement and Geometry A student: - makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features MA2-14MG | Working mathematically A student: - uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM - checks the accuracy of a statement and explains the reasoning used MA2-3WM | | Outcome/s | Lesson activities/ content | Prior knowledge | Relation to other strands | Other KLAs | Diverse learners | 1 | Measurement and GeometryMA2-14MG Working mathematically MA2-1WMMA2-3WM | - Revise 2D shapes- Find out prior knowledge of 3D objects – what do the students already know? Are there any misconceptions?- Using large versions of various 3D shapes, identify each object. Discuss the features of each shape e.g. faces, edges etc. - As a class, place the objects into groups based on similar features. Ensure students use reasoning for placing shapes into a certain group | - Students are already familiar with recognising and describing 3D shapes from stage 1 | Working mathematically MA2-1WM,MA2-3WM | EnglishEN2-1A | Visual Auditory/ linguistic | 2 | Measurement and GeometryMA2-14MG | - Discuss features of 3D shapes describing similarities and differences – focus on language e.g. faces, vertex, base, side...
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...RUBRIC TEACHER Self Evaluation of a Lesson | |Highly Effective |Effective |Improvement Needed |Does not meet Standards |Score | | |4 |3 |2 |1 | | |Design of Lesson |The lesson was designed with clear, measurable |The lesson was designed to focus on measurable |The lesson was designed with some consideration|The lesson was aimed primarily at entertaining | | | |goals closely aligned with standards and unit |outcomes aligned with unit goals. |of long-term goals. |students or covering textbook chapters. | | | |outcomes. | | | | | |Use of Higher Order Thinking questions (HOTS) |I included higher order thinking questions...
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...as it is about teaching. They must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams…” (p.98). Throughout the school year, teachers have multiple tasks that are part of their daily work schedule. Among the daily work, lesson plans are essential in creating a successful learning environment for students. This is where the role of an instructional coach can be advantageous. The role of a coach is defined “with a narrower remit than mentoring, and relates to specific areas of performance and job outcomes” (Lord, Atkinson, & Mitchell, 2008). Furthermore, coaches that are in of an assistance to a classroom teacher must be able to identify “individual’s strengths and limitations, degree and elements of motivation, work ethic, beliefs, interests, vision, educational background, formative experiences, and professional goals” (Kise, 2006). Therefore, when a teacher is brainstorming a lesson plan, a coach can be a vital role in building teaching effectiveness. Purpose of the Lesson The purpose of this lesson is to build appropriate content concepts and build background knowledge of the unit, “The Gold Rush” in the fourth grade classroom. As part of the fourth-grade social studies curriculum, the teacher will be using the social studies series by incorporating other primary source materials, literature, and realia. The content topics for the Gold Rush unit includes the westward expansion, routes and trails to the West...
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...Clark Design for Instruction Task The information gathered from my contextual factors and pre-assessment inform me of what type of students I will be teaching. The contextual factors help me to have a better understanding of the type of demographic my students belong to and what type of learning styles they attain. This information will also allow me to know of any outside characteristics that may inhibit learning for an individual student and the students as a whole. For example, some students may have learning disabilities and the student’s as a whole may react negatively to artworks involving polytheism. Giving the pre-assessment allowed me to fully understand what level my students are performing for that particular unit. I have found that I need to focus a lot of time on vocabulary definitions and how to apply the terms to artwork. Prompt Results of Pre-Assessment The students in this introductory level drawing class consists of students that are required to take this class as an elective or students who have an interest in drawing and wish to pursue it. The students in this class have limited experience with the concepts and skills in drawing. The pre-assessment results allow for an analysis of where the students are in terms of general knowledge. The pre-assessment for learning goal one allowed me to have a base quality level of the students’ performance. It enables me to see what each student is capable of in terms of skill and accuracy...
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...One: Lesson Plan Select academic standards on which a unit of study can be developed. Create three lesson plans that could be used in this unit using three different instructional models (select from models that have been covered in this course) that can be utilized effectively to create objectives to meet the standard you have chosen. Be sure to address each of the items below in each of your lesson plans: Identify the instructional model you have chosen. State the academic standard on which the lesson is based. Describe grade level your lesson is written for. Write one ‘students will understand’ objective, at least two ‘students will know’ objectives, and at least two ‘students will be able to do’ objectives to meet the academic standard you have chosen. Include assessments that will be utilized. Explain the procedures you will use to teach the lesson. Your lesson plans should be written using the KUD format as shown in your course textbook. See examples in Chapters 4-10. Part Two: Rationale You may begin working on these areas through weekly assignments throughout the course. Address each of the following bullet points in your final project: Introduction: The focus of your project (unit of study). Rationale for Selection of Instructional Models: Explanation of why each selected model will be effective in meeting instructional objectives for that lesson. Meeting the Needs of Diverse Learners: A summary of how individual needs can be met in each model/lesson plan. Assessment...
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...‘C’mon PE (TE) it’s time to get changed for dance’ (Keyworth and Smith, 2003: 107). A small-scale investigation into the challenges faced by the teacher in teaching dance activities as part of the Physical Education National Curriculum, and the impact of the teaching upon the response of pupils in relation to learning. Use literature; autobiography, personal reflection, questionnaire and observation data; and unit materials to support your responses to the following: Some pupils are very good at reading the spaces in team sports, while others read music fluently. Some find mental calculations easy; some are good at constructing 3D objects; some express ideas elegantly through dance (Arthur and Cremin, 2010: 278). It is clear from this quote alone that dance has an important role to play within the development of learning of some pupils. Tinning (2009) believe that the holistic approach incorporated within the teaching and leaning in dance is essential to allow a child’s full, embodied experience, seeking to nurture ‘thinking bodies’ and ‘moving minds’. Dance can provide an ideal vehicle through which children can start to explore and establish confidence in the processes, appreciating, composing and performing which are three ‘key factors in determining teaching and learning programs’ Smith-Autard (1994:1). Schools that incorporate dance programs within their curriculum have found that the educational experiences for both learners and staff members alike are enriched...
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...controllable form with repeated cycles till he attains mastery in the use of skill. Meaning and Definition of Micro-Teaching Meaning Micro teaching is a procedure in which a student teacher practices teaching with a reduce number of pupils in a reduced period of time with emphasis on a narrow and specific teaching skill. Definition • “Microteaching is a scaled down teaching encounter in class size and time - D.W.Allen(1966) • “Microteaching is defined as a system of controlled practice that makes it possible to concentrate on specified teaching behaviour and to practice teaching under controlled conditions.” - D.W. Allen & A.W.Eve (1968) • “Microteaching is a scaled down teaching encounter in which a teacher teaches a small unit to a group of five pupils for a small period of 5 to 20 minutes” - L.C. Singh (1977) Objectives of Microteaching • To enable teacher trainees to learn and assimilate new teaching skills under controlled conditions. • To enable teacher trainees to master a number of teaching skills. • To enable teacher trainees to gain confidence in teaching. Characteristic of Microteaching • Microteaching is a highly individualized training device • Microteaching is an experiment in the field of teacher education which has been incorporated in the practice teaching schedule • It is a student teaching skill training technique and not a teaching technique or...
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...standards to develop a rigorous curriculum relevant for all students: building meaningful units of study, continuous assessments and a system for tracking student progress as well as plans for accommodations and changes in response to a lack of student progress. Competencies 1.1 Utilize Assessment Data to Plan Highly Effective (4) At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Incorporates differentiated instructional strategies in planning to reach every student at his/her level of understanding At Level 4, a teacher fulfills the criteria for Level 3 and additionally: - Plans an ambitious annual student achievement goal Effective (3) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, AND lesson plans Improvement Necessary (2) Teacher uses prior assessment data to formulate: - Achievement goals, unit plans, OR lesson plans, but not all of the above Teacher develops an annual student achievement goal that is: - Measurable The goal may not: - Align to content standards; OR - Include benchmarks to help monitor learning and inform interventions throughout the year Based on achievement goals, teacher plans units by: - Identifying content standards that students will master in each unit Teacher may not: -Create assessments before each unit begins for backwards planning - Allocate an instructionally appropriate amount of time for each unit Ineffective (1) Teacher rarely or never uses prior assessment data when planning...
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...Brittany Hausner October 12, 2014 EDUC 301 Final Paper Discuss some of the advantages and disadvantages of teaching mathematics without a textbook. When teaching math the lessons are often based and guided around a textbook. But what if a teacher decided to teach math without using a textbook? While textbooks can be a great tool to help organize a teacher’s lessons and units of study, there are benefits to teaching without a textbook. However, just as there are advantages to teaching without a textbook there are disadvantages as well. Advantages Traditionally math has always been taught using a textbook to guide units and lessons. As our world is moving forward and discovering new methods to teach with, the textbook does not always fit in with the new methods. Students have many different learning styles and much research has shown that teaching in one way or style is a disadvantage to students because not all of them will fully understand the concept taught the one way. Textbooks typically approach a problem or concept by showing only one technique to solve it. One study showed that sixty-one percent of the students surveyed rated a math textbook as the least liked text because it was hard to understand (Lester & Cheek, 1998). When a textbook is difficult to understand students learning needs may not be met. The techniques that are often shown typically encourage repetition and memorization in order to pass a test rather than multiple approaches that ensure...
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...|Form 2 Assessment front sheet and feedback record | L3 Award in Education and Training Unit no: 302/L3 Learner name: Holly Dempsey Enrolment no: _______________________________________ Date issued: 18/4/16 Date submitted: 23/5/16 I confirm that the evidence for this unit is authentic and a true representation of my own work Learner signature: _______________________________________ Date: _______________________________________ Feedback: (continue on a separate sheet if necessary, see overleaf) | | |Task A Part 1: (PASS 25/5/16) | | | |Your work provides sound evidence of your understanding of what it means to be an inclusive teacher – and through well chosen | |quotes and relevant applied examples you have summarised how to create and maintain an inclusive learning environment. | | | |Initial assessment, personalised learning and supporting learning needs all considered. ...
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...old). - The school (or the class) is located in a quiet area far away from noises. The classroom is clean and tidy. Lesson Objectives (Unit 5 Period 3= People and games) The following objectives are copied from the teacher’s lesson plan. The timing of which is subject to the activities. However, the teacher gave a concise introduction at the beginning of the lesson which aims at discussing these objectives: - to understand and use possessive pronouns; - to understand and use too and either to dis/agree with an opinion; The teacher thoroughly covered the objectives. Timing The time of the whole lesson is 40 minutes. Three activities are done and given 30 minutes. The procedures are timed by the teacher as the following: - The introduction of the lesson is given 5 minutes. - Activity one & two seized 15 minutes, and the last activity, activity 3, seized 15 minutes. - Five minutes were specialized for feedback and questions. Materials In addition to the student’s book and the chalkboard, the teacher used posters, flashcards and wordcards. To give extra activities like listening, the teacher used his laptop. Organization & Procedures - Since the school is coeducational, the girls sit on the left row and the boys on the right. 1 - The teacher warmed up the lesson by giving general ideas about games and concentrated on sentences stimulating the objective of the lesson. - The teacher enhances them to work with their partners. - Because the activities are learning-based, the teacher...
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...| |*Subject(s) |Life Size body outlines | |Topic or Unit of Study |Health | |*Grade/Level |1st Grade | |*Summary |The child will lay down on a piece of butcher paper and the teacher will trace an outline of their body with a marker. After the outline| | |is done the children will use crayons or markers to color their outfits onto their body outline. They should draw the clothes and colors| | |they are wearing. The children will name body parts such as legs, arms, mouth, nose, eyes and stomach. They will then label the parts | | |on their outline. | |STANDARDS AND DIFFERENTIATED INSTRUCTION: | |*Standards |Concept 1, strand 5: Structure and logic ...
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...Army / Infantry History 071N5090 / Version 1.20 08 Jun 2011 SECTION I. ADMINISTRATIVE DATA All Courses Including This Lesson| Course Number Version Course Title 010-11C30-C45 2.10 INDIRECT FIRE INFANTRYMAN ADV LDR| Task(s)Taught(*) or Supported|Task Number Task Title| Reinforced Task(s)| Task Number Task Title| Academic Hours|The academic hours required to teach this lesson are as follows: Resident Hours/Methods 2 hrs / Case Study 20 mins / Conference / Discussion Test 0 hrs Test Review 0 hrs Total Hours: 2 hrs 20 mins| Test Lesson Number| Hours Lesson No. Testing (to include test review) N/A | Prerequisite Lesson(s)| Lesson Number Lesson TitleNone| Clearance Access|Security Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.| Foreign Disclosure Restrictions|FD6. This product/publication has been reviewed by the product developers in coordination with the USAIS foreign disclosure authority. This product is releasable to students from foreign countries on a case-by-case basis.| References|Number|Title|Date|Additional Information| ||||| Student Study Assignments|None| Instructor Requirements|None| Additional Support|Name|Stu Ratio|Qty|Man Hours| Personnel Requirements|Historian (Civilian)||1| 2 hrs | |Senior Small Group Instructor (Enlisted)||1| 2 hrs | ||||| Equipment Required|IdName|Stu Ratio|Instr Ratio|Spt|Qty|Exp| ...
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