Developing+Lessons

 ===**Developing Lessons** ===  > a) **Know your students**. One size does not fit all! A lesson that works great with one set of students this year may crash and burn next year with a different group. > **b) Know your content.** Have each student locate and print out the PASS (Priority Academic Student Skills) for their content area and expected grade level from this website: __ [|http://sde.state.ok.us/Curriculum/PASS/default.html] __. Make sure and point out the "Integrated Curriculum" standards (Health/PE, Information Literacy, Instructional Technology, and Technology Education). Also point out the book icon in each content area as well as the section listing tested items in each content area at each grade level. Next, go through the National Educational Technology Standards for Students (NETS-S). Show the students explicitly that the lessons in this class are based on the NETS.
 * # Show students the following video (__ [|http://www.edutopia.org/wetland-ecology-technology-video] __). Ask a few students to share the most memorable lessons or units from their K12 days. (Most will probably describe active learning, so you may want to bring to their attention which types of lessons seem to have stayed with them longer.) Discuss how active, engaged learning doesn't just happen by accident; planning is an absolute necessity. Many schools require teachers to turn in lesson plans for the principal to review prior to the lessons being taught. This has become even more necessary with No Child Left Behind's focus on assessment of learning. You may also want to talk to them about how in Oklahoma, this year's 9th graders will be required to pass 4 out of 7 of the End of Instruction tests (Algebra, Geometry, Biology, etc.) in order to receive an actual diploma. Those who don't, will receive a certificate of attendance. Most expect that law suits will begin to fly, and it will be even more important for teachers to be able to show in their lesson plans that specific material was covered in class.
 * 1)  A good framework to discuss lesson planning is as follows:
 * Have students complete the Learning Styles Assessment at: __ [|http://www.learning-styles-online.com/] __ . (Make sure when talking about learning styles that you emphasize that the point of knowing students' styles is not to make sure you're addressing every style, but rather to help each student develop multiple learning styles. This seems to be often-misunderstood.)
 * Have students browse through the different personality types (Myers-Briggs) featured at this site:__ [|http://www.paladinexec.com/personality_comparison/] __. Can they find where they best fit even if they have taken the MBTI? Have them consider a classroom with all of these types of students. This is so important to know -- think of setting up groups and one group has all ENTJs (Douglas Macarthur)! Here's a link you may want to share with them on teaching students in accordance with MBTI:__ [|http://www2.gsu.edu/~dschjb/wwwmbti.html.] __
 * Have students take the Multiple Intelligences Assessment at __ [|http://www.acceleratedlearning.com/method/test_your_style.html] __ (they'll have to click through the introductory reading to get to the test).

> **c) Know your resources.** This course is all about introducing you to resources to enhance learning and how to use them. Here are some resources to keep in mind as you learn yourself or teach others: technology, software, audio/visuals, teacher mentors, community resources, equipment, manipulatives, library resources, local guest speakers, etc. > > **d) Know whether your students have learned the material.** Start with objectives and end with assessments! Go through each of these sites with students: > Objectives __ [|http://www.teachers.ash.org.au/researchskills/dalton.htm] __ > Rubrics __ [|http://rubistar.4teachers.org/index.php] __ > > **e) Know how to structure a lesson**. Show the following video to introduce Gagne's Nine Events of Instruction:__ [|http://www.slideshare.net/armovil/gagne-nine-events-of-instruction/] __ > > d) **Present the Six Common Mistakes in Writing Lesson Plans** __ [|http://www.adprima.com/mistakes.htm] __ to prepare students for their assignments. > > f) Walk the students through a lesson plan and have them complete the mini-lesson plan assignment in class - possibly working in pairs. Focus on the process - how to write concrete and measurable objectives, align them with assessment, create rubrics etc. > > I have created a Glog and used it with my students using the SmartBoard. __ [|http://pavant.glogster.com/lessonplanstructure/] __ I open the Glog in the Edit mode, so all Glog components are draggable and I re-arrange them and then ask students to order lesson plan components and align each component with the description. > > **IMPORTANT:** The first lesson plan assignment will focus on the integration of Interactive White Boards, so make sure you show your students the Smart Notebook software (their templates are pretty good), and walk them through a few activities from __ Smart Exchange __. >

**Resources**

> Know your content: > a. PASS (Priority Academic Student Skills) for your content area and expected grade level:__ [|http://sde.state.ok.us/Curriculum/PASS/default.html] __ > b. National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T) __ [|http://cnets.iste.org] __

> Objectives and Assessments: > a. Writing Objectives __ [|http://www.teachers.ash.org.au/researchskills/dalton.htm] __ > b. Video: __ Assessing Technology-Based Learning __ (Myeducationkit) > c. Video: __ Assessment Examples __ (Myeducationkit) > d. Rubistar: Tool for Creating Rubrics __ [|http://rubistar.4teachers.org/index.php] __

> Procedures: > Gagne's Nine Events of Instruction __ [|http://www.e-learningguru.com/articles/art3_3.htm] __

> Six Common Mistakes in Writing Lesson Plans __ [|http://www.adprima.com/mistakes.htm] __ > Planning for Instruction __ [|http://edtech.tennessee.edu/~bobannon/index.html] __ ||