Design plan comes to live!!! Use everything you have created up to this point. Everything that is part of your lesson plan needs to be created. All lesson activities are ready to go. Create scenarios that will interest the learners and promote discussion and questions. REVIEW everything you just developed, making sure it looks accurate and complete. Pilot Session/Testing--Put the course in front of learners and see how they interact with it. Refer back to your original objectives to asses. Does the lesson work? Are the directions to the educator clear and concise? Are the educator's materials appropriate and thorough enough? Are the learner's materials appropriate and thorough enough? Are the support materials? Put the course in front of learners and see how they interact with it. Refer back to your original objectives to assess whether the pilot of successful. Does the timing of each of the segments match your estimates? Are the technology components appropriate? Do the instructional methods work as planned? What does NOT work the way thought it should? What needs to be changed?
Implementation--bring people into the room and try it out?
Evaluation--how did it work?
Construction Phase--Lesson Plans--Chapter 11
9 events
1. gaining attention
2. Direction (stating objectives)
3. Recall (recall of prerequisite info)
4. Content (presentation of new material)
5. Application feedback--level 1 --guided learning
6. Application feedback-level 2--elicit performance
7. Application feedback level 3--feedback
8. Evaluation (assessment)
9. Closure (retention and transfer)
What is the key factor designers need to remember when designing lesson plans?
* teachers must be given the right tools to make your design come to life and successfully implement it.
What happens if a lesson plan does NOT provide all important info?
* feelings of aggravation and stress--teachers get lost
How complete should a lesson plan be?
What should instructional designers consider when designing a lesson plan?
* Can the designer identify a range of experience within the pool of potential teachers?
* Are there any special issues the designer needs to address, such as language or cultural concerns
I am writing the lesson plan for ME—no one else~!
What happens if a lesson plan does not provide all the important information?
How complete should a lesson plan be?
What should instructional designers consider when designing a lesson plan?
Format of lesson plan:
Lesson plan needs to be written in a way that makes implementing the class/lesson simple
Consistent format
Each of the nine events is covered in a separate section of the plan—may need to eliminate some due to time, but at least consider them
Include how long each section will take—okay if goes shorter or longer
Some events may be too complex
Using technology—may not have time to do attention getter, assessment, etc.
HOW IT LOOKS--
Don’t have to put room arrangement unless it needs to be changed
Gaining Attention—5 minutes
Notations about wording
Action Items—put in bold
Elimination of Events—may need to reduce the nine events to seven or fewer
24 Hour Checklist—NOT needed unless you need something special prepared
Gaining Attention—notes about what suppose to say—paraphrase
Preparation for Learning
1. Gaining attention--
2. Direction—state objectives
3. Recall—recall of prerequisite
Delivery and Practice of New Material
4. Content—presentation of new material—I Do
5. Application feedback—level1—guided learner—We Do
6. Eva
7. Application feedback—level 3—feedback—based on the learner—what teacher does for those still needing more help—one-on-one questions
Wrap-Up
8. Evaluation—assessment—Did they do it? Self-evaluation
9. Closure (enhancing transfer)—retention and transfer
Reflection Blog—class notes with only Weebly public site
Reading Questions—either type directly or link to Weebly site.
Email Diane miller for missing blog or reading posts
What? (the past) –what have I collected about my life/work/learning (my artifacts)
So What? (the present)—what do those artifacts show about what I have learned?
Development Options
1. Project—purposes and uses
2. Collect and organize
3. Select valued artifacts
4. Interject personality
5. Reflect metacognitive
6. Inspect and self assess goals
7. Perfect, evaluate and grade if you must
8. Connect and conference
9. Inject and eject to update
10. Respect accomplishments and show pride
Now What? (the future)
Read ONLY chapter #7 for next week.
Implementation--bring people into the room and try it out?
Evaluation--how did it work?
Construction Phase--Lesson Plans--Chapter 11
9 events
1. gaining attention
2. Direction (stating objectives)
3. Recall (recall of prerequisite info)
4. Content (presentation of new material)
5. Application feedback--level 1 --guided learning
6. Application feedback-level 2--elicit performance
7. Application feedback level 3--feedback
8. Evaluation (assessment)
9. Closure (retention and transfer)
What is the key factor designers need to remember when designing lesson plans?
* teachers must be given the right tools to make your design come to life and successfully implement it.
What happens if a lesson plan does NOT provide all important info?
* feelings of aggravation and stress--teachers get lost
How complete should a lesson plan be?
What should instructional designers consider when designing a lesson plan?
* Can the designer identify a range of experience within the pool of potential teachers?
* Are there any special issues the designer needs to address, such as language or cultural concerns
I am writing the lesson plan for ME—no one else~!
What happens if a lesson plan does not provide all the important information?
How complete should a lesson plan be?
What should instructional designers consider when designing a lesson plan?
Format of lesson plan:
Lesson plan needs to be written in a way that makes implementing the class/lesson simple
Consistent format
Each of the nine events is covered in a separate section of the plan—may need to eliminate some due to time, but at least consider them
Include how long each section will take—okay if goes shorter or longer
Some events may be too complex
Using technology—may not have time to do attention getter, assessment, etc.
HOW IT LOOKS--
Don’t have to put room arrangement unless it needs to be changed
Gaining Attention—5 minutes
Notations about wording
Action Items—put in bold
Elimination of Events—may need to reduce the nine events to seven or fewer
24 Hour Checklist—NOT needed unless you need something special prepared
Gaining Attention—notes about what suppose to say—paraphrase
Preparation for Learning
1. Gaining attention--
2. Direction—state objectives
3. Recall—recall of prerequisite
Delivery and Practice of New Material
4. Content—presentation of new material—I Do
5. Application feedback—level1—guided learner—We Do
6. Eva
7. Application feedback—level 3—feedback—based on the learner—what teacher does for those still needing more help—one-on-one questions
Wrap-Up
8. Evaluation—assessment—Did they do it? Self-evaluation
9. Closure (enhancing transfer)—retention and transfer
Reflection Blog—class notes with only Weebly public site
Reading Questions—either type directly or link to Weebly site.
Email Diane miller for missing blog or reading posts
What? (the past) –what have I collected about my life/work/learning (my artifacts)
So What? (the present)—what do those artifacts show about what I have learned?
Development Options
1. Project—purposes and uses
2. Collect and organize
3. Select valued artifacts
4. Interject personality
5. Reflect metacognitive
6. Inspect and self assess goals
7. Perfect, evaluate and grade if you must
8. Connect and conference
9. Inject and eject to update
10. Respect accomplishments and show pride
Now What? (the future)
Read ONLY chapter #7 for next week.