INST 5130: Learning Theories and Instruction Training/Lesson Plan Format

This training/lesson plan format is based upon the University of Houston-Clear Lake School of Education lesson plan format, available for review at http://prtl.uhcl.edu/portal/page/portal/SOE/Forms/form_files/LessonPlanFormat.doc

Title of Lesson: Understanding Children’s Development Date: October 12, 2011

Author: Lauren Fowler-CarterPlace of Business:

High School

Subject Area: Family and Consumer Sciences/Child Development

Instructional Focus:

Andragogy

Pedagogy

Learner Population:

The learner population will be 10-12th grade students enrolled in a Child Development class. It is projected that 16 students will be in the class during each period.

Component Detail

Student PopulationThe learner population will be 10-12th grade students enrolled in a Child Development class. It is projected that 16 students will be in the class during each period.

Materials/Resources

Teacher’s computer w/ projector hook up Slips of paper Bucket/hat Handout for notes Student compliance agreement

Safety Aspects(as is appropriate)

Desks are in groups of 4 with plenty of space in between each group for students to walk through. All purses and backpacks are to stay out of the walkway. Any cords for the computer will be covered or moved out any walkways.

Instructional Objective(s)

The students will be aware of the stages of development for children The students will understand their expectations of knowing the developmental

stages Students will agree that they will comply to expectations set

Anticipatory Set

Select 2 students or volunteers to help with a demonstration. Have 2 slips of paper labeled ‘child’ and ‘adult’. On the bottom of both slips make sure to write “use appropriate language’. The students will draw from a bucket what role they will be in this demonstration.

The teacher is to tell the students to demonstrate what they feel is a bad example of how to treat a child at a day care. The ‘child’ has done something bad and the ‘adult’ will show the class what NOT to in the situation.

After the first reenactment, the students in the room will tell the teacher what was wrong with the demonstration.

Now the ‘child’ and ‘adult’ will demonstrate what they feel is the PROPER way to confront a child when they have done wrong.

Ask what was done differently this time. Ask if students have any questions.

Input or Procedure (Instruction)

(Show a picture of a baby from birth to age2)Sensorimotor- Explain to students what developmental changes a child from this age goes through, and what capabilities they have.Natural reflexes

Sucking Focusing on seen objects Aware of own body- will eventually develop view on exterior world

(Show a picture of a child between the ages of 2 and 7)Preoperational period- Explain to students what developmental changes a child from this age goes through, and what capabilities they have.

Pretending POV problems “me stage”

(Show a picture of a child between the ages of 7 and 11)Concrete operational period- Explain to students what developmental changes a child from this age goes through, and what capabilities they have.

Cannot process hypothetically Logical-mathematical knowledge

(Show a picture of child within the students age group)Formal operational period- Explain to students that this is the stage that they are currently in. Also explain what developmental changes a child from this age goes through, and what capabilities they have.

Ability to imagine beyond reality can process thoughts hypothetically can process systematically

Now explain the importance it will be to remember these concepts and how it will pertain to the class and working with the children in the day care.

**Remind the students that they will learn more skills for working with the children, and that this is an introductory lesson for them to understand the basic concepts and expectations.

Input or Procedure(Modeling) Now that the descriptions of each stage have been explained, with the students, see if

they can help the teacher come up with even more characteristics that might belong to

each stage of develop.

Guided PracticeThe teacher will present different scenarios from each stage of development. The students are to guess which period of development each scenario belongs to.

Independent Practice(Independent of Teacher)

(Pass out handout with stages of development listed) In the groups that the students are sitting in, they will work independently of the teacher to come up with the differences that each of the children within these stages are capable of. This must be in a chart format, but the students can use their creativity and create whatever type of chart they desire.

AssessmentShort quiz on projector. Do in teams. Call on each group. they have 15 seconds to answer. If they do not answer within 15 seconds or get the wrong, call on another team until the right answer is said, then explain WHY the answer is correct.

ReteachIf the concepts are not grasped the teacher will ask what exactly the student(s) is having difficulty with and reteach or explain in more simpler terms.

Enrichment ExtensionEventually the enrichment extension will be the students actually working with children in a day care.

ClosureAsk for questions, pass out student compliance agreement. Students will take home and review. Return next class meeting with any questions or concerns. If no questions, turn in agreement signed by student and parent.S