Lesson designobjectives:

1. Understand research2. ID components of lesson

3. Create a mini lesson on a selected topic

Lesson Design

• Research• Direct instruction

(seven step lesson)• Learner centered

(constructivist lesson)• Cooperative learning

structures

Research

• Gagne’: nine instructional events:1. Gain attention

2. Inform learner of objectives

3. Stimulate recall of prior learning

4. Present the content

5. Provide learning “guidance”

6. Elicit performance (practice)

7. Provide feedback

8. Assess performance

9. Enhance retention

Madeline Hunter

• UCLA professor of education

• Research in 1960’s• Thousands of hours

of coded observations• 7 step lesson plan

(other variants based on this, as well)

Lesson components

• 1. present learning objectives • What the students will learn• Lets you know what to assess• Should be done before you plan the lesson!• Use verbs from Bloom’s• “Students will…….”• “Today we are going to compute the average of a

set of data”

Lesson components

• 2. Review prerequisites» Review skills or concepts necessary for the lesson

» Students need to know how to add with regrouping and divide a multiple digit number

Lesson components

• 3. Present new material• Teach the lesson. Remember to include:

» Hearing

» Seeing

» Doing

Lesson components

• 4. Conduct learning probes» Pose questions to students to assess their level of

understanding and correct their misconceptions

» Use various methods: whiteboards; signals; choral response; signaling device (examples: colored cards, letters, numbers on ring; number wheel; others)

Lesson components

• 5. Independent practice» Give students opportunity to practice skill on own

» Small increments

» Frequent checks

Lesson components

• 6. Assess performance» Use objective as guide

» Give feedback

» Reteach, if needed

Lesson components

• Distributed practice» Homework

» Caveats: make sure they are completely ready for the work (my examples)

» Don’t over due it!

Now your turn……

• With a partner, write a mini lesson following this format.

– Write a business letter (1, 10)– Add multiple digit numbers, with regrouping (2,9)– Subtract with regrouping (3,8)– Punctuate dialog (4,7)– Punctuate three types of sentences (declarative,

exclamatory, question) (5,6)

Constructivist model

• Based on Piaget• Disequilibrium • Schema theory• Provides common

experience• Can set stage for

more structured learning models

Constructivist example

• “Choca Cola Co.”• Decide on marketing

plan for can (new vs. old)

• Check features• Prepare presentation

Constructivist example

• Conceptual understanding (high)• Complex processing• Needs guidance of teacher (connection to obj.)• Training intensive (kids must know what to do)• Must be translated or value greatly diminished

Cooperative learning

• Roles, rules, responsibilities

• Must have outcome• Training intensive• Social / collectivist

conducive• Role of grades

Incidental instruction

• “assignments”• Seat-work• Low engagement

levels• Low teacher

involvement• From 38-55% of day

when including transition work

Comparison of models

Direct instruction

Construct. model

Cooperative learning model

Incidental instruction

Teacher Director Guide Guide/observer proctor

Student Engaged; observable behavior

Engaged; active behavior; “in charge” of learning

Engaged; goal-oriented; active behavior; training intensive

Variable levels of engagement, activity, productivity

Best suited for:

Procedural learning; factual knowledge; practice

Concept development; introducing or applying

Reinforcement; practice of concept; engaging other modalities

Use should be limited to brief intervals for practice, transition

Concluding questions:

• How might you employ each model to teach a lesson? (pair/share)

• Do you see strengths for each model?• Limitations?