3.1 Creating a Lesson Plan
Introduction
In order to plan an effective lesson, educators should think about "what it is we want students, in the end, to be able to do with what they have learned" (Wiggins & McTighe, 2012, p.2). There is a three stage process in order to design effective lessons following the backward design model. These three stages are what will be guiding our lesson plan process. This lesson plan will make sure to incorporate a virtual classroom to implement into your classroom in an upcoming lesson.
Larson and Lockee (2020) discuss the three stages we will be using to guide our lesson design are:
1. Identify the desired results
2. Determine what constitutes acceptable evidence of those results
3. Plan learning experience and instruction that are geared towards producing those results (p.181)
Learning Outcomes
The student will be able to understand the backward design method of lesson planning
The student will be able to create a lesson plan that aligns with their grade level, content, and curriculum standards
The student will be able to create a lesson plan that implements a virtual classroom
Information
Quick Write
Brainstorm: Think about what you want your students to walk away from your lesson knowing. Think of three learning outcomes you want for this lesson plan.
Create your Lesson Plan
1. Identify Desired Results
Begin with your goal in mind by stating "The student will be able to." This will address what the student will be able to do by the end of your lesson.
Then, follow this with a Bloom's Taxonomy verb. Larson and Lockee (2020) describe Bloom's Taxonomy as "a six-level taxonomy of thinking skills through which learners must typically progress to master content" (p. 119).
Ex. The Student will be able to (TSWBAT) _______ (Bloom's Taxonomy verb)
2. Determine Assessment Evidence
What will student's do for you to assess that student's have met your learning objectives?
Assessments can take many forms. Make sure you create an assessment that allows you to demonstrate that student's have met your objectives.
Larson and Lockee (2020) emphasize three questions to keep in mind when planning for assessments (p.80):
- Will assessment be traditional (test) or non-traditional (paper, project, process)?
- Will the assessment by graded or ungraded? If graded, by who? If ungraded, will the learner be motivated enough to take the assessment?
- Will feedback be provided? What type of feedback (Corrent/Incorrect, Rubric, explanation, etc.)?
3. Plan Learning Experience and Instruction
In stage three, discuss your virtual classroom. What decisions will you make in order to create a positive learning environment for students? What are you planning on having student's participate in through the platform of Google Slides.
Some questions to keep in mind when discussing your virtual classroom:
- Will students be collaborating or is it an independent activity?
- Will you track student's progress (have them share the document with you) or have them submit it at the end?
- How will you create a positive learning environment for students in your virtual classroom? (Decorations, class rules, class wall, class pet)
- How will you support student's learning through the virtual classroom platform?
Task
Submit you Lesson plan that follows the three stages discussed in the lesson:
1. Identify the desired results
2. Determine what constitutes acceptable evidence of those results
3. Plan learning experience and instruction that are geared towards producing those results (Larson & Lockee, 2020, p.181)
Move on to Lesson 2: 3.2 Create a Virtual Classroom
Go back to Unit 3 Unit 3: Planning a Lesson Using Virtual Classroom
References and Resources
Larson, M. B. and Lockee, B. B.(2020) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Alexandria, VA: Association for Supervision and Curriculum Development