Lesson Planning: A Research-Based Model for K-12 Classrooms / Edition 1

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Overview

Are you looking to construct a lesson plan that will help K-12 students master new content, concepts, and skills? Lesson Planning: A Research-based Model for K-12 Classrooms can help by guiding you in the selection of research-based instructional strategies and types of materials designed to consider all learners’ needs.

  • Part I establishes the theoretical foundations of the ideas used in the lesson planning process.
  • Part II is a step-by-step guide to developing direct and inquiry-based lesson plans.
  • Meeting the Needs of all learners – woven throughout each chapter, the authors address the diverse needs of students.
  • INTASC Standards Correlation Guide appears on the inside front cover to help readers quickly identify the lessons that meet each standard.
  • Connections to the INTASC Standards are woven throughout each chapter’s content and activities.
  • Unit Connections explain how the chapter’s content is used in the development of a unit
  • Technology in Education (TiE) – a feature throughout the book provide practical help in the lesson planning process including rubric generating sites, lesson plan templates, ideas for lesson activities, and links to useful classroom materials.
  • Reality Check, a feature in each chapter, provides advice from practicing classroom teachers who represent a range of subjects and grade levels.
  • Your Turn feature at the end of each chapter helps you create your own standards-based lesson plan in both direct and indirect instruction formats.

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Product Details

  • ISBN-13: 9780131735941
  • Publisher: Pearson
  • Publication date: 1/11/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 168
  • Sales rank: 701,984
  • Product dimensions: 8.10 (w) x 10.80 (h) x 0.50 (d)

Meet the Author

Melinda Schoenfeldt earned her doctorate in Curriculum and Instruction from Kansas State University. Prior to earning her doctorate, Schoenfeldt taught elementary, middle, and high school courses in public and private schools. She is now an associate professor in the Department of Elementary Education at Ball State University. While at Ball State, she has taught undergraduate courses in lesson planning and classroom management in addition to supervising student teachers in the United States and Germany. She has also served as the faculty coordinator and instructor of study abroad programs in England, Denmark, and Mexico. Schoenfeldt won a dissertation award from the National Council for Geographic Education, was a visiting scholar in geography education at Silkeborg Seminarium in Silkeborg, Denmark, was a fellow at the Virginia Ball Center for Creative Inquiry, and is currently an Enhancing Student Learning Initiative fellow. Schoenfeldt is one of three members of the Learning Assessment Model Project (LAMP) development team. LAMP earned the 2005 Christa MacAuliffe Award for Excellence in Teacher Education. Schoenfeldt currently teaches graduate courses for Ball State University’s online master’s degree program in Elementary Education.

Denise Salsbury is an assistant professor at Ball State University in the Elementary Education Department of the Teachers College where she teaches instructional planning, classroom management, and integration of technology in core curriculum courses. She is PDS liaison to The Children’s Museum of Indianapolis and Minnetrista Cultural Center.

Salsbury received her Ph.D. from Kansas State University in Curriculum and Instruction with an emphasis in both elementary social studies and geography education. Her research interests include various aspects of geography and technology education for elementary students. Her first degree is in music education. While in Kansas, she was an active member of the Kansas Geographic Alliance, which gave her the opportunity to attend geographic education and leadership institutes at the National Geographic Society. Salsbury received a dissertation award from National Council for Geographic, and is currently Chair of the Geography Literacy Task Force for the organization. She has taught in grades K-6, specifically fourth grade for ten years, and had many opportunities to write thematic science and social studies curriculum for the school district.

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Table of Contents

Instructional Strategies List

Preface

PART I: CONCEPTUAL FOUNDATIONS FOR PLANNING A LESSON

Chapter 1: Planning is Necessary

Planning is Professional Decision-Making

Teacher Accountability: Past and Present

Planning as a Road Trip Analogy

Reasons for Planning

Lesson Focus

Remaining Focused During Instruction

Selecting Appropriate Materials and Strategies

Incorporates Academic Standards

Classroom Management

Reflective Practitioner

Long Range Planning

Daily Lesson Plans

Interdisciplinary Thematic Unit

In Summary

Your Turn:

Activity: Reflections on Planning

Bibliography

Chapter 2: Teaching is Informed Decision Making

Making Decisions: Experienced and Expert Teachers

The Importance of a Personal Philosophy of Teaching

Philosophy: A K-12 Lesson Planning Model That Works

Constructivism

Context

Commitment

Content

In Summary

Your Turn:

Activity 1: Your Beliefs

Activity 2: Your Philosophy

Bibliography

PART II: STRUCTURAL FOUNDATIONS OF A LESSON PLAN

Chapter 3: Identifying a Topic and Academic Standards

Identifying Topics

Identifying Academic Standards

Standards and Educational Reform

National Standards

State Standards

Identify a Topic and Standards for a Lesson

In Summary

Your Turn:

Activity 1: Your State Standards

Activity 2: Topic Identification

Activity 3: Select and Align a Topic with State Standards

Activity 4: Reflection

Bibliography

Chapter 4: Writing Lesson Goals and Objectives

Goals and Objectives

Purpose for Writing Goals and Objectives

Defining Goals and Objectives

Approaches to Writing Lesson Objectives

Behavioral Objectives

Goals Objectives

Instructional Objectives

Standards-based Lessons:

Using Academic Standards to Write Objectives

In Summary

Your Turn:

Activity 1: Distinguishing Between Goals and Objectives and Identifying Taxonomy Levels

Activity 2: Writing an Instructional Objective

Activity 3: Reflection

Biblography

Chapter 5: Designing Formative and Summative Assessments

The Importance of Assessment

Reasons for Classroom Assessment

Assessment and Evaluation

Types of Assessment

The Assessment Process: Pre-assessment, Formative, and Summative Assessment

Evaluation

Creating a Rubric

A Process for Measuring Teacher Impact

In Summary

Your Turn:

Activity 1: Creating Your Lesson's Pre- and Post-Assessments

Activity 2: Create a Rubric

Activity 3: Creating a Formative Assessment

Activity 4a: Differentiating Your Lesson's Product by Readiness

Activity 4b: Differentiating Your Lesson's Product by Interest

Activity 4c: Differentiating Your Lesson's Product by Learner

Activity 5: Reflection

Bibliography

Chapter 6: Choosing the Lesson Content and Instructional Strategies

A Highly Qualified Teacher in Every Room

Understanding Context: The Learners

What is Differentiation?

Understanding Differentiation: Important Terms Defined

Content

Process

Product

Student Readiness

Student Interest

Learning Profile

Intelligence Preference

Environment

Organizational Considerations

Understanding Content

Informational

Instructional

In Summary

Your Turn:

Activity 1: Identify Your Informational Sources

Activity 2: Identify Your Instructional Sources

Activity 3: Creating a Lesson Plan Annotated Bibliography

Activity 4: Collaboration

Activity 5: Reflection

Bibliography

Chapter 7: Selecting Lesson Materials

The Next Step: Selecting Materials

Materials Defined

What Research Says

Brain Research

Literacy

Technology as an Instructional Tool

Meeting the Needs of All Learners

Cultural Diversity

Practical Considerations in Using Materials

In Summary

Your Turn:

Activity 1: Select Literature/Print Sources

Activity 2: Select an Activity and Its Corresponding Materials

Activity 3: Selecting Visual Aids

Activity 4: Create a Materials List

Activity 5: Collaboration

Activity 6: Reflection

Bibliography

Chapter 8: Creating a Lesson Plan

Putting the Pieces Together

SECTION I: DIRECT INSTRUCTION

What is Direct Instruction?

Writing a Direct Instruction Lesson: Elements Defined

Lesson Beginning

Lesson Middle

Lesson End

Your Turn:

Activity 1: Evaluation of a Direct Instruction Lesson Plan

Activity 2: Write a Basic 3-Part Direct Instructional Lesson Plan

Activity 3: Reflection

PART II: INDIRECT INSTRUCTION

What is Indirect Instruction?

Planning and Implementing Indirect, Inquiry Learning

Writing Essential Questions

Assessment of Learning

In Summary

Your Turn:

Activity 1: Collaboration

Activity 2: Creating an Inquiry Lesson Plan

Activity 3: Peer Review

Activity 4: Reflection

Bibliography

Index

INTASC Principles List

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