Design for Learning

Instructor: Taylor Blair Lesson Title: Curriculum Area: Grade Level/Cooperating Teacher: Date: Estimated Time:

Standards Connection: When writing a standard for the lesson it is important to only state the standard that goes along with exactly what the students are going to learn. The Alabama Course of Study is the resource to use when determining the standard. Learning Ob ective!s": This section describes the what and why of the lesson. The students will be doing and learning throughout the lesson and the learning objective is a clear concise goal and the reason for the lesson. Learning Ob ective!s" stated in #$id%&riendl'( language: Not only is it important for the teacher to constantly be aware of the objective or end goal but the students should also be aware as well. !utting the objective into "#id$friendly% language allows the students to fully and easily understand what the teacher is trying to get across. This allows the students to be on the same page with the teacher. Evaluation o& Learning Ob ective!s": This evaluation is a #ey component for the purpose of the lesson and helps the teacher and students stay on trac# toward the end goal. The evaluation is very specific leaving the teacher confident and focused rather than nervous and scattered. The students will be assessed in order to clarify that the lesson was a success and the students improved in their s#ills. The evaluation process is extremely important and ta#es time to perfect in order for the students to be assessed fairly and accurately. Engagement: There are many components that are involved with creating a lesson that engages the students. &t is important to review with the students on what they have already learned and what they #now so there can be a smooth transition toward adding onto the students prior #nowledge. 'ddressing the students prior #nowledge also allows the teacher to ta#e time to set the students straight if they have a misconception of something. When the students recogni(e there is a connection between what they already #now and that they are building upon that #nowledge they are more li#e to see purpose and stay engaged. )a#ing the learning objective clear and present throughout the lesson is another way to #eep the students focused with an end goal in mind. Learning Design:

&. Teaching* This portion of the design clearly explains the way the lesson will be taught+ for example what resources will be used and the activities involved. &nteractive teaching is the best way to #eep the students engaged. ,ome options to avoid telling the students are modeling -uestioning and discussion. &&. .pportunity for !ractice* Without practice there is no way of telling if the students are grasping the concept. !ractice throughout the lesson is #ey so that the teacher is able to address any problems while they are still learning rather than moving on and later reali(ing the student did not understand. The practice for the lesson should be strategically planned and thought out in order to maximi(e time and efficiency. /uring the practice students should be individual assessed and when a student is not able to complete the practice as necessary the teacher must re$teach the content in a new way to

brea# through to why the student did not understand in the first place. The opportunity for practice prepares the students for the final assessment. The students will &&&. 'ssessment* The assessment needs to be specific as possible in order to ensure that the students have a clear understanding of the content. When writing a lesson plan it is crucial to include the -uestions that will be as#ed and the directions for the assessment. &0. 1losure* The students need closure for a lesson. This way the students will #now when it is time to move on. ' plan and -uestions for the end of the lesson are a #ey component when writing a lesson plan.
)aterials and *esources: This will be a list of all of the materials and resources used during the lesson. This list will provide the teacher with exactly what he or she needs. This way the teacher is prepared for the entire lesson and is not distracted with trying to gather supplies during the time with students 2one less thing to worry about while the teacher is with the students3. When creating the list of materials and resources needed the students must be the focus of what would be best for their interest. The materials should N.T be a distraction but instead enhance the lesson.

Di&&erentiation Strategies !including plans &or individual learners": .ne main focus for teaching a classroom full of diverse students is being aware and conscious of the multiple different learning styles and personalities of the students. )odifying the lesson plan for certain students is a crucial part of ensuring that a majority of the students will be able to pass the assessment. Data Anal'sis: The data found from the assessments will provide the teacher students and parents with an on going progress report of how the student is doing and what they have learned. 'naly(ing this data will provide all three parties with a better understanding of the students learning success.

*e&lection: &n order to improve it is crucial for the teacher to reflect on the lesson. What wor#ed and what didnt wor# for the class as a whole and for individual students as well will allow the teacher to reassess the next lesson.

Samford University Design for Learning