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Introduction |
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v
Finally
you get to chose the instruction that will help your
case study reach the benchmark!!! Isn’t it kind of weird that we are deciding
upon the actual lesson activity last and not first? Usually teachers find a
cool activity, do it in class, then create a quiz or assessment to test
students on what they learned. Then they make up a lesson benchmark after
the lesson in order to show their principal that they are following the
standards. It is almost like we approached our lesson planning BACKWARDS! v
In
fact, we have been following an approach called BACKWARD’S DESIGN, in which
we start with a clear and measurable benchmark, find a great assessment that
best matches the benchmark, and then find an exciting and engaging lesson to
get the students to the benchmark! In this way, it gives us really clear
guidelines on what instructional activity will be best because it also has to
fit our assessment and benchmark that we have already established in our
lesson plan. v
In
this lesson, you will complete your lesson plan by choosing and describing an
instructional activity that will allow your case study to demonstrate
evidence that he/she reached the benchmark you set. v
When
you complete this assignment, please upload your entire DOE/Professional
lesson plan (Parts I and II) to Laulima Assignments by the due date.
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Step 1: Look at the benchmark and assessment for your lesson plan and identify the action verb as you did in the assessment section. · The action verb is the word in your benchmark that describes the type of behavior students will perform to demonstrate their understanding and the assessment is the measurement of that behavior. · For example, the student example lesson we looked at used “write” as their action verb.
Step 2:
Now that you have identified the action verb, identify or create an
instructional activity that will allow that student behavior to occur
during the lesson. Please review all the resources below to help you do this. ·
For example, if the student needs to write,
then the activity you choose should involve writing. If the students need to
speak, then the activity should provide opportunities for the student to
speak, if the activity involves doing, then the students need to be hands-on,
and if the student behavior involves more than one behavior, then the
instructional activity should involve combinations of writing, speaking, or
doing. ·
Finding a fun and engaging activity can
sometimes be challenging, but here are the guidelines that I and UH Manoa use
to ensure that your lesson will be engaging. The instructional approach is
known as CREDE and was
developed to reflect the way indigenous populations teach their children. It
involves 7 parts, which I have simplified to make it easier for you to
follow. When looking for a great lesson, ask yourself the following
questions: o Does the lesson challenge students’ thinking? o Does the lesson allow students to talk in either a small or group discussion? o Does the lesson provide choices for the students? o Does the lesson allow students (and possibly the teacher) to collaborate? o Does the lesson involve you or the students modeling how to do the activity? o Does the lesson involve an activity that is meaningful to the students? o Does
the lesson introduce new content language
in the activity? o I
use a mnemonic to help remind me of these seven aspects of CREDE when I am
deciding upon my own lessons: ·
“TeaCh and Model Meaningful Language” · Where the TeaCh part represents four of the seven CREDE aspects. · T = Think and Talk · C = Choose and Collaborate ·
The other three are Model, Meaning, and
Language · Your text also offers resources to consider when thinking about the different approaches that you can take in your instructional activity.
Step 3: Write out your lesson step-by-step in enough detail another teacher could follow your lesson. Please make sure to number each step and keep each step brief (Please don’t place 5 steps into one step): ·
Good example of step-by-step: (Instructions
tell you HOW to do something) 1. Have students take out their workbooks that contain the animal of the month and place it on their desks. 2. Have students take out their coloring packs from their desks. 3. Tell students to color the animal on page 54, which is a mongoose. The students may use any color they wish, but they should work quietly on their own. 4. After about 10 minutes, announce to the students to stop coloring. 5. Tell students to take their scissors from their desk carefully and to cut out the mongoose in their worksheets by cutting along the dotted line. 6. Have
the students paste their mongoose drawing on the student wall by using the
tape available in the front of the classroom. · Poor example of step-by-step: (Instructions only tell you to do something and leaves out how to do it) 1. Students should color and cutout the mongoose in their workbook. 2. Have
the students display their work in the classroom. Step 4: Place your step-by-step instruction into your DOE Standards-Based Lesson Plan that you have worked on in the standards and assessment sections. In this case, you will be filling out Part II: Guiding the Learning Step 5: Now that you have a clear idea of your instruction, you can rewrite your benchmark more specifically to better align and match your instructional activity. This rewording will be placed in the lesson plan under Part IC: Identify the performance standard/indicator(s) specific to the assessment. Remember, we left this section blank in the last section? Let’s look at our student example paper from the last section. The benchmark that was chosen is below.
Because the instructor developed an assessment rubric and instruction that asks students to have an opinion and support it with facts, the benchmark can then be narrowed done to just one specific type of performance behavior: Students will write
research papers that state and support a thesis. This statement then would be placed in Part IC: Identify the performance standard/indicator(s) specific to the assessment to represent a more specific part of the benchmark for this particular lesson. Some of you may find that the HCPS III sample performance standard indicator listed on the website is adequate and you can then use that; however, make absolutely sure that the performance standard indicator aligns and matches with your assessment and instructional activity. Go ahead and rewrite your benchmark and place the rewrite under Part IC in your lesson plan. Make sure to keep the action verb in your rewrite!!!!!!
Step 6: Save a copy in a safe place on your computer. Submit your completed, entire DOE lesson plan (Parts I and II – Standards, Assessment, and Instruction all on ONE DOE lesson plan template), plus any attachments to Laulima Assignments by the due date listed in the course calendar!
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