A-PLUS Writer

instrutions.docx

Home >English homework help >A-PLUS Writer

INSTCUTIONS: Start working with your mentor NOW and design a lesson which will support his/her already existing curriculum. What are the students going to LEARN, and How are you going to measure they LEARNED it!

Suggestions

- work on a clever, interest building, PERSONALLY RELEVANT, approach for an introduction = Snappy Launch

- think about how you will know that your audience has MET YOUR LEARNER OBJECTIVE (assessment)

- flesh out the details of how you will make, reinforce and assess your lesson’s point

READ THE FOLLOWING! TIPS FOR SUCCESS!!

LESSON PLAN 1. LEARNER OBJECTIVE The purpose of this learner objective is for you to create MOVE BEYOND THE DATA you MUST move beyond data collection and incorporate analysis. What does the data mean? How does it oppress the marginalized? Activity Ideas: Gathering data is fine but…. so what? You need to go to the next step. How will this bring the topic of marginalization in THIS country to their attention. Oftentimes, the research supports previously held biases! BRINGING IN AN AMERICAN INDIAN SPEAKER TO TALK ABOUT THE "OLD WAYS" IS OFTEN MORTIFYING FOR THE iNDIAN STUDENTS. You need to add critical analysis and individual assessment. How will your lesson reduce persecution of this marginalized group? You need to MAKE SURE THE STUDENTS THINK ABOUT ACTION THAY CAN TAKE TO IMPROVE THE MARGINALIZATION OF THE GROUP THEY ARE STUDYING!!

2. INDIVIDUAL ASSESSMENT As my students know…I am kind of a bear about “assessing” group work by watching the discussions. Unless you have a hit count sheet with you- that will not meet the criteria for independent assessment. I watched a student teacher lead a very lively discussion in his class and he used that discussion as the assessment for the activity. I did a hit count of participants as I watched. ..only 6 out of 28 participated. PLEASE INDICATE INDIVIDUAL ASSESSMENT STRATEGIES.

3. SNAPPY LAUNCH is NOT a little flash and dazzle. You need Personal Relvance by Jason Waltz

Developing Measurable Objectives as Assessment Tools

EXAMPLE STUDENT SUBMISSION:

Learner Objectives…The students will use the elements of line, shape, color and texture to create a unique Fantastic Fish (or other ocean-dwelling creature). Students will use adjectives to create a written poetry element that correlates with their fish. Student artwork will include three different kinds of lines, a variety of shapes, thoughtful use of color, added texture or pattern, and juicy (descriptive) word choice in the poem. Students will use media in an appropriate manner (as modeled in demo) and are expected to participate in supply management and cleanup.

SIMPLIFY

The students will be able to represent adjectives visually by creating a Fantastic Fish using three elements of design and completing a poem which uses three adjectives.

___________________________________________________________________________________________________________

Measurable objectives are used as assessment tools. Once the objective is defined, this then becomes the foundation for your grading or assessment tool. The measurable objective should mention your expectations for performance on the assessment.

In developing your objectives be sure to include:

· conditions (how or where the student will perform the task)

· behavioral verb (describe student behavior)

· criteria (how well the student performs the behavior)

Guidelines for Writing Measurable Objectives Rubric

The hardliners in the field of writing behavioral objectives state that the behavioral objectives must be written according to the following template:

The skill that the learner demonstrates.	Conditions under which the learner demonstrates the skill.	Criteria for measuring success.
The student will be able to identify measurable objectives	from a list which includes broad goals and measurable objectives.	The student will complete the task with no errors.

The Sure-Fire, No-Fail Lesson Plan Format to Ensure the Development of Student Centered, Content Laden, and Critical and Creative Thinking 21st Century Curriculum.

Who is the Audience? Identify your demographic. Are there students with special needs or cultural considerations?

Interpersonal dynamics already observed in the classroom? Student Life World Hook

What are your Learner Objectives?

Your objectives must be measureable. Who will learn what and how will you know they learned it! Include the assessment here!!

Snappy launch.

Standards –Based? Record Here

Procedure

Grab students’ attention. Snappy launch.

Show examples

Introduce relevance & purpose…share your objectives

Connection to student life world

Describe what teacher/students will be doing

Key Vocabulary Key Essential Questions

Venue?

What are your venue possibilities or challenges?

What might be some of the physical restrictions to the classroom that will have to be modified to make your lesson be most effective? (Are students working in groups? Would it be better for students to be at individual desks or tables?) Need computer lab? Need access to art room?

Instructional Menu  What materials will you need as teacher?

Hard materials (must use two)

Soft materials (must use two)

If using technology, list URL’s, 2.0 tutorials. Bookmark uTube tutorials etc.

Human Resources(must use one)

What will the students need to complete the lesson?

Hard materials (must use two)

Soft materials (must use two) If using technology, list URL’s, 2.0 tutorials. Bookmark uTube tutorials etc.

Human Resources(must use one)

Assessment Student Assessment: (Must be aligned with learning outcomes) How will you know they met your objectives? See following for details.

Self Assessment (Evaluation):  List two things that went well during your lesson.

Identify any difficulties in the lesson (instructional and/or management).

How was the difficulty(ies) handled?

What might you do differently to avoid or respond to the difficulty in the future?

Collect and review student work. Ask yourself:

How well did your students understand the material?

To what extent did students meet lesson outcomes?

Based on student evidence, what type of lesson planning needs to be addressed if you were to do a follow up lesson? _______________________________________________________________________________________________________