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Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx

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Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx

Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP

Building Critical Thinking Skills Using the MLP

Up until this point, you have utilized curricular methods used primarily for Infants (Nursery) to Kindergarten. Now, practice applying what you have learned about building Critical Thinking Skills in K - 2nd Grade using the Molloy Lesson Plan (MLP) materials found at this link: Molloy Lesson Plan Material.

The Posted Plan: Use the MLP Frame to create an interdisciplinary ELA lesson for a group and post it here on Day One of the Module. Please post your initial response by Thursday and respond to at least two peers by Saturday.

The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:

1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?

2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?

Resources:

Eliason, C., & Jenkins, L. (2016). A practical guide to early childhood curriculum (10th ed.). Pearson. (ISBN-13: 978- 0133801293) Harms, T., Clifford, R. M., & Cryer, D. (2014). Early Childhood Environment Rating Scale, third edition (ECERS-3). New York, NY: Teachers College Press. (ISBN: 9780807755709) Publication manual of the American Psychological Association (7th ed.). (2021`). Washington, DC: American Psychological Association.

MLPTemplate.8.30.24-Tagged.pdf

Molloy University Division of Education

PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.

Lesson Plan Template

All written plans will be evaluated for English language conventions and tools in writing mechanics.

Heading for Coursework

Student_____________________________________ Professor___________________ Course EDU________________________________ Date_______________________ Grade______Topic_________________________ Content Area_________________

Heading for PreProfessional Observation and Student Teaching Observation

Teacher Candidate_____________________ College Supervisor___________________ Content Area_________________________ Cooperating Teacher_________________ Grade______Lesson# ____Topic____________________________ Date____________ School District_______________________ School_____________________________

STANDARDS AND INDICATORS (Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions

document.)

___________________________________________________________________

INSTRUCTIONAL OBJECTIVE(S)

___________________________________________________________________

___________________________________________________________________ PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

___________________________________________________________________

Misconceptions

___________________________________________________________________

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION _______________________________________________________________

2. ___________________________________________________________________________

3._________________________________________________________________

Add as many steps as need. Be sure to end with a closure. ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ © Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

ASSESSMENT (formal & informal)

Informal assessment

___________________________________________________________________

Formal assessment

___________________________________________________________________

INSTRUCTIONAL STRATEGIES (include an indicator for each strategy)

___________________________________________________________________

ADAPTATIONS ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ © Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

DIFFERENTIATION OF INSTRUCTION

___________________________________________________________________

INDEPENDENT PRACTICE

___________________________________________________________________

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

___________________________________________________________________

Academic Enrichment

___________________________________________________________________

INSTRUCTIONAL RESOURCES AND MATERIALS

_________________________ _________________________

REFERENCES

___________________________________________________________________

Molloy University

Division of Education

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Module8DiscussionBuildingCriticalThinkinginYoungChildrenUsingtheMLP.docx

Module 8 Discussion: Building Critical Thinking in Young Children Using the MLP

Building Critical Thinking Skills Using the MLP

The Response: In your response, react to at least 2 of your peers' posted lesson plans via the lens of the Molloy Lesson Plan Rubric. Additionally, please respond to these related questions:

1. How has your peer demonstrated the intent to build Critical Thinking Skills in the lesson plan for the intended group?

2. Why do you agree or disagree with the author's stance in Chapter 9 of your text that the critical thinking required to reach a solution to a problem is more valuable than the solution itself?

Resources:

MLPTemplate.8.30.24-Tagged.pdf

Molloy University Division of Education

PLEASE NOTE: Delete everything in red as you complete each section of your lesson plan.

Lesson Plan Template

All written plans will be evaluated for English language conventions and tools in writing mechanics.

Heading for Coursework

Heading for PreProfessional Observation and Student Teaching Observation

STANDARDS AND INDICATORS (Follow the directions for completing this section as found in the Molloy Lesson Plan Instructions

document.)

___________________________________________________________________

INSTRUCTIONAL OBJECTIVE(S)

___________________________________________________________________

___________________________________________________________________ PRIOR ACADEMIC KNOWLEDGE, CONCEPTIONS/MISCONCEPTIONS

Prior Academic Knowledge

___________________________________________________________________

Misconceptions

___________________________________________________________________

DEVELOPMENTAL PROCEDURES (*Engaging the learner)

1. MOTIVATION _______________________________________________________________

2. ___________________________________________________________________________

3._________________________________________________________________

Add as many steps as need. Be sure to end with a closure. ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ © Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

ASSESSMENT (formal & informal)

Informal assessment

___________________________________________________________________

Formal assessment

___________________________________________________________________

INSTRUCTIONAL STRATEGIES (include an indicator for each strategy)

___________________________________________________________________

ADAPTATIONS ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ © Molloy University, Division of Education, Rockville Centre, NY 11571

SASS Revision 8/30/24

DIFFERENTIATION OF INSTRUCTION

___________________________________________________________________

INDEPENDENT PRACTICE

___________________________________________________________________

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention

___________________________________________________________________

Academic Enrichment

___________________________________________________________________

INSTRUCTIONAL RESOURCES AND MATERIALS

_________________________ _________________________

REFERENCES

___________________________________________________________________

Molloy University

Division of Education

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